Preparing Preservice Teachers for a Diverse Society: A Cosmopolitan Approach to Literacy Education through Children's Literature Item Type text; Electronic Dissertation Authors Ryman, Cynthia Kay Citation Ryman, Cynthia Kay. (2021). Preparing Preservice Teachers for a Diverse Society: A Cosmopolitan Approach to Literacy Education through Children's Literature (Doctoral dissertation, University of Arizona, Tucson, USA). Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 01/10/2021 14:28:55 Link to Item http://hdl.handle.net/10150/658615 PREPARING PRESERVICE TEACHERS FOR A DIVERSE SOCIETY: A COSMOPOLITAN APPROACH TO LITERACY EDUCATION THROUGH CHILDREN’S LITERATURE by Cynthia K. Ryman __________________________ Copyright © Cynthia K Ryman 2021 A Dissertation Submitted to the Faculty of the DEPARTMENT OF TEACHING, LEARNING, AND SOCIOCULTURAL STUDIES In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2021 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by: Cynthia K. Ryman, titled: Preparing Preservice Teachers for a Diverse Society: A Cosmopolitan Approach to Literacy Education through Children's Literature and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. Kathy G. Short Date: 3/24/2021 Dr. Kathy Short Perry Gilmore Date: 3/24/2021 Dr. Perry Gilmore Date: 3/24/2021 Dr. Sheilah Nicholas Mary Carol Combs Date: 3/24/2021 Dr. Mary Carol Combs Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. Kathy G. Short Date: 3/24/2021 Dr. Kathy Short Dissertation Committee Chair Teaching, Learning and Sociocultural Studies 3 DEDICATION I dedicate this dissertation to the memory of my father, Dr. Thomas Dien Terry, who inspired my love of literacy and education. 4 ACKNOWLEDGEMENTS I want to express my deep appreciation to the members of my committee, Dr. Sheilah Nicholas, Dr. Mary Carol Combs, Dr. Perry Gilmore, and most especially my chair, Dr. Kathy Short. I have been deeply impacted by their passionate and dedicated pursuit of equity and social justice through literacy and language research. I want to thank Dr. Short for providing me the opportunity to teach the children’s literature course and to participate in the many literacy outreach programs sponsored by the Worlds of Words: Center for Global Literacies and Literature. These experiences have broadened my understanding of the power of stories and children’s literature to raise consciousness, inspire empathy, and transform perspectives. I also want to thank the preservice teachers who participated in this study. I was honored to learn along with them. I greatly appreciate their willingness to explore a cosmopolitan approach to literacy with me. Finally, I want to express my gratitude to my family who supported me in this endeavor. 5 TABLE OF CONTENTS LIST OF FIGURES……….………………….…...…………………………………………. 8 LIST OF TABLES…………………….…………………….…………………………….... 10 ABSTRACT………………………………………………………………………………… 12 CHAPTER ONE: BACKGROUND AND OVERVIEW OF THE STUDY……………………13 My Background for this Research………………………………………………....... 15 Overview of the Dissertation…………………………...…………………….……... 22 Conclusion……………………………………………………………………...….... 24 CHAPTER TWO: LITERATURE REVIEW…………………………………………………….25 A Brief Overview on Changing Perspectives on Literacy…………………………... 25 Critical Literacy Praxis in Teacher Education Programs……………………………. 30 Cosmopolitanism as a Philosophical Approach to Literacy………………………… 36 Cosmopolitanism as Literacy Praxis in Educational Settings…………………….…. 41 Literacy Practices in Children’s Literature Courses………………………………… 44 Conclusion…………………………………………………………………………... 48 CHAPTER THREE: RESEARCH DESIGN, CONTEXT, AND PROCEDURES…………….…..50 Research Design…………………………………………………………………….. 51 Research Context……………………………………………………………………. 52 Data Collection Methods……………………………………………………………. 57 Reflexive Data……………………………………………………………………. 57 Documents……………………………………………………………………….. 58 Primary Data…………………………………………………………………….. 60 Secondary Data…………………………………………………………………... 61 Data Analysis Procedures…………………………………………………………… 62 Analysis Procedures for Student Response………………………………………. 62 Analysis Procedures for Impact of Teaching Engagements……………………… 78 Curricular Engagements Around Story……………………………………… 78 Curricular Engagements Around Dialoging……………………………....… 83 Analysis Approach………………………………………………………………….. 87 Case Study Selection……………………………………………………………... 87 Grounded Theory Approach to Analysis…………………………………………. 