Multicultural Literature And Response Download Ebook PDF Epub Online

Author : Lynn Atkinson Smolen
Ruth A. Oswald
Publisher : ABC-CLIO
Release : 2011
Page : 453
Category : Education
ISBN 13 : 1598844741
Description :


All students need access to books in which they can see themselves--not just their physical appearance, but their culture and language, as well. "Multicultural Literature and Response: Affirming Diverse Voices" was written to help teachers and librarians find and use the best multicultural books in the service of reading comprehension and more. Underscoring the necessity of selecting quality literature that authentically, sensitively, and accurately portrays different groups, the book defines multicultural literature and provides a strong argument for its importance in schools and libraries. Expert contributors guide users to multicultural authors and illustrators who portrays U.S. ethnic and cultural groups, and they suggest ways to integrate this literature with writing, fluency development, storytelling, and audiovisuals. Extensive lists of books and websites that feature multicultural literature, as well as of authors, illustrators, and publishers of multicultural literature, make it easy to include such works in programs across the curriculum.


Author : Mingshui Cai
Publisher : ABC-CLIO
Release : 2002-10-30
Page : 224
Category : Literary Criticism
ISBN 13 : 0313076405
Description :


There is much discussion of multiculturalism in education. This is especially true of multicultural literature for children and young adults. The rise of multicultural literature is a political rather than a literary movement; it is a movement to claim space in literature and in education for historically marginalized social groups rather than one to renovate the craft of literature itself. Multicultural literature has been closely bound with the cause of multiculturalism in general and thus has been confronted with resistance from conservatives. This book discusses many of the controversial issues surrounding multicultural literature for children and young adults. The volume begins with a look at some of the foundational and theoretical issues related to multicultural literature. The second part of the book addresses issues related to the creation and critique of multicultural literature, including the authorship of such works and the role of the reader in determining whether or not a work is multicultural. The third looks at the place of multicultural literature in the education of children and young adults. Throughout its discussion, the book makes extensive references to a large body of multicultural fiction and provides a thorough review of research on this important topic.


Author : Donna L. Dow-Anaya y Garcia
Publisher :
Release : 2001
Page : 620
Category : Literature
ISBN 13 :
Description :



Author : Ambika Gopalakrishnan
Publisher : SAGE Publications
Release : 2010-04-22
Page : 288
Category : Education
ISBN 13 : 1506359353
Description :


This book is designed to prepare K-12 preservice and inservice teachers to address the social, cultural, and critical issues of our times through the use of multicultural children's books. It will be used as a core textbook in courses on multicultural children's literature and as a supplement in courses on children's literature and social studies teaching methods. It can also be used as a supplement in courses on literacy, reading, language arts, and multicultural education.


Author : Jamie Campbell Naidoo
Publisher : Amer Library Assn
Release : 2013
Page : 219
Category : Language Arts & Disciplines
ISBN 13 : 9780838911433
Description :


When planning services, collections, and programs for children and teens from diverse populations, many librarians and teachers fail to fully embrace the fully spectrum of diversity within the United States as well as the scope of considerations for developing inclusive library and classroom practices. These essays help you understand that your offerings should represent all of the cultural expressions that are often overlooked.


Author : Fenice B. Boyd
Cynthia H. Brock
Publisher : Guilford Press
Release : 2004-01-01
Page : 338
Category : Language Arts & Disciplines
ISBN 13 : 9781572309616
Description :


Within a clear conceptual framework, this book explores ways that teachers, reading specialists, administrators, and teacher educators can provide more effective literacy instruction to K-9 students from diverse ethnic, cultural, and linguistic backgrounds. Cutting-edge theory and research is interwoven with detailed case studies that bring to life the complexities of teaching in today's multicultural and multilingual classroom. Topics covered include: *How and why culture matters in literacy instruction *Drawing on students' multiple literacies in the classroom *Motivating and engaging English-language learners *Steps that teachers can take to heighten their cultural awareness and skills *Tapping into family and community resources for literacy learning


