2021/04/27 by Kaira S. Kelly‐Howard
Arts and Humanities · Psychology · Social Sciences · #Educator Training and Historical Pedagogy #Literacy, Media, and Education #Reading and Literacy Development
paper · doi:10.1002/trtr.2015
crossref issued 2021/04/27 · crossref published 2021/04/27 · crossref published-online 2021/04/27 · openalex publication_date 2021/04/27 · crossref created 2021/04/27 · crossref published-print 2021/07/01 · crossref deposited 2024/08/29 · openalex created_date 2025/10/10 · crossref indexed 2026/07/26 · openalex updated_date 2026/07/26
Abstract Educators in the 21 st century must not only use texts to facilitate the acquisition of literacy but also support students in developing attitudes of acceptance and criticality for overgeneralizations of diverse characters and cultures represented in literature. Utilizing culturally sustaining pedagogies to enhance the literacy learning of elementary age students provides teachers with an opportunity to understand students’ perspectives and orientation toward the injustices represented in multicultural texts and to facilitate discussions of advocacy for tolerance and equity in today’s society. This manuscript explores literature published in The Reading Teacher (2015–2020) regarding the integration of diverse texts in elementary classrooms (grades K‐6). Implications from the reviewed articles are used to provide practical applications for enhancing culturally sustaining pedagogies in the elementary classroom.