Abstract
ABSTRACT This critical multicultural analysis examines the racial and ethnic, gender, and class representations of the read aloud content included in the McGraw Hill Wonders first grade curriculum published in 2020. Grounded in critical race theory, this paper unpacks the degree to which the read aloud materials provide first grade students the opportunity to encounter and engage with stories by authors and illustrators of diverse backgrounds and/or stories grounded in diverse contexts. Findings indicate that opportunities for engagement are limited as the majority of the read aloud materials represent and perpetuate the silencing of diverse voices and perspectives through the normalization and centering of Whiteness, thereby perpetuating the continued stereotypical and ahistorical presentation of many racially and ethnically diverse populations.
Published Version
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