Author : Marjorie R. Hancock
Publisher : Prentice Hall
Release : 2004
Page : 476
Category : Literary Criticism
ISBN 13 :
Description :


Reinforced by teachers' experiences in actual classrooms, this book provides a wealth of ideas for projects, readings, and response-based activities that will engage all learners in the joy of reading and responding to literature. It blends an appreciation of children's books across all genres with an emphasis on meaningful instructional strategies for literacy programs. Coverage of multicultural/international literature helps illustrate the universality of themes in children's literature--providing a basis for establishing a library of literature that expresses the totality of children's experiences and speaks to children from all cultures and backgrounds. Coverage is based on Louise Rosenblatt's transactional theory of reader response, and organized around five main "celebrations" that the author uses as a framework for uniting the findings of reader-response theory with quality children's literature and exemplary reflective, literature-based practice. Includes expanded coverage on multicultural/international literature--including numerous examples of children's literature written and published in other countries. Includes extensive coverage of reader responses to literature--oral and written responses, as well as those made through the visual arts. For teachers of Children's Literature. Introduces future teaches to the full range of children's responses to literature--encourages the use of a variety of strategies to elicit authentic, heartfelt, meaningful responses from pupils. An appendix on children's literature awards. Highlights exemplary children's literature across all genres--focuses students' attention on established standards and offers guidance for choosing literature that meets such standards. CONTENTS I. CELEBRATING LITERATURE, RESPONSE, AND TEACHING. 1. Literature, Teaching, and Reader Response: Balancing Books and Readers in the Classroom. 2. Reader Response to Literature: From Rosenblatt's Theory to Research to Classroom Practice. II. CELEBRATING LITERATURE AND LITERARY GENRES. 3. The Art of the Picture Book: The Balance of Text and Illustration. 4. Traditional Tales and Modern Fantasy: The Domain of Imagination. 5. Poetry: The Power and Pleasure of Language. 6. Realistic and Historical Fiction: The Boundary of Reality. 7. Nonfiction: The Realm of Biography and Informational Books. 8. Multicultural and International Literature: Appreciating Cultural and Global Diversity. III. CELEBRATING RESPONSE CONNECTIONS TO LITERATURE. 9. Talking About Books: From Oral Response to Literature Circles. 10. Literature Response Journals: Written Reflections during Reading. 11. Literature as a Model for Writing: Apprenticing the Author's Craft. 12. Drama, Art, and Music: Expressive Arts as Response. 13. Response to Nonfiction: Blending Efferent and Aesthetic Response. IV. CELEBRATING INTERTEXTUAL AND INTERDISCIPLINARY CONNECTIONS. 14. Interdisciplinary and Intertextual Connections: Response through Literature Clusters, Theme Explorations, and Twin Texts. V. CELEBRATING RESPONSE GROWTH THROUGH ASSESSMENT. 15. Documenting Response to Literature: Authentic Perspectives. Appendix A: Children's Book Awards and Recognition. Appendix B: Professional Resources. Appendix C: Children's Literature and Technology. (c) 2004, 448 pp., Paper 0-13-110902-2 1090O-6 SE0306: Children's Literature / Methods HE0415: Children's Literature Course Guide Page SUPPLEMENTS Generic Supplements ESOL Strategies for Teaching Content: Facilitating Instruction for English Language Learners (0-13-090845-2) The Portfolio Planner: Making Professional Portfolios Work For You (0-13-081314-1) Positive Behavioral Supports: Five Plans for Teachers (0-13-042187-1) Surviving Your First Year of Teaching: Guidelines for Success (0-13-032573-2) OTHER TITLES OF INTEREST Jacobs/Tunnell, "Children's Literature, Briefly, 3/E, " 2004 (0-13-049924-2) Norton/Norton, "Through the Eyes of a Child: An Introduction to Children's Literature, 6/E, " 2003 (0-13-042207-X) Hillman, "Discovering Children's Literature, 3/E, " 2003 (0-13-042332-7) Darigan/Tunnell/Jacobs, "Children's Literature: Engaging Teachers and Children in Good Books, " 2002 (0-13-081355-9) Jacobs/Tunnell/Darigan, "Children's Literature Database, A Resource for Teachers, Parents and Media Specialists, 2/E, " 2002 (0-13-094618-4) Ertmer, "Education on the Internet: 2002-2003 update, " 2003 (0-13-1126385)


