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EDUC 553 Week 2

EDUC 553 Week 2. The Foundation of Multicultural Literature: Historical Perspectives and Teaching Pedagogy. Historical Perspectives of Multicultural Literature . Historical Perspectives of Multicultural Literature. 3.

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EDUC 553 Week 2

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  1. EDUC 553 Week 2 The Foundation of Multicultural Literature: Historical Perspectives and Teaching Pedagogy

  2. Historical Perspectives of Multicultural Literature

  3. Historical Perspectives of Multicultural Literature 3 Benedictine University

  4. Brown Gold by Michelle Martin • Martin argues that, just as the late 19th Century was a golden age • We are currently in a Golden Age for multicultural children’s literature, especially picture books Benedictine University

  5. Brief History Nancy Larrick’s groundbreaking article “The All-White World of Children’s Books” was a 1965 study of more than 5,000 picture books Benedictine University

  6. Larrick … • Larrick found that out of the more than 5,000 picture books she studied, less than one percent reflected any contemporary images of African Americans • Literature (like much art) is connected to larger social/political movements Benedictine University

  7. History • According to a study by the Cooperative Children’s Book Center), sixpercent of children’s books published in 1998 were written or illustrated by a person of color and/or had themes representing minority cultures • At the time, 30 percent of the U.S. population was non-white Benedictine University

  8. History The Center did a follow-up study in 2004 and found that multicultural titles had increased to 11 percent of the books published for younger readers Benedictine University

  9. However… • Some major publishers are still convinced that “diversity and brown-skinned faces are trendy” (Macbeth, 50) • Therefore, many books with minority characters or covering minority themes are published by small, independent presses who specialize in minority literature Benedictine University

  10. 1.Charlotte's Web, E. B. White 2.The Outsiders, S. E. Hinton 3.Tales of a Fourth Grade Nothing, Judy Blume 4.Love You Forever, Robert Munsch 5.Where the Red Fern Grows, Wilson Rawls 6.Island of the Blue Dolphins, Scott O'Dell 7.Harry Potter and the Sorcerer's Stone 8.Are You There, God? It's Me, Margaret, Judy Blume 9.Shane, Jack Schaeffer 10.The Indian in the Cupboard, Lynne Reid Banks 11.A Wrinkle in Time, Madeleine L'Engle 12.Little House on the Prairie, Laura Ingalls Wilder 13.Little House in the Big Woods, Laura Ingalls Wilder 14.The Incredible Journey, Sheila Burnford 15.The Little Prince, Antoine de Saint-Exup 16.Johnny Tremain, Esther Forbes 17.Just Me and My Dad, Mercer Mayer 18.Go Ask Alice, Anonymous 19.Harry Potter and the Chamber of Secrets. J. K. Rowling 20.Otherwise Known as Sheila the Great, Judy Blume 21.Blubber, Judy Blume . . . From Publisher’s Weekly Best Selling Children’s Books: Benedictine University

  11. Forces That Shape Literature • Works of children’s literature are not only shaped by the imagination of the writer… • They are also shaped by other forces: • Business/profit • Cultural expectations and norms • School curricula Benedictine University

  12. Some Debates: • One Definition of Multicultural Children’s Literature is: • Literature written about under-represented minority cultures bysomeone outside the culture Benedictine University

  13. Pro: Because books by and about minority cultures are not published or taught enough, we need to rectify this situation and encourage the production of more books by minority writers Con: This definition limits the number of books that “count” as multicultural literature and assumes that all books by writers outside of a culture will be negative or inauthentic Literature written about under-represented minority cultures bysomeone outside the culture: Benedictine University

  14. Under this definition, for instance, this book does not count as genuine multicultural literature. Should it? Why or why not? Benedictine University

  15. Exclusions and Distortions • “Historically, children’s literature has reflected the ideology of the dominant culture in society • This ideology, indicative of a primarily white authorship, reinforces a selective tradition in which ‘certain meanings . . . are selected for emphasis and certain other meanings . . . are neglected or excluded’ (Williams) • The exclusion and distortions of oppressed groups in children’s literature not only reflect but also perpetuate societal racism and inequitable social relations” (Noll) Benedictine University

  16. Here is an Example to Illustrate What They Mean: • The picture book, Little Black Sambo was a very popular book in the U.S. in the early- and mid-twentieth century • It was written in 1898 by a white British woman named Helen Bannerman • Several different illustrators have illustrated it over the years • What stereotypes do you notice in the following text and illustrations? Benedictine University

  17. Little Black Sambo “Once upon a time, there was a little black boy, and his name was Little Black Sambo... ” Benedictine University

