Teaching Global Literature in Elementary Classrooms: A Critical Literacy and Teacher Inquiry Approach

Summary

Demonstrating the power of teaching global literature from a critical literacy perspective, this book explores the ways that K-6 educators can infuse diverse texts into their classrooms and find support for their endeavours in teacher inquiry communities. Through carefully analyzed, ethnographically informed portraits of classroom life alternating with teachers’ own accounts of their teaching and learning experiences, it demonstrates how students are moved to question, debate, and take action in response to global texts. This multi-vocal work both emerges from and responds to tensions and debates related to the purpose and practice of literature education in a time of Common Core State Standards.

Table of Contents

Contents

Foreword

Perspectives as Transformation

Kathy G. Short

Preface

Chapter 1

Introduction: Global Visions, Local Inquiries

Kelly K. Wissman

Chapter 2

Reading Global Literature as Emergent Global Citizens: Mirrors, Windows, Doors, and Maps

Kelly K. Wissman

Chapter 3

Re-Envisioning English as a New Language Teaching with Global Literature

Heather O’Leary

Chapter 4

Reading Global Literature about War: The Role of Emotion in Constructing Meaning

Kelly K. Wissman

Chapter 5

Re-Envisioning the Role of the Literacy Specialist as Collaborating Teacher

Krista Jiampetti

Chapter 6

Learning in the Inquiry Community: A Letter to Krista

Heather O’Leary

Chapter 7

Learning in the Inquiry Community: A Letter to Heather

Krista Jiampetti

Chapter 8

Reading Global Literature at the Intersection of Critical Literacy and Dialogic Teaching

Kelly K. Wissman

Chapter 9

Re-Envisioning Critical Literacy Teaching with Global Literature in Culturally Homogenous Settings

Simeen Tabatabai

Chapter 10

Re-Envisioning Reading Intervention as Social Action

Maggie Naughter Burns

Chapter 11

Learning in the Inquiry Community: A Letter to Maggie

Simeen Tabatabai

Chapter 12

Learning in the Inquiry Community: A Letter to Simeen

Maggie Naughter Burns

Chapter 13

Engaging in Local Inquiries and Cultivating Global Visions: What Did We Learn?

Kelly K. Wissman

Chapter 14

Teaching Critically with Global Texts: Insights for Teacher Preparation and Professional Learning

Cheryl L. Dozier

Afterword

Peter H. Johnston

Appendix

Children’s Books and Professional Texts Essential to Our

Author(s) Bio

Author

Kelly K. Wissman

Associate Professor, University at Albany
Albany, NY, USA

Learn more about Kelly K. Wissman »

Kelly W. Wissman is an Associate Professor of Literacy Teaching and Learning at the University at Albany, USA.

Maggie Naughter Burns is a Reading Specialist at Delaware Community School, Albany, NY, USA.

Krista Jiampetti is a Literacy Facilitator at Lisha Kill Middle School, Albany, NY, USA.

Heather O’Leary is a teacher of English as a New Language in the Schenectady City School District, Schenectady, New York, USA.

Simeen Tabatabai is a Reading Teacher at Southgate Elementary School, Albany, NY, USA.