Journal of Curriculum, Teaching, Learning and Leadership in Education

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Abstract Literature study in the 21st Century should be characterized by the inclusion of global texts that afford diverse students the opportunity to engage in their literacy development through and alongside authors, characters, and storylines that represent their own linguistic and cultural traditions. In this narrative analysis, I reflect on the importance of equity-driven literature study from my perspective as a teacher educator at a Hispanic-Serving Institution in the Southwestern United States. Following an introduction to the political and institutional contexts surrounding text selection in schools and a brief review of the literature, I situate myself and my students as striving to ensure that adolescents see themselves reflected in the texts they read. I then document the pedagogical moves made by preservice teachers to introduce global literature into school curriculum, both as primary works and as supplemental bridge texts. I argue that offering multicultural literature with critical literacy components is a culturally responsive choice that invites students from all backgrounds to participate in the academic community.



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