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.