Pictures of Presentations
Assignment #1
Literacy Autobiography
Unfortunately, my personal literacy experience is very limited. Sad but
true, reading was not something that was reinforced in my household. I
do not have the great memories of my mother or father tucking me into bed
for my nightly bedtime story. As a result, upon entering elementary school,
reading and writing were not my favorite subjects. My memories of reading
and writing were worksheet after worksheet of decoding skills. I became
very intimidated with reading because I knew that I was not very good at
it. I recall my teachers sending home extra work that was intended to help
me practice my reading skills. Looking back, however, I did not need more
practice with skills I just needed to read. Since I felt so inadequate
about my reading abilities, it is difficult to remember my literacy experience
because my memories of childhood reading and writing are few and vague.
One book that could be called my own was Sendakís Where the
Wild Things Are. This is a book that made me sleep with the hall light
on for weeks. Looking back, I am not exactly sure what was so frightening
about this book. I just know that I had trouble sleeping by myself and
looked for the comfort of my older brother to protect me.
I do remember some fairy tales like Hansel and Gretel, Snow White
and the Seven Dwarfs, Sleeping Beauty, Little Red Ridinghood, The Three
Little Pigs, Jack and the Beanstalk, Goldilocks and the Three Bears and
Cinderella.
I think these tales are remembered most because they were together
in a book of Fairy Tales and were read to me in a nursery school or preschool
setting. For some reason, I have a faint vision of my preschool peers and
I forming a circle on the floor while our teacher sat in an oversized chair
and read aloud. Whatever, the case, I recall how terrified I was of the
witches from Hansel and Gretel, Snow White and the Seven Dwarfs, and
Sleeping Beauty, the wolves from
Little Red Ridinghood and The
Three Little Pigs, the giant from Jack and the Beanstalk, and
the bears from Goldilocks and the Three Bears. I remember how sorry
I felt for Cinderella and how angry I was towards the evil stepmother and
stepsisters.
These fairy tales are probably my first experiences with reading for
enjoyment as oppose to a drill or repetitious skill I later became so familiar
with. Looking back, having these stories read to me, I had an opportunity
to explore feelings towards characters and begin to appreciate reading.
Unfortunately, this appreciation was plagued by my experiences in my primary
grades.
Some nursery rhymes come to mind and I remember liking them read to
me because of the rhyming text. These were probably the first stories I
attempted to read on my own. I probably memorized the verses using the
aid of the illustrated text.
One book that I remember with a high degree of enthusiasm was a book
by Keats entitled The Snowy Day. I think I remember this book for
several reasons. For one, it was of the few times I had ever noticed an
African American as the main character. Much of my reading came from the
Dick
and Jane textbooks, so I guess I felt like I could identify better
with this character. I also felt some sense of connection to this character
because he was doing something that I loved to do, and that was play in
the snow. The activities that this character displayed, like making tracks
in the snow with his feet, was something I remembered doing as a child
myself. I also was able to identify with the urban setting because I too
was from the city. I remember this book was different than the other books
as far as the illustrations. As a child, I could not put my finger on the
difference, I just knew that the illustrations were not the same stiff
drawings I had seen in other books. I now realize that Keats used a collage
and gouache (goo-a-sh) medium (technique of painting with opaque watercolors
prepared with gum), but to me this book had feeling unlike any other book
I had ever experienced.
I am reminded of several of the Dr. Seuss books. My all time favorite
being Green Eggs and Ham. I think I enjoyed this book most because
for the longest time I often wondered if green eggs really existed. I also
enjoyed the rhyming of the story. I am reminded of this rhyming in other
books like The Cat in the Hat and The Cat in the Hat comes Back.
In
The Cat in the Hat Comes Back, I especially loved being introduced
to Cats A through Z and looking extra hard to see Cat Z but he was too
small.
I am sure I have read other books; however, my long-term memory is doing
an inadequate job of recalling them. My short personal literacy experiences
have taught me a very important lesson and that is the importance of reading
and appreciating reading at an early age. I believe, constant reading to
children, while they are young, helps them become curious about a book
and the stories behind a bookís cover. Reading to children before
they begin formal schooling helps them become familiar with books and not
become intimidated with the act of reading.
My memory of fairy tales in my preschool did not have the impact I think
I needed to succeed in grade school. I believe it was the experiences of
being a poor reader that influenced me to go into the field of education
and more specifically reading education. I hope to instill the value of
reading to my students and they will instill the same value to their students.
