Countering Dominant Discourses and Reaffirming Cultural Identities of Learners From Refugee Backgrounds

The authors discuss how teachers can select picture books to fully recognize the lives and identities of refugee‐background learners, counter harmful myths, and address forced displacement in their classrooms.

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Bibliographische Detailangaben
Veröffentlicht in:	The Reading teacher 2020-11, Vol.74 (3), p.325-329
Hauptverfasser:	Strekalova‐Hughes, Ekaterina, Peterman, Nora
Format:	Artikel
Sprache:	eng
Schlagworte:	1‐Early childhood 2‐Childhood Childrens picture books Children’s literature Cultural identity Culturally Relevant Education Early childhood education English as a second language English as a second language instruction English as a second language learning English for speakers of other languages < Language learners English language learners English learners Intergenerational literacy < Family literacy Language learners Literature Misconceptions Picture Books Reading Material Selection Refugees Social Bias Social Justice
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Beschreibung
Zusammenfassung:	The authors discuss how teachers can select picture books to fully recognize the lives and identities of refugee‐background learners, counter harmful myths, and address forced displacement in their classrooms.
ISSN:	0034-0561 1936-2714
DOI:	10.1002/trtr.1944