Author : Laleh Rowhani
Publisher :
Release : 2011
Page :
Category :
ISBN 13 : 9781124908366
Description :


This research examined the moral reasoning of early adolescents and the role peers played in their moral reasoning development when they engaged in conversations about multicultural children's literature with moral themes. Responses to the literature were elicited through open-ended written reflections, small group discussions, and individual interviews. Context: This study took place in a sixth grade classroom in a K-6 elementary school. The research focused on 28 students' written reflections as well as on two small groups of students' literature discussions. Methods and Data: A one-month curriculum unit took place during the classroom's regularly scheduled character education program, 30-45 minutes per session, for 4-5 days per week. The participants read and discussed 2-3 literature pieces posing moral dilemmas. The data sources included questionnaires, pre- and post-discussion written reflections, digital audio recordings of small group discussions, student notes of small group discussions, individual interviews following up on student responses, and observational fieldnotes. Findings: Examinations of early adolescents' pre- and post-discussion written reflections and transcriptions of audio recordings of small group discussions revealed multiple modes of moral reasoning. In addition, while the majority of participants did not change their moral reasoning after sharing their thoughts with their peers, several felt reinforced by their peers' views or altered their moral justifications as demonstrated in early adolescents' reflections. Implications for character education programs addressed to educators and researchers are discussed.


Author : Lisa E. Parnell
Publisher :
Release : 1995
Page : 134
Category :
ISBN 13 :
Description :



Author : Richard Beach
Amanda Haertling Thein
Publisher : Routledge
Release : 2020-07-24
Page : 350
Category : Education
ISBN 13 : 1000149609
Description :


This book examines how working-class high school students’ identity construction is continually mediated by discourses and cultural practices operating in their classroom, school, family, sports, community, and workplace worlds. Specifically, it addresses how responding to cultural differences portrayed in multicultural literature can serve to challenge adolescents’ allegiances to status quo discourses and cultural models, and how teachers not only can rouse students to clarify and change their value stances related to race, class, and gender, but also provide support for and validation of students’ self-interrogation. Highlighting the influence of sociocultural forces, the book contributes to understanding the role of institutions in shaping adolescents’ lives, and identifies needs that must be addressed to improve those institutions. Current theory and research on critical discourse analysis, cultural models theory, and identity construction is meshed with specific applications of that theory and research to case-study profiles and analysis of classroom discussions. The instructional strategies described enable pre-service and in-service teachers to develop their own literature curriculum and instructional methods.


Author : Jennifer Johnson Higgins
Publisher :
Release : 2000
Page : 140
Category :
ISBN 13 :
Description :


This two-part project first examines the practices of Seattle area educators with regard to multicultural children's literature. Four teachers and three librarians were surveyed about their buying practices, knowledge and use of multicultural literature in an educational setting. Participant responses suggest that while buying practices do not benefit the distribution and availability of quality multicultural children's books, educators are aware of the need for this literature and are actively using it in the classroom. For the second part, research based criteria were established and a tool for evaluating multicultural children's literature was developed and applied to 35 multicultural picture and chapter books. Quality and authenticity were determined and an evaluative summary written for each book. The result is an annotated list of quality multicultural children's literature.


