Abstract
Part of a special issue on international perspectives on education and decolonization. A study examined teachers' constructions of difference derived from reading and discussing children's literature. Participants were 18 white teachers in Canada, who read and discussed children's stories once a month in teacher literature circles. Findings revealed the role of stories in participants' educational formation and decolonization. Other findings of the study are discussed.
Recommended Citation
Wilson, Teresa-Strong
(2007).
Moving Horizons: Exploring the Role of Stories in Decolonizing the Literacy Education of White Teachers.
International Education,
Vol. 37 Issue (1).
Retrieved from:
https://trace.tennessee.edu/internationaleducation/vol37/iss1/7
COinS