Document Type

Article

Publication Date

7-26-2022

Publication Title

The Reading Teacher

Volume

76

Issue

3

Pages

277-284

Publisher Name

Wiley

Abstract

In schools across the country and world, students enter classrooms with rich diversity in backgrounds, identities, and experiences. They speak hundreds of different languages, come from countries around the world, espouse nuanced cultural and gender identities, and have an array of abilities and interests. But texts in school and classroom collections continue to reflect the so-called mainstream with primarily White, English-dominant, cis-gendered characters without disabilities. Efforts have emerged on social media to encourage resources with relevance to children's lives, but teachers often struggle to make the case for their use in instruction. In this article, we provide a framework for teachers to incorporate texts to support their unique students, drawing from existing literature and our own research on using texts as mirrors in classrooms.

Comments

Author Posting © The Author(s), 2022. This article has been published here by permission of Wiley Periodicals LLC for personal use and redistribution. This article was published open access in The Reading Teacher, Vol. 76, Iss.3, pp. 277-284, https://doi.org/10.1002/trtr.2139

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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