Assignment #2
Read Aloud
Megan Scully July 19, 2000 Read Aloud The True Story of the Three Little
Pigs by A. Wolf (as told to Jon Scieszka) is written on a third grade reading
level, but may be enjoyed by children of all ages. The True Story of the
Three Little Pigs was written by the Big Bad Wolf as he tries to tell his
account of the incident he encountered with the three pig brothers. Alexander
T. Wolf, a.k.a. "The Big Bag Wolf," tries to be a friendly neighbor to
those rude pigs as he ventures to their houses in pursuit of a cup of sugar.
Through a series of mishaps, he finds himself framed for the murder of
two pig brothers.
This book is an excellent way to introduce the concept of point of view.
Prior to reading The True Story, I read a "false" version of The Three
Little Pigs to my class. We discuss who is tell the story. We also map
out the "false" version's series of events while discussing the characters
and motive. The students then read the "true" version. We discuss the same
elements we did with the first story and compare the two using a Venn Diagram.
This activity can then be tied into the genre of fairytales. Children can
read or reread other fairytales and then be challenged to rewrite it from
the perspective of a different character…even the villain. If it is too
difficult to be done independently, it can be adapted to be partner work
or as a whole class project.
When I came across this book, I fell in love with it immediately. I
love the humor the author brings to this classic and well-known story.
I think it was so clever how Jon Scieszka took an idea which has been around
for a very long time, shined it up, and gave it a new twist. I have found
that children, especially third graders, really can relate to this book.
They feel as though the wolf is talking right to them. I can relate, and
feel that my students can also, to the feeling of times when a venture
starts out innocently, and then quickly turns sour. The end product is
so far from the initial intention. I have found this to be quite a fun
resource to use in the classroom!
Assignment #3
Group Project Paper
Using Multicultural Literature to Foster a Learning Community in the
Classroom
By: Kirsten Bellamy
Erin Killeen
Michele Patruno
Shannon Taylor
"I am visible - see this Indian face - yet I am invisible.
I both blind them with
my beak nose and am their blind spot. But I exist, we
exist. They'd like to
think I have melted in the pot. But I haven't. We
haven't"
("Multicultural pavilion," 2000, p. 3).
This quotation, taken from Tejana Chicana poet Gloria Anzaldua, signifies
the experience of many individuals in our society who feel left out, or
marginalized, and yet still manage to avoid blending into the melting pot
of dominant culture thought and belief. Anzaldua's concern with her
"invisibility" is all too common for many individuals in the United States,
whose voices are not heard in the classroom, on the street, in the workplace,
or even in the home. How does Anzaldua's statement reflect the world
of education? Unfortunately, the educational world has earned a reputation
for excluding the voices of a large number of individuals based upon their
culture, ethnicity, class, gender, religion, or disability. Although
the call for a revised multicultural curriculum has been strong in recent
years and textbooks have been revised to include diverse perspectives,
there is still much room for improvement. Rather than pushing for
a "melting pot" of a universal American identity, educators should concern
themselves with trying to assist students in developing their unique cultural
identities. Cultural pluralism is an ideal we strive to attain.
Our philosophy in writing this paper is centered upon the above
premises, and we set out to gather information concerning how an educator
could integrate multiculturalism into the classroom and avoid losing the
"faces" or voices of any of our students. The idea of "stories" kept
coming back to us, as the power of words seems to transcend any differences.
We developed a guiding question: How can multicultural literature
be used to foster a learning community and promote all students meaningful
engagement with the text?
The research we conducted involved examination of the different
perspectives on what constitutes "multiculturalism" and "multicultural
literature," and how these concepts may be further developed through our
own analysis and application to the classroom experience. We began
by attempting to provide an image of the multicultural world in which we
now live, and explored how educational institutions may integrate a multicultural
perspective through adopting certain positions. This was done primarily
by referring to research and theories presented by prominent scholar James
Banks (1993 & 1999, "Multicultural education" and An introduction to
multicultural education). Yet, beyond a multicultural perspective,
we discussed the necessity of using real, authentic literature to ensure
the students’ active engagement with authentic text as elaborated upon
by Peterson and Eeds (1990, Grand conversations).
After clarification of our position on the concept of multicultural
literature, we moved into a discussion of what we consider to be the main
uses of multicultural literature in the classroom: vicarious experience,
common experience, connections to literature, opportunities for success,
integration of other disciplines, and collaborative, meaningful discussions.
