Including Diverse Texts in the Classroom: teacher training and practice

Abstract

The purpose of this article is twofold. First, it examines how
Discourses, socially accepted ways of speaking, listening, writing, and reading that illustrate individuals’ memberships in specific social groups (Gee,2008), could influence teachers’ use or censorship of polemic text in the classroom. Second, this article presents a review of the research literature
about teachers’ inclusion of culturally diverse themes in their classrooms.For example, it describes professors’ use of children´s books about racism with new teachers. It also outlines suggestions for guiding discussions that respect students’ heritage, build critical literacy, and support culturally responsive
teaching pedagogies.