89 Trustworthiness and Positionality……………………………………………….. 89 Conclusion……………………………………………………………………….. 91 CHAPTER FOUR: CURRICULUM CONTEXT………………………………………………… 93 Cosmopolitanism as Story…………………………………………………………… 93 Reading Diverse Literature……………………………………………….…………. 96 Literature Circle Discussions………………………………………………………... 106 Reflective Practices………………………………………………………………….. 111 Choice Projects……………………………………………………………………… 119 Conclusion…………………………………………………………………………... 121 6 CHAPTER FIVE: PRESERVICE TEACHERS’ RESPONSES TO COSMOPOLITANISM……...123 Cosmopolitanism as Recognition of Privilege-Candace, Class 1………………….... 126 Cosmopolitanism as Solidarity with the Oppressed-Elena, Class 1……………….... 130 Cosmopolitanism as Identifying Issues and Voicing Strong Opinions-Renee, Class 1. 134 Cosmopolitanism as Emotions and Life Experiences-Selena, Class 2……………… 138 Cosmopolitanism as Openness to Learning from Others-Kellie, Class 2…………... 142 Cosmopolitanism as Respecting Alternative Viewpoints-Sophia, Class 3…………. 147 Cosmopolitanism as a Strong Personal Identity and Encouraging Others-Martina, Class 3………………………………………………………………………………… 153 Cosmopolitanism as Empathy and Expanding Perspectives-Eli, Class 3……………. 158 Discussion……………………………………………………………………………. 162 Conclusion……………………………………………………………………………. 163 CHAPTER SIX: TEACHING ENGAGEMENTS AND COSMOPOLITANISM……………...16 5 Context 1: Transacting with Stories………………………………………………..…. 165 Context 2: Reading Diverse Literature………………………………………………... 175 Context 3: Dialoging and Reflecting on Story………………………………………... 184 Analysis of Literature Circle Dialogues…………………………………………… 186 Analysis of Dialogues and Reflections in Class 1……………………………. 188 Analysis of Dialogue and Reflections in Class 2………….............................. 193 Analysis of Dialogues and Reflections in Class 3……………………………. 197 Analysis of Dialogues and Reflections on George Across the Three Classes... 204 Discussion……………………………………………………………………………. 212 Conclusion…………………………………………………………………………… 219 CHAPTER SEVEN: SUMMARY, IMPLICATIONS, RECOMMENDATIONS, AND LINGERING TENSIONS……………………………………………………. 221 Summary of the Research ………………………………………………………………...221 Summary of Analysis……………………………………………………………… 223 Summary of Preservice Teachers’ Responses……………………………………….224 Summary of Teaching Engagements Analysis………………………………………227 Implications for Implementation of Cosmopolitan Literacy…………………………. 229 Developing Reflexivity……………………………………………………………. 230 Transforming Meaning Perspectives……………………………………………… 233 Envisioning Ethical Actions………………………………………………………. 235 Recommendations for Teacher Education……………………………………………. 237 Literacy/Reading Education………………………………………………………. 238 Science Education…………………………………………………………………. 240 Social Studies Education…………………………………………………………... 242 Math Education……………………………………………………………………. 243 Lingering Tensions and Struggles……………………………………………………. 245 Expanding the Understanding of Cosmopolitanism………………………………. 246 Dealing with Deeply Ingrained Ideologies and Biases……………………………. 249 Confirmation Bias………………………………………………………….….. 250 Reciprocity Bias………………………………………………………………. 252 Consciousness Bias…………………………………………………………… 254 7 Contact Bias…………………………………………………………………. 256 Final Thoughts………………………………………………………………………. 258 APPENDIX A: SYLLABUS………………………………………………………………… 261 APPENDIX B: CONSENT FORM………………………………………………………….. 274 APPENDIX C: DIGITAL CONSENT FORM………………………………………………. 276 APPENDIX D: INITIAL QUESTIONAIRE………………………………………………… 278 APPENDIX E: FINAL REFLECTION CLASS 1…………………………………………… 279 APPENDIX F: FINAL REFLECTION CLASSES 2 AND 3……………………………….. 280 CHILDREN’S BOOKS CITED……………………………………………………………... 282 REFERENCES………………………………………………………………………………. 284 8 LIST OF FIGURES FIGURE 3.1, Student Journal for Recording Response to Storytelling……….……….…....... 79 FIGURE 4.1, Paloma’s Sketch of Critical Reflexive Literacy, Class 3……….…………. 102 FIGURE 4.2, Leslie’s Sketch of Critical Reflexive Literacy, Class 3.…………………… 103 FIGURE 4.3, Beth’s Sketch of Critical Reflexive Literacy, Class 3………….…………. 103 FIGURE 4.4, Amber’s Sketch of Critical Reflexive Literacy, Class 3.……….………...... 103 FIGURE 4.5, Maya’s Sketch of Critical Reflexive Literacy, Class 3.……………............. 104 FIGURE 5.1, Candace’s Coded Responses Combined Totals………………………………..126 FIGURE 5.2, Elena’s Coded Responses Combined Totals…………………………….……..130 FIGURE 5.3, Renee’s Coded Responses Combined Totals………………………….………..135