We used many research and journal articles to support our position, including
works by Yokota (1993, "Issues in selecting multicultural literature"),
Wham, Barnhart, and Cook (1996, "Enhancing multicultural awareness"), Athanases
(1998, "Diverse learner, diverse texts"), and Martinez-Roldan and Lopez-Robertson
(1999/2000, "Initiating literature circles"). The discussion of these
principles formulate the bulk of our discussion, as we sought to illuminate
how multicultural literature may be used to move towards the active involvement
of all students in their own learning processes. Further, we wanted
to stress the need in forming a community of learners who will later enter
into society appreciative of diversity and multiple perspectives, and thus
meet our goal of unified pluralism. Lastly, the paper includes a
brief discussion of criteria for evaluating and critiquing literary works
that claim to be multicultural through reference to on-line materials (1997,
"Selecting balanced literature" and Cooper, "Literacy, literature, and
learning") and research by Yokota.
The Multicultural Perspective
The United States has not become what it is today based on the
trials and tribulations of a single culture, religion, race, creed, or
gender. Our country is founded on the sweat and tears of a vast number
of diverse groups. America is comprised of a variety of colors, beliefs,
and values. This is what makes America so unique.
As our nation continues to change and develop, we can see the
deepening of diversity on our streets and in our classrooms. America
is a "salad bowl" of diverse backgrounds and experiences. True, we
are unified by a common democracy, but as Americans we all have a different
legacy, tradition, and history. Diversity is what America has come
to be based on and what is increasingly represented in the American classroom.
Over one-third of the children seated in the American public schools are
non-white. It is estimated that by the middle of the century, almost
one-half of students in the nation will be students of color (Banks, 1999,
p. viii). Further, a diversity of language is prevalent in today's
classroom. In 1990, fourteen percent of the nation's school-age youth
spoke a first language other than English (Banks, p. viii). Economic
diversity is also becoming more widespread in American society. One
of every five children was plagued by poverty in 1990 (Banks, p. viii).
The changing face of the public school population, being a representation
of our society, sends a message to educators that teaching and learning
cannot necessarily be standard. With this diversity comes a variety
of learning styles, abilities, and interests. Educators are realizing
that their teaching needs to reflect this dynamic movement towards pluralism.
This is where multicultural education develops its importance.
Multicultural education recognizes that our country is made up
of various cultures, classes, religions, and ethnicities, which are all
viewed as critical to the richness of America. It is a movement designed
to enable all students, regardless of background, the ability to acquire
the necessary skills and knowledge to participate in our diverse society
(Banks, 1993, p. 23). A major goal is to create a more civic society
and a true democracy, both inside and outside the classroom. In essence,
multicultural education aims to create equal opportunities for success
for all of the different faces in today's classroom so that our country
may achieve such goals.
James Banks is one of the leaders in the research and development
of the multicultural education position. In his article, "Multicultural
Education: Development, Dimensions, and Challenges," Banks (1993)
outlines the five dimensions of this position. The first component
is content integration. Here, multiculturalists believe that educators
need to use materials from and reflecting various cultures and groups which
illustrate diverse views and principles. The second dimension is
the knowledge construction process. Educators are called to encourage
students to "understand how knowledge is created and how it is influenced
by factors of race, ethnicity, gender, and social class" (Banks, p. 25).
The final dimensions are prejudice reduction, an equity pedagogy, and an
empowering school and social structure (Banks, p. 25). Using all
of these components, multicultural education serves to educate students
about other cultures and perspectives. Too often does classroom instruction
provide insufficient information concerning other cultural groups, and
thus limits students' authentic conceptions of diversity. Alora Valdez
(1999) points out that schools need to help children develop "multicultural
literacy," preparing them to deal socially in a diverse nation (p. 3).
Much of the research and development of multiculturalists shows a common
concern to prepare students of diverse backgrounds to live and participate
in a culturally diverse democracy. Now, we move on the how's and
why's of multicultural education.
The ideal of multicultural education and literacy can only be
realized through the actual integration of such ideologies within the classroom.
How does an educator promote a pluralistic community of learners who appreciate
diversity and become actively involved with their own learning? Although
many different methods and theories may be illuminated in this regard,
this paper will focus specifically on the use of authentic multicultural
literature in the classroom. However, before defining multicultural
literature and explicating its uses, it is necessary to consider some of
the benefits of using real literature or trade books in the first place.
Why not just maintain the standard curriculum of Basal readers and carefully
selected textbooks that are now inclusive of diverse perspectives and cultures?
