A catalyst for change: Teacher education, critical pedagogy, and discussions of children's literature

This research inquiry explored teacher education and the preparation of teachers for the cultural diversity of the elementary student population. The setting for this study was a teacher education course, Advanced Study of Literature for Children, during the Spring 1998 semester. The focus of the research was on the discussions that took place about children's literature. Specifically, teacher education students read a variety of literature, discussed the novels in the class, and discussed the novels with elementary students from across the United States.;Data, collected over a 15-week semester course, included individual interviews, audio- and videotaped literature discussion groups, and email correspondences between teacher education students and elementary students. Analysis was ongoing throughout the data collection. Through the constant-comparative method, several salient themes emerged including: (a) the influence of literature discussions on the teacher education students' understanding of culture, (b) the notion of a PC filter where one filters what one says depending on what one deems is socially acceptable in a given social context, and (c) the hypothesis that social transformation can be achieved through different approaches such as one's faith or one's experiences.;The implications of this study are both practical and theoretical. Practically, the findings raise the consciousness of teacher educators toward the importance of discussions toward preparing teachers for cultural diversity. Theoretically, this study informs critical theory and the goal therein toward social transformation. Different approaches to social transformation allow for individuals with world views outside of critical theory to engage in the conversations and the actions toward social transformation, leading toward a more fully democratic society.