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The Use of Multicultural Literature in Elementary School Classrooms

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Title: The Use of Multicultural Literature in Elementary School Classrooms


1
The Use of Multicultural Literature in
Elementary School Classrooms
  • Katherine Simpson
  • August 2, 2007

2
What is Multicultural Literature
  • Multicultural literature is literature that
    focuses on
  • People of color (i.e., African Americans, Asian
    Americans, Native Americans, and Hispanic
    Americans)
  • Religious minorities (i.e., Amish or Jewish)
  • Regional cultures (i.e., Appalachian or Cajun)
  • Persons with disabilities
  • The aged

3
Introduction
  • This presentation will explore use of
    multicultural literature in elementary classrooms
    and its possible benefits to students.
  • It can be used to help children identify with
    their own culture, exposes children to other
    cultures, and opens the dialogue on issues
    regarding diversity (Colby Lyon, 2004).
  • Multicultural literature has the profound ability
    to shape our lives and our thinking.
  • It offers children opportunities to celebrate
    who they are while learning about others.
  • Teachers need to become more sensitive to the
    needs of their students and fully aware of what
    they communicate to them.

4
Overview
  • It is important for teachers to know how to
    choose the literature that will be pivotal in
    their classrooms
  • Teachers who adopt and utilize multicultural
    literature will be catalysts for improved reading
    achievement among students who are culturally and
    linguistically diverse (Callins, 2006).
  • Multicultural literature may be used as a
    stimulus for creating classrooms where all
    students are valued.
  • This presentation will also discuss the power of
    literature and teaching opportunities with the
    use of multicultural literature.

5
Power of Literature
  • We communicate through literature and we share
    our opinions, values, experiences
  • Literature has the power to perpetuate and
    dissolve stereotypes.
  • Through a literature study students should not
    only just learn new facts, but Takaki (1999)
    states they should understand and respect one
    anothers cultures while recognizing the shared
    histories and experiences hat unite us.
  • Children's books have the potential to support
    diversity in the curriculum and raise
    consciousness on cultural issues that have been
    historically ignored.

6
Power of Literature
  • It is important for students to understand that
    people of different cultures are more similar
    than different from each other.
  • When differences are noticeable, it is equally
    important for students to develop positive
    attitudes towards differences.
  • Multicultural literature can help students to
    gain skills that foster collaboration and
    positive interactions.

7
Globalization and Tolerance
  • Wan (2006) states that from the current terrorist
    activities, racial conflicts and gender
    differences to schoolyard bullies, most of them
    arise because of misunderstandings and
    intolerance of differences and diversities among
    people.
  • Given this environment, it is even more important
    for us to understand, accept, and appreciate each
    other in school settings as well as in society.
  • As globalization increases so does our
    interaction with people with different cultures.
  • School is one environment where these
    interactions may first take place. Given this, it
    is crucial that these first experiences are ones
    of respect and tolerance. Children form ideas
    that they may impact their ideas about others
    throughout their future lives.

8
Teaching Opportunities
  • Multicultural literature can also provide
    students with coping strategies that they can use
    in their own lives to solve problems.
  • When students make connections while reading,
    this can increase their ability to be empathetic.
    They can vicariously learn how others think and
    feel.
  • Books that have multiple perspectives, like Going
    Home by Bunting and Trophy or Smoky Nights by
    Bunting, can help students understand different
    perspectives may exist for one given situation.
  • Teachers can also use books to show changes in
    prejudices and discrimination overtime (Pedersen
    Kitano, 2006). For example, students can read
    White Socks Only by Coleman for a historical
    perspective and Play Lady by Hoffman for a
    present day perspective of social injustices.
  • Other books can help students recognize their
    culture and help them achieve a more positive
    self concept. A Boy on Fairfield Street by Krull
    gives an account of being oneself, standing up
    for what is right, and persistence.

9
5 Important Aspects of the Classroom
  • High expectations
  • Exposure to academically rich curricula and
    materials
  • Approaches that are culturally and linguistically
    responsive and appropriate
  • Use of instructional technologies that enhance
    learning
  • An emphasis on student-regulated, active learning
    rather than passive, teacher-directed transmission

10
Guidelines for Choosing the Books
  • Books should be age and developmentally
    appropriate for the student, as well as at the
    correct reading level for that student.
  • Check for authenticity the book should not
    contrived or full of inaccuracies. The ethnicity
    of the author and illustrators does not
    necessarily guarantee the books authenticity.
  • The book needs to contain enough cultural
    elements to enable students to obtain new
    cultural knowledge and an increased understanding
  • Teachers need to assess the storys perspective
    and determine whether feelings are celebrated or
    exploited (Louie, 2006).
  • The book should not have distortions or omissions
    of history.

11
Guidelines for Choosing the Books
  • The lifestyles and speech of the characters
    should be genuine and complex, not oversimplified
    or generalized.
  • The text and illustrations should not have
    negative or inaccurate stereotypes of the ethnic
    group being portrayed.
  • Derogatory words should not be part of the text.
    Examples of such words are savage, primitive,
    lazy and backward (http//www.newhorizons.org/).
  • There should not be anything in the story that
    would embarrass or offend a child whose culture
    is being portrayed.
  • Most important of all, the book should provide
    many possibilities of class or group discussion.

12
During the Literature Study
  • When introducing a lesson or book that deals with
    cultural issues, the teacher should have an
    activity that sparks the childrens interest.
  • During reading the students should try to
    understand the context of the characters actions.
  • The book should help them understand the world of
    the characters and see this world from their
    perspective.
  • Students should be able to consider that the
    motives and reactions of the characters may be
    different from their own.

