{"title":"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","authors":"Audrey Lucero","doi":"10.1002/trtr.2326","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"67 31","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Matching or Clashing? Teachers Analyzing Picturebooks Using an Equity‐Focused Text Analysis Tool\",\"authors\":\"Audrey Lucero\",\"doi\":\"10.1002/trtr.2326\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":512399,\"journal\":{\"name\":\"The Reading Teacher\",\"volume\":\"67 31\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-03-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The Reading Teacher\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1002/trtr.2326\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Reading Teacher","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1002/trtr.2326","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
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.