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Curated Conversations: Transferring Diverse Literature to the K-12 Classroom

Curated Conversations: Transferring Diverse Literature to the K-12 Classroom

Jessica A. Manzone, Rebecca J. Peeples
Copyright: © 2021 |Pages: 19
ISBN13: 9781799873754|ISBN10: 1799873757|ISBN13 Softcover: 9781799873761|EISBN13: 9781799873778
DOI: 10.4018/978-1-7998-7375-4.ch013
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MLA

Manzone, Jessica A., and Rebecca J. Peeples. "Curated Conversations: Transferring Diverse Literature to the K-12 Classroom." Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals, edited by Danielle E. Hartsfield, IGI Global, 2021, pp. 257-275. https://doi.org/10.4018/978-1-7998-7375-4.ch013

APA

Manzone, J. A. & Peeples, R. J. (2021). Curated Conversations: Transferring Diverse Literature to the K-12 Classroom. In D. Hartsfield (Ed.), Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals (pp. 257-275). IGI Global. https://doi.org/10.4018/978-1-7998-7375-4.ch013

Chicago

Manzone, Jessica A., and Rebecca J. Peeples. "Curated Conversations: Transferring Diverse Literature to the K-12 Classroom." In Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals, edited by Danielle E. Hartsfield, 257-275. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7375-4.ch013

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Abstract

The transfer of knowledge and skills to the K-12 classroom is a central objective for any teacher preparation program. This chapter highlights how the skill of developing critical conversations around diverse literature can be woven into the coursework of any teacher preparation program. Theories such as Rings of Culture, Authentic Text, and Implicit Learning anchor this chapter. This chapter provides a practical strategy for building the capacity in teacher candidates necessary to transfer the authentic application of diverse literature to promote social justice and action to the K-12 classroom. The authors articulate how the high-leverage practice of developing Curated Conversations can be used to create environments that foster student voice, student choice, and student interest in any classroom. When modeled for teacher candidates, this strategy can become internalized into their practice and promote the development of professional educators committed to social justice and action.

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