Authentic literature serves many purposes in the classroom which
may facilitate students’ meaningful engagement with the text. First
of all, readers can enjoy trade books for their aesthetic value, as opposed
to the passages from a textbook which are often contrived, dull, and difficult
to read. In essence, real literature is made of stories that "illuminate
what it is to be human" (Peterson, 1990, p. 5). Books in this form
express life and may evoke feelings in all readers who can somehow relate
with the myriad of emotions and experiences that unfold in the story.
When students read authentic literature, both their internal feelings and
intellect are called upon, making the text easier to comprehend and appreciate
(Peterson, p.15-16).
Authentic literature also conveys how different people live and
think (Crawford, 1993, p. 24-25). Trade books usually win student
interest over textbooks, due to their "liveliness of text, depth of topic
treatment, and interest" (Ruddell, 1997, p. 239-240). Thus, this
authenticity and depth draws students into a learning community, and leads
away from the exclusion of any students. In contrast, textbooks are
often written at levels of difficult readability for students (Burns, Roe,
and Ross, 1996, p. 483). It is often frustrating for all students
to comprehend and connect to this type of writing, and therefore may lead
to marginalization. If educators want students to become life-long
readers and learn to love reading, we need to make real literature central
to our instruction. Trade books are vibrant, interesting, and aim
to capture all students' imaginations (Ruddell, p. 239-240).
Using real literature in the classroom is important in that it
allows all students to contrive their own meaning; whereas, textbooks and
even Basal readers are created for "predictable responses, and children
are not asked to assume responsibility for the creation of meaning" (Peterson,
1990, p. 17). In order to maintain a classroom of motivated and interested
learners, educators must encourage diverse perspectives where students
use prior knowledge and experience to construct meaning. Students
can only derive individual interpretation from material if they are given
the flexibility to structure it themselves. Thus, as trade books
are often created in the light of human experiences, all students can find
ways to relate to the text (Peterson, p. 18).
The use of authentic literature is clearly essential in the classroom,
and must also take into account the diversity which exists in society.
How does one interweave the elements of authentic literature and multicultural
education to enhance student learning? Our suggestion involves the
use of multicultural literature to inspire a community of compassionate
learners who may all draw relationships to the text, share their perspectives,
and appreciate the diversity of background experience and knowledge of
their fellow classmates.
Definition of Multicultural Literature
It is integral to provide a working definition of multicultural
literature, before moving into an analysis and explanation of how it may
be used to inspire an active student community of compassionate learners.
There is much controversy surrounding the concept within literary research
and discourse, and many scholars choose to define this genre in different
ways. Certain ethnic or cultural groups are often included or excluded,
depending upon the inclinations of the theorist who is involved in constructing
the definition. Within the framework of this paper, we feel it is
important to move beyond any linear "right or wrong" conception of multicultural
literature, and rather suggest that the manner in which this text is engaged
by a group of readers is of paramount significance. That is, the
way in which the literature is used to promote active student involvement
and discussion concerning portrayals of cultural diversity and commonality
in reading should be our key focus. However, not every work may be
multicultural in nature, and there are certain guidelines that should be
followed in the selection of an authentic literary piece which will be
discussed later.
A definition by Yokota (1993) captures a more comprehensive notion
of multicultural literature, which is described as: "literature that
represents any distinct cultural group through accurate portrayal and rich
detail" (p. 157). Therefore, this literature may include reflections
of many diverse cultural groups and embody a multitude of considerations,
such as ethnicity, class, gender, exceptionality, religion, and even nationhood.
It is important to expose students to the many different cultural perspectives
evident in United States society, and help them move towards the pluralistic
ideal of cross-cultural understanding and compassion. Further, by
employing a constructivist stance in the reading and discussion of multicultural
literature, students may learn to gather personal meaning from the text
and move towards ownership of literacy. Research done by Steven Athanases
(1998) in exploring identity and difference through multicultural literary
encounters has shown that students learn to make connections between the
books and personal experiences in their home and communities.
Ownership was formulated as students used literature logs, teacher scaffolding,
questioning, and discussion of authentic literature and eventually came
to value their own learning (p. 281-293). Thus, the focus on using
multicultural literature in the classroom should embody constructivist
principles involving encouragement of all students to use prior knowledge
and experience in order to compose meaning from the text.
