Educators in the 21^st century must not only use texts to facilitate the acquisition of literacy but also support students in developing attitudes of acceptance and criticality for overgeneralizations of diverse characters and cultures represented in literature. Utilizing culturally sustaining pedagogies to enhance the literacy learning of elementary age students provides teachers with an opportunity to understand students’ perspectives and orientation toward the injustices represented in multicultural texts and to facilitate discussions of advocacy for tolerance and equity in today’s society. This manuscript explores literature published in The Reading Teacher (2015–2020) regarding the integration of diverse texts in elementary classrooms (grades K-6). Implications from the reviewed articles are used to provide practical applications for enhancing culturally sustaining pedagogies in the elementary classroom.

中文翻译：

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从阅读教师（2015-2020）多元化文学评论中吸取的教训

21^世纪的教育工作者世纪不仅必须使用文本来促进识字的获得，而且还必须支持学生培养接受和批判文学的不同性格和文化的过度概括的态度。利用文化持续的教学法来加强小学生的识字学习，为教师提供了一个机会，以了解学生对多元文化文本中所代表的不公正的看法和方向，并促进在当今社会中倡导宽容和公平的讨论。这份手稿探讨了《阅读老师》(2015-2020) 上发表的关于在小学课堂（K-6 年级）中整合不同文本的文献。