Abstract

In this cross-Canada study, researchers conducted workshops with preservice teachers using a selection of 68 Canadian multicultural picture books. Through a survey and in-depth interviews, they collected data about preservice teachers' responses to the books. A primary goal of this study was to explore the preservice teachers' responses to questions of identity and difference represented in these Canadian picture books. While participants (mostly of white European background) were generally quick to support liberal humanist notions of diversity and tolerance some resistances emerged when their own identities seemed challenged. The findings of the study lead us to question how we can help beginning teachers to interrupt dominant notions of whiteness and challenge their own sense of self as they relate to the culturally diverse students in their own classrooms.