Framework for Inclusive Literature in Teacher Education

Abstract

A broad selection of appropriately inclusive literature is a major step in creating a classroom that honors the diverse population of students and creates a welcoming, accepting atmosphere. Children who find stories reflecting their experience feel seen and valued. Diverse classroom literature also opens minds, extends knowledge, and increases compassion by allowing children to learn about their classmates’ cultures and experiences. The purpose of this article was to provide a framework for evaluating diverse texts for preservice teachers. We developed a framework with eight different categories of inclusive children’s literature based on established theories of culturally relevant pedagogy. It provides preservice teachers with a means to review children’s books to ensure that their use of literature is varied, sensitive, and reflective of diversity. We concluded that teacher-education programs must do more to meet these challenges.