Category of Work
Article
Publication Title
Journal of Curriculum Theorizing
Abstract
From increasing calls for multicultural and inclusive books to media stories about books being banned in elementary schools, curriculum debates have become increasingly contentious. These debates illuminate key questions in curriculum studies: What is the knowledge of most worth? And who decides? In this article, I utilize a curriculum studies in education framework to engage and extend the literature supporting multicultural and inclusive children’s literature and critical literacy while emphasizing the role of teachers-as-curators. After analyzing the results of a year-long project in which preservice teachers (PSTs) curated collections of multicultural books representing a mirrors and windows approach to text selection, I reflect upon how teacher educators can support preservice teachers in developing the skills to make deliberate curricular choices.
First Page
67
Last Page
87
DOI
https://doi.org/10.63997/jct.v39i4.1115
Publication Date
11-21-2024
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Vaughan, Kelly P., "Curriculum Curation: Centering Mirrors and Windows in an Inclusive Bookshelf Project" (2024). Education Department Faculty Articles. 21.
https://digitalcommons.lewisu.edu/education_facpubs/21
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Teacher Education and Professional Development Commons