  18. Little Black Sambo “And his mother was called Black Mumbo” Benedictine University

  19. Little Black Sambo “And his father was called Black Jumbo.” Benedictine University

  20. Another Example: • Read the excerpt from The Five Chinese Brothers • Pay close attention to the illustration on the front cover • What stereotypes are included in the illustration and in the excerpt of text? Benedictine University

  21. One Asian Child’s Reaction to Five Chinese Brothers: • “When I was a child, the teacher read, ‘Once upon a time, there were five Chinese brothers and they all looked exactly alike.’ • Cautiously the pairs of eyes stole a quick glance back. I, the child, looked down to the floor . . . • The teacher turned the book our way: ‘bilious yellow skin, slanted slit eyes. Not only were the brothers look-alikes, but so were all the other characters! . . .’ • Quickly again all eyes flashed back at me . . . I sank into my seat” (Aoki, 382). Benedictine University

  22. Some Debates: • Another Definition of Multicultural Children’s Literature is • Literature written by and about under-represented minority cultures Benedictine University

  23. Pro: Avoids both intentional and unintentional prejudice that oftentimes makes its way into texts written and/or illustrated by authors outside of a culture about minority characters, themes, cultures, and situations Con: Defines authorship and authenticity in narrow ways People who counter this argument argue that authors often do careful research in order to accurately portray cultures and characters unlike themselves Literature written by and aboutunder-represented minority cultures. Benedictine University

  24. Historic Resource: • http://www.scils.rutgers.edu/professional-development/childlit/HistoryofChildLit/index.html • Click on the above resource • Scroll down the left side to click on History of Children’s Literature • Click on Social History of Children’s Literature Page • Explore some of the resources Content for Slides 15 – 37 Web Source: people.emich.edu/awannamak/CHL583Multicultural.ppt Benedictine University

  25. Teaching Multicultural Literature

  26. Cultural Group Summary AnalysisResources

  27. Cultural Group Summary AnalysisResources • Slides 44– 49 contain resources and links to assist you in completing the Cultural Group Summary Analysis • Individually explore and review the resources on these slides • Then discuss with your Group (via email, phone, Skype, etc.) how these resources can be applied to your six multicultural book lists 27 Benedictine University

  28. Cultural Group Summary AnalysisResources How to Choose the Best Multicultural Book • This article is located on the Scholastic web site and be accessed by clicking on the link below • This extensive article provides useful advice and information for teachers on choosing multicultural books • There are separate sections devoted to African American, Latino, Native American, Asian American and Jewish children’s literature and authors • Each section features an interview with an author or illustrator, guidelines for choosing books and examples of great children’s books • Web Link: http://www2.scholastic.com/browse/article.jsp?id=3757 28 Benedictine University

  29. Cultural Group Summary AnalysisResources At Home with Multicultural Adolescent Literature – Digital Library and Archives, The ALAN Review, Fall 1995, Volume 23, Number 1 • The author, Bonnie Ericson,explains why good multicultural literature for adolescents can encourage understanding among cultural groups • She provides an annotated list of multicultural literature for adolescents focused on a theme-memorable homes • In addition, the article includes suggested activities for exploring the role of home in young adult literature • Web Link: http://scholar.lib.vt.edu/ejournals/ALAN/fall95/Ericson.html 29 Benedictine University

  30. Cultural Group Summary AnalysisResources Antiracist and Multicultural Education • This article contains a list of teacher and student resources • Web Link:http://www.pep.educ.ubc.ca/anti.html 30 Benedictine University

  31. Cultural Group Summary AnalysisResources History of Children’s Literature • Scroll through the left column and click on Traditional Literature • Then click on Children’s Literature Page • As you scroll through the left column there are various cultures listed with links to book lists • Web Link: http://www.scils.rutgers.edu/professional-development/childlit/HistoryofChildLit/index.html 31 Benedictine University

  32. Cultural Group Summary AnalysisResources Continuing Traditions • Ben Peterson writes in the November – December 2001 issues in Children’s Advocate stories of Native American children today, along with traditional tales, give children from all backgrounds a glimpse into American Indian life • Web Link: http://www.4children.org/issues/2001/november_december/continuing_traditions/ Native American Children's and Young Adult Literature • Web Link: • http://www.library.illinois.edu/edx/nativeamericanchildrens.htm 32 Benedictine University

  33. Cultural Group Summary AnalysisResources Beyond Good Intentions: Selecting Multicultural Literature • Guidelines for choosing multicultural literature. From September-October 1997 Issue (Children’s Advocate) by Joy Shioshita • Web Link: http://www.4children.org/issues/1997/september_october/beyond_good_intentions_selecting_multicultural_literature/ 33 Benedictine University

  34. Cultural Group Summary AnalysisResources • Communicate with your group to begin the Cultural Group Summary Analysis • You can communicate with your Group via email, phone, Skype, etc. 34 Benedictine University

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