Author: Donna E. Norton
Publisher: Allyn & Bacon
Release Date: 2012
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.
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: Stanley F. Steiner
Publisher: Libraries Unlimited
Release Date: 2001
Presents an annotated bibliography of multicultural books, organized into sections dealing with celebrations and culture, nomads and the homeless, literacy, books that bring people together, and multicultural books in series.
Author: Maria José Botelho
Release Date: 2009-05-07
"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.
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: Ellen Riojas Clark
Publisher: Rowman & Littlefield
Release Date: 2015-11-25
This book presents theoretical, research based, and classroom practices that explore the use of multicultural children’s literature to support the linguistic, academic, and psychological development of Latino children in the process of becoming bilingual and acquiring English. The contributions cover a broad spectrum of issues related to the effective use of children’s literature with Bilingual Learners (BL), including identity development, critical pedagogy, biliteracy development, and holistic literacy instruction.
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: Elizabeth P. Quintero
Publisher: Peter Lang
Release Date: 2004
"Problem-posing with Multicultural Children's Literature" documents an ongoing qualitative study of early childhood teachers using a problem-posing method with multicultural children's literature. Grounded in critical theory, the text has been written for use in upper-division undergraduate- and graduate-level classes that study infants, toddlers, preschoolers, kindergartners, and students in grades one and two. The book uses examples from both early childhood and elementary teacher education students, and practicing teachers' work as they study critical literacy, multicultural children's literature, and integrated early childhood curriculum. This structure provides insights into guided research in child development, cultural and linguistic contexts, learning theory, strategies for teaching young children, family advocacy, and all related aspects of early childhood teacher education as the learners move through the activities.
Author: Jennifer Johnson Higgins
Release Date: 2000
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.
The Canadian Multicultural Mosaic has long been recognized as an OCo if not the OCo outstanding characteristic of the Canadian nation at home and abroad. It has, further, come to be regarded as a model worldwide of a well-functioning culturally diverse society. This first book-length study of Canadian multicultural childrenOCOs literature sets out to explore how literature for the young has contributed to the creation of the countryOCOs multicultural discourse as well as to the construction of its national identity. In this context, childrenOCOs literature possesses particular significance, as juvenile literature by nature serves an educational purpose which extends to forming and informing the next generation of a countryOCOs citizens. In order to achieve a deeper understanding of the complex structures at work, not only the fictional works themselves but also CanadaOCOs policy with regard to childrenOCOs culture and literature have been examined. In order to provide an optimally comprehensive picture, chapters include, among other aspects, information on public library services for immigrant children, on Canadian research collections specializing in childrenOCOs literature, on Canadian publishing for children, and on promotional activities. The works of fiction examined cover the period from 1950 to 1994 OCo thus illustrating the development of the nationOCOs multicultural discourse OCo and include various Canadian regions as well as protagonists belonging to different ethnic groups. While the approach is interdisciplinary, the novels discussed are above all read against the tenets of Canadian multiculturalism as manifested in such core documents as Prime Minister TrudeauOCOs 1971 parliamentary declaration and the 1988 Canadian Multiculturalism Act. The chief objective of the present study is to understand the interdependence between ideology, childrenOCOs literature, and the creation of a national discourse."