Fall 2020      Volume 48, Number 4


Complicating Literature Circles: Enacting Literature Discussions in an Early Elementary Classroom with an Anti-Racist Lens
By Grace Yun Kang and Sandra Lucia Osorio

Document: Article

Introductory Paragraph:  Between 2000 and 2017, research shows that the number of white children in the United States is decreasing whereas the percentage of students of color is increasing (National Center for Education Statistics, 2019). While the populations of school-age children continue to dramatically increase in diversity in the U.S., the population of public school teachers remains 80% white and female (Kaczmarczyk et al., 2019). This means that school-age students of color are likely to have a teacher who does not share the same racial, cultural, or linguistic background as them. With this in mind, Kaczmarczyk et al.’s (2019) call for white teachers to grow and develop in their own understanding of working with racially, ethnically, and culturally diverse populations. These are all compelling reasons for why teachers in public schools must teach from an anti-racist lens.

DOI:    https://doi.org/10.33600/IRCJ.48.4.2020.3

Page Numbers: 3-10

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