Search results for: Glenn Wendy J.

This study addresses the struggles White preservice English teachers’ experience in making sense of unfamiliar ethnicities in narrative forms and how this frustration might be mediated. Findings reveal a keen interest in understanding and engaging with multicultural literature among participants coupled with a persistent hesitation to include it and related conversations of race in their instruction. Participants opened themselves to learning more about others but struggled to implicate themselves in the transfer of new knowledge to teaching practice.