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.
Elementary and Literacy Education Department
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
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