13
During the Literature Study
  • The students should be given an opportunity to
    reflect on what they have read and react to it.
  • A teacher may want to give an opportunity for
    journal entries before a discussion is started in
    order for the students to adequately reflect on
    the story.
  • The teacher must be actively involved in the
    discussion and act as a moderator of the
    discussion.
  • The teachers involvement should encourage
    critical thinking and enhance the childrens
    understanding of the story and the themes
    depicted in the story.

14
Example Literature Study
  • Compare different folktales from around the world
    that have similar themes in order to develop the
    students understanding of the differences and
    similarities of different cultures.
  • For example, have the students read a 2 of the
    hundreds of Cinderella stories that exist, then
    compare and contrast the stories.
  • They could use a Venn diagram.
  • This activity would work well with is Mufaros
    Beautiful Daughters by John Steptoe (an African
    story about a man with two daughters and a king
    who needs to choose a wife)and The Golden Slipper
    by Darrell Lum(Vietnamese legend). Students can
    compare these stories to the more widely known
    version of Cinderella by John Patience.

15
Conclusion
  • It is important for children to understand
    different points of view, but also to understand
    the connections between these perspectives and
    how they affect each other (Pedersen Kitano,
    2006).
  • Since it is not the literature alone, but the
    experiences created in response to the literature
    that determine the power of the stories,
    teachers participation in a literature
    discussion group can intensify their reading
    experiences (Wan, 2006).
  • It is important for the teachers to make
    connections to the literature. These connections
    can then be transmitted to their students and
    empower them.
  • We all must examine our lives and be more aware
    of the social injustices in order to put an end
    to them.
  • At the same time we must embrace the uniqueness
    and strengths of all.

16
Websites
  • Celebrating Cultural Diversity Through Children's
    Literature http//www.multiculturalchildrenslit.co
    m/ This web site contains links to annotated
    bibliographies of children's multicultural books
    appropriate for the elementary grades. Cultural
    groups currently listed include African
    Americans, Chinese Americans, Latino/Hispanic
    Americans, Japanese Americans, Jewish Americans, 
    Native Americans, and Korean Americans. Books are
    categorized by genre realistic fiction,
    information (non-fiction), traditional
    literature, biography, historical fiction,
    poetry, and fantasy. The recommended books are
    also linked to Amazon.com. The site also has
    links to websites about each culture.

17
Websites
  • Five Standards for Effective Pedagogy.
    http//www.crede.org/standards/standards.html
    Center for Research on Education, Diversity
    Excellence (CREDE) created a list of The Five
    Standards articulate both philosophical and
    pragmatic guidelines for effective education. The
    standards were derived by educational researchers
    working with students at risk of educational
    failure due to cultural, language, racial,
    geographic, or economic factors. This would be a
    great site for teachers.
  • Knowledge Loom. http//knowledgeloom.org/elemlit/i
    ndex.jsp The site for educators has information
    on elementary literacy that includes practices,
    suggestions, and success stories. Among these
    topics it also presents principles, stories, and
    online resources to support culturally responsive
    teaching in schools and districts.

18
Websites
  • New Horizons. http//www.newhorizons.org/ A site
    for educators that provides information on
    researched and widely implemented methods of
    helping all students to learn more successfully.
    It includes many articles on a variety of topics
    related to education.
  • Notable Books for a Global Society.
    http//www.csulb.edu/org/childrens-lit/proj/nbgs/i
    ntro-nbgs.html This site would be great for
    anyone looking for books promoting
    multiculturalism. The website lists outstanding
    trade books for enhancing student understanding
    of people and cultures throughout the world.
    Winning titles include fiction, nonfiction, and
    poetry written for students in grades K-12.

19
Websites
  • Scholastic. http//content.scholastic.com/browse/a
    rticle.jsp?id3757 A great site for teachers,
    students, and parents. In addition to
    information about books and authors, it has fun
    activities and links for students. The site has
    resources for teachers including articles about
    how to choose multicultural literature.

20
Print References
  • Callins, T. (2006).Culturally responsive literacy
    instruction. Teaching Exceptional Children, 39,
    62-65.
  • This article for educators addressed the
    instructional practices with regard to helping
    the reading skills of culturally and
    linguistically diverse learners.
  • Colby, S. Lyon, A. (2004). Heightening
    awareness about the importance of using
    multicultural literature. Multicultural
    Education, 11, 24-28.
  • This article attempted to create awareness among
    teachers of important role multicultural
    literature.
  • Louie, B. (2006). Guiding principles for teaching
    multicultural literature. The Reading Teacher,
    59, 438-448.
  • The article offers guidelines for teaching
    multicultural literature. It uses variations of
    the story of Mulan to show instructional
    strategies.

21
Print References
  • Pedersen, K. Kitanom M. (2006). Multicultural
    literature unit for gifted learners. Gifted Child
    Today, 29, 38-49.
  • This article for educators focuses on enhancing
    students knowledge, skills, and coping
    strategies through literature activities.
  • Wan, G. (2006).Teaching diversity and tolerance
    in the classroom A thematic storybook approach.
    Education, 127, 140-154.
  • This article for educators points out the
    importance of addressing tolerance and
    differences in our schools. It also shows how
    the thematic approach can be used to enhance
    childrens awareness of diversity and
    similarities among cultures.
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