Uses of Multicultural Literature
Vicarious experience
One important use of multicultural literature involves selecting
a diversity of texts to ensure that all students have the opportunity to
explore cultures that may be different from their own. Vicariously
experiencing another culture through literature helps students understand
different backgrounds and assists in student decision formation of how
to live in a culturally diverse society (Yokota, 1993, p. 156). By
reading and discussing different cultural groups within the context of
a shared reading or literature circle session, students will gain many
different perspectives based upon the diversity of experience and cultural
knowledge of the many students in the class. Literature provides
an "avenue for multicultural understanding" that is not forced or meaningless,
and allows students to internally experience the thoughts, feelings, and
backgrounds of individuals who may be different from themselves (Wham,
Barnhart, and Cook, 1996, p. 2). In addition, vicarious experience
may be used to correct prior misconceptions or misjudgments of students
by presenting distinct cultures in an accurate and authentic light.
Such a process seems essential in the reduction of prejudice and promoting
of respect for diversity.
How does an educator embrace such an
ideology, and allow students to truly engage in this process of vicarious
experience? Research involving elementary students and shared reading,
or reading aloud, on topics reflecting diversity has shown that students
develop positive attitudes towards different cultural groups through group
involvement with text. Moreover, Wham et al. (1996) found that if
multicultural literature is not used within the storytelling experience,
students' positive appreciation of diversity will actually decrease across
the school year (p. 6). Thus, it is of utmost significance to present
culturally diverse groups to students through literature to assure their
recognition and awareness of other cultures. Depending upon a standard
curriculum or Basal readers to reveal divergent perspectives is clearly
not enough. Literacy instruction should draw upon a myriad of authentic
activities, trade books, and storybooks requiring shared reading, writing,
and discussion that allow students to vicariously experience other cultures
authentically and meaningfully.
Common experience
Although vicarious experience focuses upon appreciation and awareness
of different cultures, it is also important to include an emphasis upon
similarities and mutual understanding which transcend any cultural boundaries.
It is dangerous to merely focus on teaching tolerance or respecting diversity
without including a complementary, essential approach (Eldridge, 1996,
p. 301). Such an approach to multiculturalism would move students
past constructions of difference and views of "others" who are marginalized
and held apart from any common experience (Banks, 1993, p. 23). Many
educators emphasize cultural diversity and difference without emphasizing
the common ground of shared experience, which may dangerously lead to more
separation and de facto segregation. This is not to suggest the acculturation
or assimilation of the students to the dominant ideologies of society,
but rather to encourage all students to actively engage in a meaningful
dialogue involving shared interests, concerns, or cultural practices.
Literature is an effective means of generating this conversation,
as students look within characters, details, theme, plot, and setting to
draw parallels between their lives and the unfolding drama of the text.
Students take an active role in deciding how the story reflects common
experiences and feelings. Through this realization, students may
acquire a sense of "acceptance and appreciation for others" that acknowledges
we are all individuals with "feelings, hopes, and dreams" (Hillard, 1995,
p. 728). Thus, students are becoming part of a learning community
that places value upon the common experiences of the class over individualistic
notions of isolation and separation. Positive use of multicultural
literature and literature discussion groups allows all individuals to use
personal knowledge and experience to meaningfully relate to the text, and
does not exclude any students based upon cultural differences. The
focus on common experience assures that all students can draw parallels
and recognize similarities among individuals, as well as learn about unique
aspects of a particular culture.
Connections to literature
In order to use multicultural literature meaningfully in the
classroom and open up a shared dialogue, educators must be certain that
students are comprehending the text and making connections. Teacher
involvement should move beyond a one-way process of directing information
to students who passively listen and receive, and should "empower" all
students in the classroom (Eldridge, 1996, p. 302). This empowerment
would involve having students leading their own literature circles where
they would be encouraged to ask questions, relate the story to their own
lives, respond in literature logs or journals, and maintain an open forum
for discussion. With younger primary grades students, the teacher
would take a more active role in shared reading sessions through scaffolding
ways to think about a story and asking questions that allow students to
draw connections to the text. Moreover, educators should be sure
to support students in exploring issues of difference, using personal and
cultural knowledge while reading a story, and making intertextual links
(Athanases, 1998, p. 281). This will allow the class to move beyond
"the grain of silence about issues of difference in classrooms" (Athanases,
p. 281). Within the context of such discussions, students reflect
on significant issues within the text, draw personal connections, and become
knowledgeable of different cultural perspectives and experiences.
As students make connections with literature and their own lives,
they learn that multiple interpretations should be valued in the classroom.
