The Right to Write: Preservice Teachers’ Evolving Understandings of Authenticity and Aesthetic Heat in Multicultural Literature

Abstract

Questions whether authors can authentically represent a culture of which they are not a part. Considers what kind of shifts will occur in preservice teachers’ understandings of the “right to write.” Finds that as preservice teachers learn more about the current debate through class readings and discussions, they move from straightforward statements to hesitations over the hard issues raised.