Submission Title
When Diversity Isn't the Point: Mirrors, Windows, and Sliding Glass Doors in the Classroom
Abstract
This article seeks to provide tangible action steps for both preservice and current teachers toward cultural competence through the intentional use of diverse and inclusive children's literature. The article describes the implications of representation of various identities and the intersection of those identities in textbooks for children belonging to all marginalized identities as well as those in groups aligning with societal defaults, including race, culture, language, religion, gender, sexual orientation, and disability.
Repository Citation
Jackson, K. M. (2023). When Diversity Isn't the Point: Mirrors, Windows, and Sliding Glass Doors in the Classroom. Taboo: The Journal of Culture and Education, 22 (1). Retrieved from https://digitalscholarship.unlv.edu/taboo/vol22/iss1/6