Differences in gender, ethnicity, and class "constitute social positions
that affect how readers value and respond to literary works" (Athanases,
1998, p. 275). In addition, issues such as exceptionality, family
structure, and religion may also influence students' conceptions of different
works. By using authentic multicultural literature, an educator can
enhance the ability of students from varied backgrounds to associate with
the text. This type of literature draws on the different "social
positions" of which students may be a part, and is therefore inexorably
intertwined with student prior knowledge and experience. It is the
foremost duty of the educator to encourage diverse student reactions, and
allow multiple readings to comprehend the ideas and relationships drawn
within a class dialogue. By promoting rereading of a whole story
or significant passages, an educator can emphasize the multitude of different
interpretations that are offered by students in the class.
Opportunities for success
One of the most important influences of multicultural literature
is also the foremost goal of many educators and educational institutions.
That is, this type of literature leads to more opportunities for success
and achievement by the majority of students in a classroom. Educators
begin moving towards the ideal of an equity pedagogy, which exists when
teachers use "techniques and teaching methods that facilitate the academic
achievement of students from diverse racial and ethnic groups and from
all social classes" (Banks, 1993, p. 27). The use of multicultural
literature in the classroom is one mechanism through which this ideal of
an equitable educational environment may be achieved. By using a
flexible means of instruction that invites active student participation,
educators are promoting the success of students from different cultural
backgrounds who may all learn in unique ways.
Multicultural literature may also lead many students to develop
a sense of pride, confidence, and self-esteem as they make relationships
with the text. Yokota (1993) discusses the necessity of using "culturally
conscious" books in schools, which present cultural experiences in a valid
cultural and historic light (p. 158). As students read and make connections
with these stories, they may begin to develop a positive cultural identity.
This process can be facilitated by educators through encouraging personal
responses to literature and having students volunteer to share experiences,
activities, and information from their respective cultural backgrounds.
If a teacher follows a curriculum which does not fully explore the
contributions of different cultural groups, there is the grave danger of
students not making connections with the reading or losing a sense of their
unique history and culture. Further, it is important to employ the
use of multicultural literature throughout the year and not just in a "tack
on" manner at the end of the unit or during a month devoted to appreciation
of a particular culture (i.e.: Women's History Month, Hispanic Heritage
Month). In order to have students fully develop their own positive
sense of cultural consciousness and enhance their success, it is important
to select a diversity of texts exploring different issues and themes.
All students will feel that they have something to contribute to class
discussion, and will be more motivated to learn and achieve.
Integration of Other Disciplines
In today's classroom, teachers are increasingly pressed for time
while flooded with standards and requirements for their students.
Throughout our research, we have found that multicultural literature also
allows integration of other subject areas. We have already touched
upon the fact that such literature integration can help our students to
become active members in a multicultural society, providing them with the
skills and knowledge they need to be participants (Banks, 1999, p. 2).
All too often, teachers segment the language arts, inhibiting students
ability to see the "natural, purposeful uses of language in real situations"
(Burns et al., 1996, p. 380). By incorporating multicultural literature
into various disciplines, teachers are able to effectively cover many different
subjects and content area requirements, while at the same time demonstrating
meaningful uses for literature.
The National Council for the Social Studies defines social studies
education as:
. . . The integrated study of the social sciences and humanities
to
promote civic competence. The primary purpose of social
studies
is to help young people develop the ability to make informal
and
reasoned decisions for the public good as citizens of a culturally
diverse, democratic society in an interdependent world
(Parker and Jarolimek, 1997, p. 10).
The social studies curriculum aims to provide skills, knowledge, and
attitudes that are consistent with the goals of multicultural education.
Citizenship education "aims to prepare children for a particular relationship
to one another and to the political community" (Parker et al., p. 61).
No matter how diverse the classroom might be, all children share one political
identity as American citizens. As stated previously, it is important
for educators to not only provide vicarious experiences but to also emphasize
the commonality in a learning community. Social studies integrates
these consistent ideals of multicultural literature.
Integrating the language arts, as mentioned, demonstrates to
students a variety of purposes for reading, while allowing the teacher
to use his or her time effectively. Social studies incorporates the
use of "key concepts, events, issues, and historical figures from diverse
perspectives" (Parker et al., p. 47). By incorporating multicultural
literature into one's curriculum, students are able to gain more insight
into various views, relating back to the vicarious experiences which multicultural
education offers. Unfortunately, teachers are still using textbooks
that are seemingly multicultural but are still dominated by a white male
perspective (Valdez, 1999, p. 3). Multicultural literature integrated
into the content areas can supplement what is lacking in many school textbooks
and curriculum.
