The purpose of this article is to establish a purpose for mirrors and windows (Bishop, 1990) in the modern elementary context. This article will explore the way in which identity, motivation, and empathy are established through connections and contrasts students make with texts. Teachers are encouraged to branch out of traditionally homogenous literature to foster classroom community and reach for equity. Teachers and practitioners will find a list of original-voice texts featuring racially and culturally diverse characters to guide them in their journey to equity.
College
Education
Department
Elementary and Literacy Education Department
Recommended Citation
Clingan, H. (2020). Utilizing mirrors and windows in elementary literacy to build
identity and empathy. Innovations and Critical Issues in Teaching and Learning
1(1), 23-54. https://cornerstone.lib.mnsu.edu/icitl/vol1/iss1/2
Biography
Hannah Clingan is a second-grade teacher in Eden Prairie, Minnesota. Hannah's teaching style is flexible and strengths-focused. She believes that learning is deeply personal and utilizes a number of modalities to engage all students, including outdoor learning, hands-on experiments, and student-driven inquiry. A Minnesota-transplant, Hannah is originally from West Des Moines, Iowa, and brings with her previous teaching experiences from Houston, Texas, and Overland Park, Kansas. After graduating from Iowa State University with a degree in Elementary Education, Hannah realized that literacy reform was a pressing issue across the board. This led her to pursue a master's degree in Reading at Minnesota State University, Mankato the following year. When she's not teaching, you can find Hannah reading, hosting a dinner party, or taking a walk around Lake Harriet.
