This dissertation examines the impacts of antibias culturally responsive literature on kindergarten children and teachers through qualitative action research conducted in one classroom over the course of twelve weeks. It examines how young children in this kindergarten classroom use what they have learned from and about antibias culturally responsive literature in their daily play, writing, conversations, and interactions. I clarify the process through which kindergarteners transform in relation to the understanding of their and others’ cultures. In the research, two types of strategies were used: (1) critical research and (2) narrative inquiry. Data was collected from whole group discussions set in Socratic seminar style, interviews with a sample of students and teachers, observations with field notes, and instructional artifacts. This dissertation builds upon the argument that although young children develop biases, prejudices, and discriminatory behaviors early, using antibias culturally responsive literature, those things can be combated.
- : https://scholarcommons.sc.edu/etd/5656/
- : Alexandra J. Jenkins
- : Scholar Commons