Further, using children's literature in various content areas
is beneficial because it is written in a manner to which students can relate.
Children's comprehension of the content is also enhanced (Flood, Hamm,
and Hemington, 1993, p. 361). Not only will the integration of multicultural
literature expose students to vicarious perspectives, but it provides them
with a real, meaningful opportunity to relate to the literature and draw
their own connections. Flood et al. (1993) referred to a quote by
Drake which communicates: "In working with the curriculum process,
our goal is to dissolve the boundaries" (p. 20). Thus, perhaps literature
may serve as the means of enhancing students' comprehension of content
"so subject areas come together naturally with integration" (Flood et al.,
p. 361).
Collaborative, meaningful discussions
Colleen M. Fairbanks (1998) outlined her research on conversations:
"[l]iteracy learning is a social process whereby learners inherit,
appropriate, and transform the language of others . . . [and]
takes
place most effectively in classrooms where collaborative exchange
is welcomed, where teachers' and students' knowledge, beliefs,
and values are honored" (p. 188).
Thus, if students are to make meaning from multicultural literature,
conversation and dialogue need to take place. John Dewey was quoted
as saying that "[d]emocracy begins in conversation" (Fairbanks, 1998, p.198).
If we want our students to become active participants in our diverse society,
as the multiculturalistic perspective holds, teachers need to initiate
a learning community in which students feel comfortable in sharing their
thoughts, ideas, opinions, and feelings. It is through meaningful
conversations in the classroom that students make real, life-long connection
with literature and develop an ownership of their learning.
By responding to literature, children "develop an ownership,
pride, and respect for learning in a classroom" (Valdez, 1999, p. 19).
By encouraging responses, particularly through conversation, students can
construct meaning of what they read. A research project coordinated
by Carmen M. Martinez-Roldan and Julia M. Lopez-Robertson (1999/2000) involved
bilingual students in literature circles. The students responded
spontaneously to literature in an aesthetic frame of mind. In this
way, students were given a chance to express feelings about a social issue
(immigration). The issue was very relevant to many of the Spanish-speaking
students involved in the study. Through the supportive learning community
that the authors had developed, these students were able to voice their
feelings with their teachers and peers. In other discussions, students
more deeply explored social, cultural, and political concerns through literature.
The choice of literature delved into more serious issues, such as border
control. Discussions brought out feelings and connections for the
students and allowed other students to vicariously experience them as well.
Throughout the discussions, students were able to make meaning of the literature
by drawing emotional and real connections to their lives (Martinez-Roldan
et al., p. 274-276).
For effective and meaningful discussions, teachers must provide
a socially supportive environment. Teachers need to demonstrate to
students that they have a genuine interest in their feelings and ideas
(Martinez-Roldan et al., 1999/2000, p. 280). Moreover, educators
need to facilitate these meaningful discussions by encouraging and reinforcing
students to listen to one another, talk when they feel ready, and to talk
to each other. It is important for teachers to also share thoughts,
serving as a model for the discussion (Martinez-Roldan et al., p. 273).
Group discussions of literature are a wonderful means by which
students explore their own feelings about literature. It also gives
them the opportunity to vicariously experience other situations.
When surrounded by a supportive environment in which students can feel
open to express feelings about literature, all can benefit from the connections
made. When teachers lead lectures or activities, the knowledge is
placed "outside the students for them to passively receive; dialogue recognizes
that knowledge is something students actively construct" (Peterson, 1990,
p. 21). Multicultural literature provides exciting and authentic
material which many students can relate to in this increasingly diverse
society.
Criteria for Selection of Multicultural Children's Literature
Now that we are aware of the need for and benefits of multicultural
literature, how may educators go about selecting proper materials for their
classrooms? In the quest for extended cultural inclusion, educators
must be careful not to overlook some basic considerations. Authenticity
appears to be of paramount importance, as careless or blatantly inaccurate
depictions can actually cause more harm than good. If a text is not
authentic, it may lead to new misconceptions, stereotypes, or prejudices
about a particular cultural group. Literature that is socially and
culturally authentic "assures that students develop an appreciation for
and understanding of persons from a variety of cultures and social settings"
("Selecting balanced literature," 1997, p.1). Thus, authenticity
is crucial to the acceptance of the work by members of the culture being
represented, as well as to the enlightenment of students of other cultures.
Even in fiction, a text should remain historically authentic in terms of
appropriateness of language, lifestyle, and illustrations.
