Chinese American Educational Research and Development Association
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Educational Research & Development Journal
Fall 2021, Volume 24, Number 3
Fostering In-Service Reading Teachers' Understanding of Multicultural Literature and Teaching Stance Through SAODs |
| Xiufang Chen, Susan Browne |
Abstract |
| Rooted in critical literacy, critical multiculturalism, and social constructivist theories, this study examined how structured asynchronous online discussions (SAODs) fostered in-service reading teachers' understanding of multicultural literature and a teaching stance that embraces the transformative potential of multicultural literature in an online graduate literacy course. Data sources included whole class and small group SAODs throughout the eight-week course. Through a naturalistic data analysis method, findings indicate that SAOD as an evidence-based practice supported participants in developing deeper and expanded understanding of multicultural literature, themselves and others as cultural beings, and a teaching stance that acknowledges and values diversity in practice. This study suggests that literacy teacher educators and researchers use multicultural literature to address diversity and equity. It also recommends ways to deliver an online course in multicultural literature and how carefully structured discussion is a viable mode of delivery. |
| Full Text: PDF |
ISSN: 1526-8659