Fostering inclusion and sense of belonging through engagement with identity in a children’s literature course
Main Article Content
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.
Article Details
Section
Personal Narrative
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.