Widening Teachers’ Reading Repertoires: Moving beyond a Popular Childhood Canon

The OU team have long argued teachers need rich repertoires of children’s texts. This paper, drawing on data from England and Finland, reveals that in line with the surveys of practicing teachers, trainees also rely upon a narrow range of high-profile authors that lack diversity. Teresa Cremin and colleagues reflect on the reasons for professional over-reliance on this popular childhood canon and the potentially constraining consequences for children.

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