Author : Suzanne Miale Miller
Suzanne M. Miller
Publisher : SUNY Press
Release : 1993-01-01
Page : 300
Category : Literary Criticism
ISBN 13 : 9780791416457
Description :


Does literature serve a humanizing function? Can it achieve social transformation? What roles does literature play for defining self, creating community, and achieving global perspective? This is the first book to thoroughly explore the methods by which educators, creative writers, and policymakers have constructed workable models of teaching literature in multicultural classrooms. The authors provide an interdisciplinary dialogue on the setbacks, solutions, silences, and successes that often occur in classes of multicultural literature. They all take the stance that definitions of literacy and literature originate as much outside the classroom as within it. With the inclusion of essays by writers themselves--a feature provided by no other book on this subject--the authors offer a unique vocalization of the nationalistic, economic, empowering, and moral purposes that reading and writing serve. The book also includes a current guide to selected resources in multicultural literature, in hopes of encouraging and facilitating instructors in the transformation of their own literature courses into multicultural ones.


Author : Allen Carey-Webb
Publisher : National Council of Teachers
Release : 2001
Page : 219
Category : Education
ISBN 13 :
Description :


Telling stories from secondary and college English classrooms, this book explores the new possibilities for teaching and learning generated by bringing together reader-response and cultural-studies approaches. The book connects William Shakespeare, Charles Dickens, Mark Twain, and other canonical figures to multicultural writers, popular culture, film, testimonial, politics, history, and issues relevant to contemporary youth. Each chapter contains brief explications of literary scholarship and theory, and each is followed by extensive annotated bibliographies of multicultural literature, approachable scholarship and theory, and relevant Internet sites. Each chapter also contains descriptions of classroom units and activities focusing on a particular theme, such as genocide, homelessness, race, gender, youth violence, (post)colonialism, class relations, and censorship; and discussion of ways in which students often respond to such "hot-button" topics. Chapters in the book are: (1) A Course in Contemporary World Literature; (2) Teaching about Homelessness; (3) Genderizing the Curriculum: A Personal Journey; (4) Addressing the Youth Violence Crisis; (5) Shakespeare and the New Multicultural British and World Literatures; (6) "Huckleberry Finn" and the Issue of Race in Today's Classroom; (7) Testimonial, Autoethnography, and the Future of English; and (8) Conclusion. Contains approximately 350 references. Appendixes contain an email exchange between the author and a first year, inner-city teacher; a note to teachers on the truth of Rigoberta Menchu's testimonial; a brief account of philology; a 13-item annotated bibliography of readings in literary theory for English teachers; and lists of web sites exploring literary theory and cultural studies, supporting literature teaching, and for new teachers. (NKA)


Author : Ulla Rahbek
Publisher : Springer
Release : 2019-07-30
Page : 224
Category : Literary Criticism
ISBN 13 : 3030221253
Description :


This book explores contemporary British multicultural multi-genre literature. Considering socio-political and philosophical ideas about British multiculturalism, superdiversity and conviviality, Ulla Rahbek studies a broad range of texts by writers from across the majority-minority divide. The text focuses on figurative registers and metaphorical richness in multicultural poetry and investigates the interlocked issue of recognition, representation and identity in memoirs. Rahbek analyses how twenty-first-century British multicultural novels both envision and reimagine an inclusive nation and thematise the detrimental effects of individual exclusion on characters’ pursuits of the good life. She observes the ways that short stories pivot on ambivalent encounters and intercultural dialogue, and she reflects on the public good of multicultural literature.


Author : Jean E. Brown
Elaine C. Stephens
Publisher : National Council of Teachers
Release : 1998
Page : 226
Category : English literature
ISBN 13 :
Description :


