Abstract
AbstractA significant percentage of students have families from lower socioeconomic status backgrounds, yet the experiences and practices of such students are often not reflected in the curriculum. To create more equitable literacy learning environments, students need opportunities to explore economic diversity and to challenge harmful discourses about people experiencing economic hardship. The authors discuss how picture books can be used in elementary classrooms to reflect economic diversity and to facilitate critical classroom conversations on economic hardship. The authors also discuss the importance of teachers attending to students’ economic backgrounds, highlight promising trends in contemporary picture books on economic hardship, and provide critical considerations for teachers when planning for student dialogue on economic inequity.
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