%0 Journal Article
%T The Role of Children¡¯s Literature in Cultivating Preservice Teachers as Transformative Intellectuals: A Literature Review
%A Catherine Lammert
%A Saba Khan Vlach
%A Tracey T. Flores
%J Journal of Literacy Research
%@ 1554-8430
%D 2019
%R 10.1177/1086296X19839181
%X This review of literacy education scholarship examines the ways that children¡¯s literature is used as a resource within literacy methods courses in the preparation of preservice teachers (PTs) as transformative intellectuals. The research indicates that the use of children¡¯s literature in literacy methods courses has served two distinct purposes: (a) to engage PTs in learning literacy instructional practices and (b) to engage PTs in building sociocultural knowledge and learning transformative (e.g., culturally relevant) pedagogies. This review is framed by Giroux¡¯s call for educators to disrupt technocratic approaches to instruction. The findings emphasize the importance of using children¡¯s literature with PTs to broaden PTs¡¯ understandings of their future student¡¯s lives, so they might engage in transformative pedagogies as future K-12 literacy educators
%K children¡¯s literature
%K preservice teachers
%K teacher education
%K transformative intellectuals
%K sociocultural knowledge
%K social justice
%U https://journals.sagepub.com/doi/full/10.1177/1086296X19839181