scholarly journals Perspectives on Inclusive Education: Need for Muslim Children’s Literature

Religions ◽  
2020 ◽  
Vol 11 (9) ◽  
pp. 450
Author(s):  
Antum A. Panjwani
Keyword(s):  
Public Schools ◽  
Children's Literature ◽  
Teacher Development ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Development Programs ◽  
Muslim Students ◽  
Unique Position ◽  
Curricular Resources

Muslim students and communities in Western sociopolitical and educational contexts confront substantive challenges of racisms, Islamophobia, and under- and misrepresentations in media as well as in literature. Creating a robust repertoire of curricular resources for teaching and learning, teacher development programs, and schooling in general offers a promise of developing classroom practices, which in turn promotes an inclusive discourse that recognizes the unique position and presence of a Muslim child. The present article examines the prospects of developing such a curriculum called Muslim Children’s Literature for inclusive schooling and teacher development programs in the context of public education in Ontario, Canada. It is situated in the larger umbrella of creating specific theory and methodology for education that lend exposure to Muslim cultures and civilizations. Development of such a literature as curricular resources addresses the questions of Muslim identities through curriculum perceptions so as to initiate critical conversations around various educational challenges that the development and dissemination of Muslim curricular resources faces today. I make a case for developing Muslim Children’s Literature to combat the challenges of having limited repertoire to engage with Muslim students in public schools and teacher candidates in teacher development programs. With the description of the necessity of such a literature, this article outlines characteristics of the proposed genre of Muslim Children’s Literature, as well as the unique position of a Muslim child in the current educational scenarios. A brief peek into select fiction on Muslim themes available in English internationally that can be used as curricular resources at elementary and secondary level serves towards reinforcing the definition of Muslim Children’s Literature. Further, these offer a sample that may be promoted under the proposed genre of Muslim Children’s Literature.

scholarly journals “I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages

2021 ◽  
Vol 11 (4) ◽  
pp. 579-606
Author(s):  
Raees Calafato
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teacher Development ◽  
Language Learners ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Development Programs ◽  
Factors Affecting

To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students’ knowledge of other languages during lessons. This qualitative study explored the extent to which 21 foreign language teachers in Norwegian and Russian upper-secondary schools were willing and able to implement multilingual teaching practices and the factors that they thought affected this implementation. The findings revealed three main factors, namely, their language knowledge, their positioning as language learners, and the level of support they received, which the participants reported as strongly influencing the extent to which they were able and willing to draw on their and their students’ multilingualism as a pedagogical resource. The findings also indicated that participants did not implement multilingual teaching practices differently based on the languages they taught, although there were differences between the participants from Norway and Russia concerning the teaching of English. The study has important implications for research on language teaching and learning in multilingual environments, educational institutions, and teacher development programs.

scholarly journals The Effects of Children’s Literature on Preservice Early Childhood Mathematics Teachers’ Thinking

2018 ◽  
Vol 18 (1) ◽  
pp. 96-114 ◽  
Author(s):  
Christopher Jett
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Children's Literature ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Future Research ◽  
Education Majors ◽  
Childhood Education ◽  
Mathematics Teaching And Learning

In this article, the author shares an intervention of using children’s literature as a pedagogical frame for an undergraduate mathematics content course with early childhood education majors to influence their thinking about mathematics teaching and learning. With this case study of 29 preservice teachers, the author found that literature increased preservice elementary teachers’ excitement about mathematics, heightened their self-efficacy in mathematics, and motivated them to design innovative mathematics lessons. By elaborating on these findings, the author makes a case for the continued need for mathematically competent teachers in elementary classroom spaces, and the author advocates for the incorporation of literature as a means to do this work. Finally, the author provides implications for future research and practice with other SoTL-related projects involving children’s literature.

scholarly journals “I don’t really have a reason to read children’s literature”: Enquiring into Primary Student Teachers’ Knowledge of Children’s Literature

2021 ◽  
pp. 217
Author(s):  
Jennifer Farrar
Keyword(s):  
Children's Literature ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Children’S Literature ◽  
Initial Teacher Education ◽  
Teachers Perceptions ◽  
Reader Identity ◽  
Primary Student ◽  
Literate Identities

Research into in-service teachers’ knowledge of children’s literature indicates there is a powerfully symbiotic relationship between teachers’ perceptions and projections of themselves as readers and students’ engagement with reading as a pleasurable activity (Commeyras et al., 2003; Cremin et al 2014). Less is known about pre-service teachers’ knowledge of children’s literature or their attitudes towards reading and the Scottish context is unexplored in this regard. Inspired by and aligned with the work of Cremin et al (2008) with in-service primary teachers in England, this project investigated the personal reading habits of more than 150 student teachers over a two-year period by capturing snapshots of their knowledge of children’s literature and perceptions of themselves as not only readers, but as readers of children’s literature, at various stages of their initial teacher education. Framed by understandings of literacy practices as socially and locally constructed (Barton & Hamilton, 1998) and of literate identities as fluid, contingent and plural (Moje et al., 2009), this paper also outlines how project findings linked to knowledge of texts for children and reader identity have informed the teaching and learning of children’s literature at university level.

Seeking Diversity in Children's Literature Utilized in Elementary Classrooms

2021 ◽  
pp. 87-102
Author(s):  
Mary-Kate Sableski ◽  
Jackie Marshall Arnold
Keyword(s):  
Children's Literature ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Elementary Classrooms ◽  
Multiple Perspectives

Utilizing literature in classrooms that is representative of all provides opportunities for students to find within a book the truth of their own experiences. Literature provides the windows, mirrors, and sliding glass doors that afford opportunities to consider multiple perspectives and lenses in life. This chapter discusses different representations of diverse literature in classrooms and explores what educators might consider for their teaching and learning. Specifically, the chapter describes books student teachers identify using in their classrooms and considers how the books aligned with the different categories of a rubric used to assess them. Of the 113 books sampled, only nine books distinctly represented diversity. Implications of these findings and how they can support and challenge the children's literature utilized in today's classrooms are discussed.

