Australian Journal of Teacher Education - Volume 47 - Issue 9 - Article 6 - Books That Tell My Story: Transforming the Attitudes of Australian Preservice Teachers Towards Children’s Diverse and Multicultural Literature

Oct 15, 2026

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Children’s literature is widely used in Australian classrooms, especially picture books in early childhood settings, to support early literacy through concepts such as vocabulary while helping children understand the world and their identity. Yet historically, many texts have centered White characters and perspectives, limiting mirrors for children from diverse backgrounds. This study examines how an assessment task can shift preservice teachers’ attitudes by prompting them to select and reflect on underrepresented literature and its relevance to future classroom practice.

LanguageEnglish

CategoryExam

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Introduction

Reading children’s literature and the mirror/window concept

The Australian Context

Diversity in Children’s Literature

Australian Journal of Teacher Education | Volume 47 Issue 9 | Article 6 | | --- | --- | | 2022
Books That Tell My Story: Transforming the Attitudes of Australian Preservice Teachers Towards Children’s Diverse and Multicultural Literature.
Kym M. Simoncini
Queensland University of Technology
Hilary Smith
Australian National University
Lara Cain-Gray Library For All
Darlene Sebalj
University of Canberra
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Early Childhood Education Commons, Elementary Education Commons, and the Language and Literacy Education Commons | | Recommended Citation Simoncini, K. M., Smith, H., Cain-Gray, L., & Sebalj, D. (2022) . Books That Tell My Story: Transforming the Attitudes of Australian Preservice Teachers Towards Children’s Diverse and Multicultural Literature.. Australian Journal of Teacher Education, 47(9) . [http://dx.doi.org/10.14221/ajte.2022v47n9.6](http://dx.doi.org/10.14221/ajte.2022v47n9.6) [This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss9/6](https://ro.ecu.edu.au/ajte/vol47/iss9/6) Books That Tell My Story: Transforming the Attitudes of Australian Preservice Teachers Towards Children’s Diverse and Multicultural Literature Kym Simoncini Queensland University of Technology Hilary A Smith Australian National University, Massey University and Systemetrics Research, New Zealand Lara Cain-Gray Library For All Darlene Sebalj University of Canberra Abstract: Children’s literature is ubiquitous in Australian classrooms with picture books playing a particularly important role in early childhood classrooms. Teachers use children’s literature to teach early literacy concepts including vocabulary and to help children learn about the world and their identity. Historically, the majority of children’s literature has featured White characters and perspectives, excluding many children from seeing themselves and their lives reflected in books. The aim of this study was to explore how an assessment task that asked preservice teachers (PSTs) to select an underrepresented aspect of children’s literature, locate books on that topic, and reflect upon their own reading experiences as a child, could change their attitudes towards future classroom practice. Reflections from 40 PSTs revealed that many PSTs had not previously considered the experiences of children whose lives were not mirrored in books, the need for authentic texts written by people who identified as members of diverse groups, or the importance of diversity in children’s literature. Recommendations for teacher education programs in increasingly multicultural Australia are discussed. Introduction Reading children’s literature aloud to children is a core activity for early childhood and primary school teachers. It introduces children to new concepts, ideas, perspectives and vocabulary. Teachers read to children for many different purposes including enjoyment, wonder and instruction; their choices can include or exclude children. Bishop argued more than 30 years ago that “when children cannot find themselves reflected in books they read, or when the images they see are distorted, negative or laughable, they learn a powerful lesson about how they are devalued in the society of which they are part”(1990, p. ix). Being excluded from teachers’ book choices is unlikely to bring about children who can read, who do read and who love to read (Dwyer, 2015) . All children need books that are both mirrors and windows (Bishop, 1990), that is books where they see their own lives and experiences mirrored and books where they see other’s lives and experiences. Therefore, it is vital that teachers choose and read books that represent the diversity found in their classrooms and in society. In

FAQs

What problem does the study address in children’s literature?

The study addresses how much children’s literature has historically featured White characters and perspectives, which can exclude children from seeing themselves reflected in books.

How does the assessment task aim to change preservice teachers’ attitudes?

It asks preservice teachers to select an underrepresented aspect of children’s literature, locate relevant books, and reflect on their own reading experiences as children.

What outcomes were reported from reflections of preservice teachers?

Reflections from 40 preservice teachers indicated that many had not previously considered the experiences of children not mirrored in books, the need for authentic texts by diverse authors, or the importance of diversity in children’s literature.

Oct 15, 2026

Upload by Franzy