Fostering inclusion and sense of belonging through engagement with identity in a children’s literature course

Abstract

This personal narrative describes how the author facilitates inclusion and a sense of belonging among teacher candidates in a children's literature course while also furthering candidates' understanding of the value of diversity in prek-5 education. It outlines specific course assignments and in-class experiences centered on identity and describes outcomes in the pilot semester and anticipated changes in the teaching process for future semesters.