Reading Diversity Through Canadian Picture Books

Preservice Teachers Explore Issues of Identity, Ideology, and Pedagogy
Herausgeber: Johnston, Ingrid; Bainbridge, Joyce

• Gebundenes Buch

Produktbeschreibung

What is the value of picture books in educating a diverse society? This collection of original essays explores how preservice teachers from faculties of education across Canada engage with issues of diversity and national identity as represented in children’s picture books. Based on research drawn from education courses and student teaching experiences, the book illustrates new and culturally relevant approaches to curricula that meet the needs of increasingly diverse student bodies. The volume focuses on picture books as a central body of texts, drawing on recent reading theory and exploring the implications of bringing the works into school classrooms. Together, the essays offer a unique cross-Canada perspective on how picture books can help students and teachers explore identities, uncover personal and national histories, and locate a sense of place.

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Produktdetails

• Verlag: University of Toronto Press
• Seitenzahl: 232
• Erscheinungstermin: 11. Juli 2013
• Englisch
• Abmessung: 231mm x 155mm x 23mm
• Gewicht: 476g
• ISBN-13: 9781442646735
• ISBN-10: 144264673X
• Artikelnr.: 38131153

Autorenporträt

Edited by Ingrid Johnston and Joyce Bainbridge

Inhaltsangabe

List of Figures
Author Biographies
Introduction: Ingrid Johnston (University of Alberta, Secondary Education)
& Joyce Bainbridge (University of Alberta, Education)
Chapter One: Picture Books and Pedagogy: From Possibilities to Practice.
Joyce Bainbridge (University of Alberta, Education) & Beverley Brenna
(University of Saskatchewan, Education)
Chapter Two: Who Does this Text Think I am? Exploring Questions of
Subjectivity through Diverse Picture Books.
Ingrid Johnston (University of Alberta, Secondary Education) & Farha
Shariff (University of Alberta, Secondary Education):
Chapter Three: Historical and Contemporary Perspectives on Cultural,
Social, and Political Issues in the Canadian West.
Lynne Wiltse (University of Alberta, Elementary Education)
Chapter Four: Prairie Spaces Recreated: Aboriginal Education and Canadian
Picture Books.
Angela Ward (University of Saskatchewan, Education)
Chapter Five Imagining the Possibilities: The Pedagogical Potential of
Diverse Canadian Picture Books.
Mary Clare Courtland (Lakehead University, Education) & Ismel Gonzάlez
(Lakehead University, Languages)
Chapter Six: Very Far Away: Traversing the Distance between Imagination and
Actualization.
Teresa Strong-Wilson (McGill University, Integrated Studies in Education) &
Heather Phipps (McGill University, Integrated Studies in Education)
Chapter Seven: Connecting Visual Literacy and Cultural Awareness Through
Picture Book Illustrations
Anne Burke (Memorial University of Newfoundland, Education)
Chapter Eight: Generative Ways to Promote Political Activity and Social
Change with Picture Books.
Roberta Hammett (Memorial University of Newfoundland, Education)
Afterword: Ingrid Johnston (University of Alberta, Secondary Education) &
Joyce Bainbridge (University of Alberta, Education)
Appendix A: Course Data Sources
Appendix B: List of Picture Books Used in the Research Project
References