Reading Diversity through Canadian Picture Books

"Reading Diversity through Canadian Picture Books makes a significant contribution to the literature on the use of Canadian picture books in the classroom and the impact of multicultural Canadian children's literature on diversity and social justice education. This collection of research studies is unique in its focus on Canadian preservice teachers' personal attitudes, values, and professional perceptions towards issues of diversity, ideology, and the picturebook as a vehicle of cultural awareness and national Canadian identity. Reading Diversity through Canadian Picture Books is a valuable resource for educators and academics engaged in multicultural pedagogy in Canada and diversity and literacy education." -- Judith Saltman, Chair, Master of Arts in Children's Literature Program, and Professor, School of Library, Archival, and Information Studies, University of British Columbia "The contributors to this timely book remind us of the need to consider how preservice teachers come to terms with the tensions that arise as a result of student's exploration of diversity through picture books. The insights they share will be relevant to all educators who make use of complex picture books to promote literacy and a deeper understanding of multiculturalism. This book will motivate educators around the world to examine, challenge and support the responses of preservice teachers, and, through the frameworks it provides, to inspire a more critical and thoughtful pedagogy." -- Evelyn Arizpe, Senior Lecturer, School of Education, University of Glasgow

This collection of original essays explores how preservice teachers from faculties of education across Canada engage with issues of diversity and national identity as represented in children’s picture books.

What is the value of picture books in educating a diverse society? This collection of original essays explores how preservice teachers from faculties of education across Canada engage with issues of diversity and national identity as represented in children’s picture books. Based on research drawn from education courses and student teaching experiences, the book illustrates new and culturally relevant approaches to curricula that meet the needs of increasingly diverse student bodies.

The volume focuses on picture books as a central body of texts, drawing on recent reading theory and exploring the implications of bringing the works into school classrooms. Together, the essays offer a unique cross-Canada perspective on how picture books can help students and teachers explore identities, uncover personal and national histories, and locate a sense of place.