Document Type

Article

Publication Date

2015

Publication Title

Issues in Teacher Education

Volume

24

Issue

2

Pages

23-42

Abstract

During the last few decades, U.S. classrooms have experienced dramatic demographic changes. This article is based on the results of a larger self-study in which four teacher educators of color participated in a book club designed to discuss the pedagogical possibilities of Yoko Kawashima Watkins' "So Far from the Bamboo Grove" (1986) and its sequel, "My Brother, My Sister, and I" (1994), in their teacher education courses. Filling the gap in research, the authors focused on responding to the following questions: (1) What happens when teacher educators of color talk about a multicultural text? How do they read the multicultural text? How do they want to teach the text? and (2) How does their membership in the culture depicted in the book impact the ways they read and teach the multicultural text? In doing so, the authors add additional voices from teacher educators of color to the growing body of literature on the professional development of teacher educators in multicultural teacher education. For the purpose of this study, the authors also define multicultural literature as "literature by and about people who are members of groups considered to be outside the socio-political mainstream of the United States," more specifically books by and about people of color.

Comments

© Caddo Gap Press

Included with the kind written permission of Cado Gap Press. Cado Gap Press holds the copyright to this article and while it is permissible to read on this repository, redistribution, copying, and resale of the article is prohibited without the publisher's specific permission.

ORCID

0000-0002-2326-3984 (Hinton)

Original Publication Citation

Suh, Y., & Hinton, K. (2015). Mirroring ourselves: Teacher educators of color reading multicultural texts. Issues in Teacher Education, 24(2), 23-42.

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