Fostering inclusive communities through children's literature

Natasha C. Murray-Everett, Stephanie Schroeder

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Scopus citations


This comparative case study explored pre-service teachers' (PSTs) understandings and concerns around creating inclusive classrooms before and after engaging in explicit instruction and practice surrounding issues of inclusion in elementary social studies methods. Findings illustrate that PSTs understood inclusion as an expansive concept, encapsulating various social identities, before and after explicit instruction. Engaging in a lesson planning project involving children's literature and a deep dive into anti-bias and inclusion literature helped to lessen concerns held by PSTs about creating inclusive classrooms but amplified other concerns, such as how to manage parental pushback and how to support students of marginalized backgrounds. This chapter addresses implications for elementary social studies teacher educators, such as the need to provide explicit practice and guidance when emphasizing the need for inclusive classroom communities, and the authors suggest ways PSTs' concerns could be lessened through interviews with parents and panel discussions with inclusive educators.

Original languageEnglish (US)
Title of host publicationHandbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals
PublisherIGI Global
Number of pages27
ISBN (Electronic)9781799873778
ISBN (Print)9781799873754
StatePublished - Jun 25 2021

All Science Journal Classification (ASJC) codes

  • General Social Sciences
  • General Arts and Humanities


Dive into the research topics of 'Fostering inclusive communities through children's literature'. Together they form a unique fingerprint.

Cite this