匹配还是冲突?教师使用注重公平的文本分析工具分析图画书

Audrey Lucero
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引用次数: 0

摘要

截至 2022 年 5 月,已有 42 个州的立法机构提出法案,限制教师如何(以及是否)解决基于种族、性别和其他边缘化身份的不平等问题。与此同时,图书禁令在全国各地也越来越普遍。鉴于为儿童提供从不同角度批判性地阅读代表不同经验的文本的机会的重要性,教师应使用图画书来促进幼儿园儿童的批判性讨论。本研究报告了一项活动的结果,在这项活动中,幼儿园至八年级的在职教师使用了以公平为重点的文本分析工具,对绘本《玛丽索尔-麦克唐纳不匹配/玛丽索尔-麦克唐纳不组合》进行了批判性分析。我对教师批判性读写能力的一个关键组成部分进行了专题分析--识别作者和插图画家在这本书中既破坏又延续的陈规陋习。这项工作有助于我们了解教师自己是如何学习对图画书进行批判性分析的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Matching or Clashing? Teachers Analyzing Picturebooks Using an Equity‐Focused Text Analysis Tool
As of May 2022, 42 state legislatures had introduced bills that would limit how (and whether) teachers can address inequities based on race, gender, and other marginalized identities. At the same time, book bans are becoming increasingly common across the country. Given the importance of providing children opportunities to critically engage with texts from a variety of perspectives and representing a diversity of experiences, teachers should use picturebooks to facilitate critical discussions with children as young as kindergarten. This study reports findings from an activity in which K‐8 in‐service teachers used an equity‐focused text analysis tool to critically analyze the picturebook Marisol McDonald doesn't match/Marisol McDonald no combina. I conducted thematic analysis on a key component of critical literacy teachers addressed—identifying stereotypes the author and illustrator both disrupt and perpetuate in this book. This work helps us understand how teachers themselves learn to engage in critical analysis of picturebooks.
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