Educators should also be aware of such criteria as "accuracy
in the depiction of relationships and dialogue" and "richness of cultural
details" (Yokota, 1993, p.159-160). Delving more specifically into
the issue of authenticity, educators should look for multicultural books
which examine realistic relationships in the most engaging manner.
In this regard, attention to dialect and cultural practices should be considered
when attempting to represent a culture different than one's own.
Are you likely to hear a preschooler in an Italian-American, or any other,
community speaking Queen's English? Would a Chinese youth openly
disrespect his parents? Essentially, the specific details in the
text should give clear imagery of daily life within a particular group,
without being inaccurate or overly picayune (Yokota, p. 160). Remember,
the ultimate goal is inspiring students to gain ownership of their own
learning and be able to relate to the text in a meaningful fashion.
Another criteria, which may be most obvious to many educators,
involves one's instinctual knowledge of what qualities constitute a good
piece of children's literature. An educator can briefly read through
a work and look for such components as a strong theme or ideas, ability
to maintain student interest, aesthetic appeal of illustrations, and a
flowing, authentic dialogue that captivates the reader and pulls one through
the book ("Selecting balanced literature," 1997, p.1). Multicultural
literature is a unique genre, but should not preclude any of the characteristics
of a quality literary work. If so, it is probably not a good choice
for use in the classroom. Additionally, it is important to avoid
selecting books which haphazardly insert a minority character to simply
qualify as multicultural literature. As with any type of literature,
all characters should hold relevance to the story regardless of the size
of their role (Yokota, 1993, p. 160).
Using all of the above criteria, educators may be able to select
multicultural works which are appropriate for use in the classroom within
a shared reading session, literature discussion group, or voluntary reading
time. Yet, educators must be certain that they understand the complexities
and nuances of different cultural practices and beliefs, before attempting
to have the students use the works to construct their own meanings.
As "the knowledgeable other," the educator should be able to answer questions
and concerns of students, and help them comprehend the new vicarious experience
which may be occurring. In this regard, we encourage educators to
actively pursue the initiation of their own literature circles and discussion
groups with their colleagues involving both children's and adult's multicultural
literature. As educators experience "their own reactions, confusions,
and connections to diverse cultures" within such groups, they may "overcome
barriers to crossing cultural borders, and as a result, increase the likelihood
of making bridges within their own classrooms" (Dietrich and Ralph, 1995,
p.3-4). Thus, educators have the opportunity to become actively engaged
with multicultural texts and share their opinions within a collaborative
group, and in this process learn from the prior experiences and knowledge
of their fellow colleagues. This new information is then carried
into their own respective classrooms, where all students will hopefully
benefit.
Concluding Remarks
With the increase in the diversity of American society, the face
of today’s public school classroom is changing as well. No longer
is there, or can there be, a standard edcuation. Students not only
differ racially, culturally, and ethnically, but also vary in their home
lives, religions, interests, capabilities, and learning styles. Teachers
today must accommodate each of these styles in order to reach every child
and provide an equal opportunity for success. Through our extensive
research, we have concluded that by using authentic multicultural literature,
educators are better able to provide for each individual in the classroom.
Multicultural literature does not only encompass the representation
of various cultural groups, but also different exceptionalities, genders,
and lifestyles. As previously mentioned, today’s schools too often
ignore or misrepresent various groups, leaving many students feeling less
valued and without an equal chance to derive meaning from class material.
Our research has supported the belief that using literature which represents
the diversity of our society gives each student an equal opportunity to
connect with the text. In so many ways, multicultural literature
allow students a chance to appreciate the diversity of society, but also
value the common experiences of different groups.
Educators must be careful in their selection of multicultural
literature for use in the classroom. Literature should reflect various
groups or represent ideas from various perspectives. Such material
should be used as an integrated and natural part of student learning.
Teachers need to search for multicultural material in order to provide
students with a variety of perspectives, and thus enabling them to participate
in a classroom that is representative of the society in which we live.
As educators, we hope to prepare our students with knowledge
and skills that will assist them in becoming active members of a
democratic society. We can only accomplish this if our instruction
is supportive and consistent with our society; one which was created and
continues to be shaped by the diverse and unique experiences of each and
every group of individuals. Using multicultural materials communicates
to students that America is based on the efforts of a variety of groups.
If all children have the chance to understand and accept a variety of perspectives,
they are given an equal opportunity to become active and valuable members
of a true American democracy.
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