Group 15: Mystic Mischief: Banned Books in Classrooms

1969 ◽  
Author(s):  
Candice Pinto ◽  
Erica Gordon ◽  
Ardita Sinoimeri ◽  
Maddie Vloet
Keyword(s):  
Public Schools ◽  
Children's Literature ◽  
Public Libraries ◽  
Children’S Literature ◽  
Religious Communities ◽  
The Novel ◽  
Main Character ◽  
Group 15 ◽  
The Witch

This poster will look at children’s literature that has been banned from schools due to themes of magic, witchcraft, or mysticism. We will be looking at four different popular children's novels, and dissecting the reasons behind their prohibition. These include: C. S. Lewis’ (1950) The Lion, the Witch and the Wardrobe, which, although it has never been banned, has been challenged by numerous public schools, religious communities and public libraries, as its main character, the lion Aslan, can be interpreted as a Christ-like figure. The novel The Witches by Roald Dahl, another celebrated children’s author, has, however, been banned due to its glamourization of witchcraft, as well its misogynistic views. We draw on scholarship on magic and modernity (eg. Randall Styers 2004) to contextualize the fear over magic and mysticism in relation to “legitimate religion” and with respect to the supposed moral vulnerability of children. 

A literatura infantil adaptada na educação inclusiva: alternativas de inclusão para o aluno autista numa perspectiva sociocomunitária

1969 ◽  
Author(s):  
Bianca Scalon Peres de Paula
Keyword(s):  
Social Interaction ◽  
Children's Literature ◽  
Social Behavior ◽  
Social History ◽  
Inclusive Education ◽  
Children’S Literature ◽  
The Other ◽  
School Life ◽  
Social Situations ◽  
Medios De Comunicacion

RESUMOA escolarização da criança autista apresenta dificuldades, estando comprometida pelas dificuldades na interação social, expressão de sentimentos e pensamentos. A construção de um material de literatura infantil adaptado pode facilitar a interação social e a expressão contextualizada de si. A literatura infantil favorece a reflexão sobre a maneira de agir diante das situações sociais, possibilitando elencar atitudes próprias ao contexto. Desenvolvemos uma história social, suportada num livro multissensorial, que tem como mote o cotidiano escolar. Há também uma diversificação de suportes para a história: um CD com a história narrada, um texto com a escrita simplificada e outro com a história contada em comunicação aumentativa; atendendo às diferentes necessidades dos sujeitos. Espera-se que, com o uso desse material, que está em experimentação, amplie-se a possiblidade de interação entre professor-aluno e entre o aluno e seus pares, facilitando o processo de significação de conceitos e comportamentos sociais. Afirma-se a urgência de entender as especificidades da educação da pessoa autista, tanto na escola como fora dela, respeitando-a no seu direito de pertencer a uma comunidade.PALAVRAS-CHAVE: Autismo. Inclusão. Literatura infantil. Literatura adaptada. Educaçãosociocomunitária. Children's literature adapted in inclusive education: alternatives for inclusion in the autistic student in socio-communitarian perspectiveABSTRACTThe schooling of autistic child has difficulty, being hampered by difficulties in social interaction, expression of feelings and thoughts. The construction of a material adapted children's literature can facilitate social interaction and contextual expression of oneself. Children's literature encourages reflection on how to act in social situations, allowing the context to list own attitudes. We developed a social history, backed by a multisensory book with the motto everyday school life. There is also a diversity of media for the story: a CD with narrated story, a text written with the simplified and the other with the story told in augmentative communication; meeting the different needs of individuals. It is expected that with the use of this material, which is in trial, magnify the possibility of interaction between teacher and student and between students and their peers, facilitating the process of meaning of concepts and social behavior. Affirms the urgent need to understand the specifics of education of autistic person, both in and outside school, respecting their right to belong to a community.KEYWORDS: Autism. Inclusion. Children's literature. Literature adapted. Socio-communitarian education. La literatura infantil adaptada a la educación inclusiva: alternativas para la inclusión del estudiante autista en la perspectiva socio-comunitariaRESUMENLa escolarización de los niños con autismo tiene dificultades, siendo obstaculizada por dificultades en la interacción social, la expresión de sentimientos y pensamientos. La construcción de un material de literatura para niños adaptada puede facilitar la interacción social y la expresión contextual de uno mismo. La literatura infantil estimula la reflexión sobre cómo actuar en situaciones sociales, lo que permite el marco a la lista de actitudes propias del contexto. Hemos desarrollado una historia social, respaldada por un libro multisensorial que lleva como lema la vida escolar cotidiana. También hay una diversidad de medios de comunicación para la historia: un CD con la historia narrada, un texto escrito de forma más simplificada y el otro con la historia narrada en la comunicación aumentativa; la satisfacción de las diferentes necesidades de los individuos. Se espera que con el uso de este material, que está en experimentación, que amplía la posibilidad de interacción entre el profesor y el alumno y entre alumnos y sus compañeros, lo que facilita el proceso de significado de los conceptos y del comportamiento social. Afirma la necesidad urgente de comprender las especificidades de la educación de la persona autista, tanto dentro como fuera de la escuela, respetando su derecho a pertenecer a una comunidad.PALABRAS CLAVE: Autismo. Inclusión. Literatura infantil y juvenil. Literatura adaptada. Laeducación Socio comunitaria.

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