TY - JOUR
T1 - Diverse Picturebooks for Diverse Children
T2 - The Others in Singapore Teachers’ Discourse and Pedagogy
AU - Garces-Bacsal, Rhoda Myra
AU - Tupas, Ruanni
N1 - Funding Information:
This work was supported by the Office of Educational Research, National institute of Education Singapore [OER 15/14 RB].
Publisher Copyright:
© 2021 Association of Literacy Educators and Researchers.
PY - 2021
Y1 - 2021
N2 - This study investigates how teachers construct the Others in their use of diverse picturebooks for diverse children. Data from open-ended learning prompts and focus group discussions with in-service teachers in Singapore reveal their conflicted discourse and practice in relation to using diverse picturebooks in the classroom to promote inclusive education. On the one hand, the teachers navigate their way around an “awareness of Others” but, on the other hand, they also express discomfort toward an expanded definition of “multiculturalism” and “diversity” in a relatively tightly controlled educational context. This paper aims to bring to the surface the multifaceted nature of teachers' newly found openness to broader and more inclusive notions of Others, which is conflicted but also actively compartmentalizes different discourses in order to make inclusive classroom practice possible.
AB - This study investigates how teachers construct the Others in their use of diverse picturebooks for diverse children. Data from open-ended learning prompts and focus group discussions with in-service teachers in Singapore reveal their conflicted discourse and practice in relation to using diverse picturebooks in the classroom to promote inclusive education. On the one hand, the teachers navigate their way around an “awareness of Others” but, on the other hand, they also express discomfort toward an expanded definition of “multiculturalism” and “diversity” in a relatively tightly controlled educational context. This paper aims to bring to the surface the multifaceted nature of teachers' newly found openness to broader and more inclusive notions of Others, which is conflicted but also actively compartmentalizes different discourses in order to make inclusive classroom practice possible.
KW - Professional development
KW - culturally responsive pedagogy
KW - graduate education/graduate programs
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U2 - 10.1080/19388071.2021.1878313
DO - 10.1080/19388071.2021.1878313
M3 - Article
AN - SCOPUS:85100931570
SN - 1938-8071
VL - 60
SP - 372
EP - 390
JO - Literacy Research and Instruction
JF - Literacy Research and Instruction
IS - 4
ER -