Addressing the complexity of the question of multicultural literature in the classroom, this anthology of 27 articles includes: contemplations by seven award-winning writers of young adult (YA) literature on the subject of diversity; a resource section that describes over 200 literary works and lists 50 reference tools to help teachers stay current on multicultural YA literature; and practical ideas from 16 educators who provide strategies proven to work in literature and language arts classes and across the curriculum. The articles and their authors are: "Island Blood" (Graham Salisbury); "Random Thoughts on the Passing Parade" (Janet Bode); "Multicultural Literature: A Story of Your Own" (Joyce Hansen); "Cultural Sensitivity" (Deb Vanasse); "Reflections" (Eve Bunting); "Helping to Improve Multicultural Understanding through Humor" (Joan Bauer); "Michael and Me (and Other Voices from Flint)" (Christopher Paul Curtis); "We Are All Phenomenal Women: Finding Female Role Models through Multicultural Poetry and Literature" (Deborah Forster-Sulzer); "Creating a Talisman: Reflecting a Culture" (Jean E. Brown and Elaine C. Stephens); "Painting Pictures with the World: Reading and Writing Multicultural Poetry in the Middle School" (Ellen Shull); "Who Am I? What Is My Heritage?" (Christa Goldsmith); "Seeking 'Cuentos, ' Developing Narrative Voices" (Louise Garcia Harrison); "Beyond the Holocaust: Exploring Jewish Themes through Contemporary Young Adult Literature" (Jeffrey S. Kaplan); "The Web of Life" (Diane Hoffbauer); "Using Literature to Combat Stereotypes" (Denise R. Emery); "Parallel Lives: Anne Frank and Today's Immigrant Studies" (Mitzi Witkin); "Supporting Active and Reflective Response to Multicultural Literature" (Elizabeth Noll, Charlotte Valencia Lindahl, and Debra Salazar; "Considering the Power of the Past: Pairing 'Nightjohn' and 'Narrative of the Life of Frederick Douglass'" (Kelly Chandler); "Teaching about China, Chinese Culture, and Chinese Americans through Literature Exploration and Interdisciplinary Instruction" (Alyce Hunter); "Dramatic Encounters: Experiencing Multicultural Literature" (Jeffrey D. Wilhelm); "Science and English: Connecting with Multicultural Young Adult Literature" (Amy Hackett); "Multicultural Literature and Mathematical Connections: Bridges to Span Mathematical Understanding in a Diverse World" (David K. Pugalee); "Puzzlements from a Pooper: Or Much Confusion about 'Multicultural'" (Ted Hipple); "Weaving Many Cultures into the Curriculum" (Elizabeth A. Poe); "Moving from the Merely Mentioned to the Multicultural" (Mary R. Harmon); "Connecting with Students through Multicultural Young Adult Novels" (Diana Mitchell); and "A Source Guide for Locating Multicultural Literature for Young Adults" (Dee Storey). An extensive annotated bibliography is attached. (NKA).


Author : Lesley Colabucci
Publisher :
Release : 2004
Page :
Category : Children's literature, American
ISBN 13 :
Description :


Abstract: While many scholars have considered how young people read and respond to multicultural children's literature, few studies have contributed to our knowledge about how adult readers make sense of these texts. This research investigates how preservice teachers in an undergraduate children's literature class read and responded to multicultural children's literature. Teacher educators have been struggling to understand how to prepare teacher candidates for the diverse classrooms they will enter. Despite their hard work in both inquiry and teaching, we still need more research on how to teach teachers. Accordingly, this study examines student responses alongside the pedagogy of the teacher. During the spring of 2003 at a small college in a major Midwestern city, the activities of a children's literature course with 22 students were documented. This qualitative project emerged from a constructivist paradigm and involved narrative methods. Data sources included: student writing, whole class and small group discussions, artifacts from class activities, fieldnotes, and a researcher reflective journal. Analysis and interpretation was conducted to develop understandings of the ways preservice teachers map their personal stories onto the stories in multicultural books and what those maps can teach us about preparing them for diverse classrooms. The context of the class and pedagogy of the teacher were considered alongside the responses. The students' writing and talk about the texts suggested five broad kinds of response: (IA) intimate disclosures: life-to-text connections; (IB) intimate disclosures: text-to-life connections; (II) dialogue and difference: text-and-life collide; (IIIA) disconnections and difference: "intolerance"--Of-difference; (IIIB) disconnections and difference: "tolerance"-of-difference; and (IV) transcendence-of-difference. Analysis of pedagogical moves resulted in the delineation of tensions that teachers face in doing this work with preservice teachers. These tensions are related to how teachers occupy authority, how students perceive classroom community, how the teacher uses silence, and how students address and are addressed by each other. These patterns and tensions led to pedagogical implications based on new understandings of how preservice teachers' read and respond to multicultural texts and how the teaching they experienced contributes to those readings and responses.


