Preparing Preservice Teachers for a Diverse Society: A Cosmopolitan Approach to Literacy Education through Children's Literature

Abstract

The purpose of this dissertation is to examine a theoretical framework and praxis for a cosmopolitan approach to literacy in a university children’s literature course for undergraduate preservice teachers. This approach to literacy entails a reflexive consideration of personal convictions and an openness to learning from the perspectives of others. This research is framed as a teacher research study. This study's research questions focus on how preservice teachers respond to cosmopolitan literacy practices and a critical inquiry into teaching engagements. Data for this study were collected across two semesters, with a total of fifty-eight students providing informed consent to participate. Of these students, eight were selected for a focused case study. This research provides insights into the dispositions that orient preservice teachers toward cosmopolitanism. It also provides insights into the types of literacy engagements that are most productive in encouraging cosmopolitan perspectives. These engagements invite a consistent and explicit recognition of personal biases, openness to learning from others, and consciousness of ethical action. This research emphasizes the need to consider cosmopolitan literacy practices as imperative to preparing teachers for a diverse society. It is crucial in our ever-expanding global society that literacy practices promote reflexive consciousness and reflective openness to listening and learning from others.