Author : Donna E. Norton
Publisher : Allyn & Bacon
Release : 2012
Page : 346
Category : Education
ISBN 13 : 9780132685764
Description :


A must-have resource for all teachers and adults interested in evaluating, selecting, and sharing multicultural literature written for children and young adults, this widely-popular guide is thoroughly updated to include the most outstanding examples of children's and adolescent literature available. In Donna E. Norton's Multicultural Children's Literature, readers gain a deeper appreciation and understanding of the rich cultural heritage embedded in authentic multicultural literature and see how to share that appreciation and heritage with children and young adults. A chapter each is devoted to the following children's and adolescent literature in the following cultures: African American, Native American, Latino, Asian, Jewish, and Middle Eastern.


Author : Maria José Botelho
Masha Kabakow Rudman
Publisher : Routledge
Release : 2009-05-07
Page : 354
Category : Education
ISBN 13 : 1135653747
Description :


"Children’s literature is a contested terrain, as is multicultural education. Taken together, they pose a formidable challenge to both classroom teachers and academics.... Rather than deny the inherent conflicts and tensions in the field, in Critical Multicultural Analysis of Children’s Literature: Mirrors, Windows, and Doors, Maria José Botelho and Masha Kabakow Rudman confront, deconstruct, and reconstruct these terrains by proposing a reframing of the field.... Surely all of us – children, teachers, and academics – can benefit from this more expansive understanding of what it means to read books." Sonia Nieto, From the Foreword Critical multicultural analysis provides a philosophical shift for teaching literature, constructing curriculum, and taking up issues of diversity and social justice. It problematizes children’s literature, offers a way of reading power, explores the complex web of sociopolitical relations, and deconstructs taken-for-granted assumptions about language, meaning, reading, and literature: it is literary study as sociopolitical change. Bringing a critical lens to the study of multiculturalism in children’s literature, this book prepares teachers, teacher educators, and researchers of children’s literature to analyze the ideological dimensions of reading and studying literature. Each chapter includes recommendations for classroom application, classroom research, and further reading. Helpful end-of-book appendixes include a list of children’s book awards, lists of publishers, diagrams of the power continuum and the theoretical framework of critical multicultural analysis, and lists of selected children’s literature journals and online resources.


Author : Yun-Kyung Cha
Seung-Hwan Ham
Publisher : Routledge
Release : 2018-03-28
Page : 292
Category : Education
ISBN 13 : 1351179934
Description :


This handbook for educators and researchers consists of an unparalleled set of conceptual essays and empirical studies that advance new perspectives and build empirical ground on multicultural education issues from 10 different selected societies in Asia Pacific. This unique, edited book will be a solid resource particularly for graduate students, educators, and researchers involved in multicultural education, given its multiple balances in terms of 1) conceptual essays, empirical studies, and practical implications; 2) contributions from emerging scholars, established scholars, and leading scholars in the field; and 3) comprehensive coverage of key subareas in multicultural education. Given the growing need for in-depth understanding of multicultural education issues in the Asia Pacific region where we have witnessed increasing human mobility and interaction across countries and societies, this edited book is the only research-based handbook entirely focusing on multicultural education in Asia Pacific.


Author : Ambika Gopalakrishnan
Publisher : SAGE Publications
Release : 2010-04-22
Page : 288
Category : Education
ISBN 13 : 1452212902
Description :


This book is designed to prepare K-12 preservice and inservice teachers to address the social, cultural, and critical issues of our times through the use of multicultural children's books. It will be used as a core textbook in courses on multicultural children's literature and as a supplement in courses on children's literature and social studies teaching methods. It can also be used as a supplement in courses on literacy, reading, language arts, and multicultural education.