1. Realism in fiction for Children Week 8 Lecture 2 Multicultural literature for children EDU11GCL - Genres in Children’s Literature © La Trobe University, David Beagley 2005

2. Defining Multiculturalism Recognition of the inherent value of each culture, in its own right, on its own terms Acceptance, by all cultures, of the value of the others, with a willingness to co-exist Therefore, multicultural books enable increased cultural understanding through Broader knowledge of (and sympathy for) different cultures and communities Acceptance of alternatives

3. Writing multicultural literature 3 categories of writers about other cultures. Indigenous (translated) - writers with first hand internal experience of the culture Worked or lived there, and mediate culture from second hand view (acts as an interpreter of culture for non-indigenous readers) Never been there - represent culture from third hand, “obtained” knowledge What difficulties confront each category?

4. Writing multicultural literature Possible pitfalls of writing about other cultures Tourism (Trivial, superficial, travelogue approach) Romanticism (glorified picture) Moral lectures from perspective of writer’s culture

5. Writing multicultural literature Possible pitfalls of writing about other cultures Stereotyping (especially from colonial or dominating perspective) Overzealous enthusiast who has to tell readers every technical detail about the culture (positive or negative, relevant or not) Cultural sensibilities – interpretation and mis- interpretation

6. Multicultural literature for children Cultural sensibilities – interpretation and mis-interpretation The depiction of another’s culture through your “outside” eyes Is accuracy and integrity possible? c.f. Australian and Turkish perceptions of Gallipoli battles and tradition Thus, is Sadako a triumph of human spirit, a tragedy of needless suffering, or an indictment of war crimes?

7. Interpretation and misinterpretation History is written by the winners Is Sadako a triumph of human spirit … Triumph requires a beaten negative: Leukemia? Hope/Despair? Death of a child? … a tragedy of needless suffering … What might be avoided? Modern medicine, innocent child, false hopes an indictment of war crimes … What mention is there, in the book, of the moral issues around the dropping of the bomb(s)? Of war in general?

8. Interpretation and misinterpretation How much history and reality is appropriate in a young reader’s appreciation of a book like Sadako? Cultural awareness, moral issues, emotional engagement, historical detail … Is children’s literature a teaching tool or entertainment? Sadako vs NIPS XI

9. Evaluating multicultural literature The readers are children. They think as children – Bloom’s taxonomy, Piaget’s stages of cognitive development. Do not patronise any of the cultures within the multi-tude, but do not patronise the readers either. Protection vs vaccination Nimon’s view – deal with the issues, but deal with them well, as good literature.

10. Evaluating multicultural literature Criteria for Judging Books on Other Cultures. 1.Cultural criteria Strong evocation of culture/place/time Natural treatment of customs and codes of behaviour Accuracy and respect in depiction of distinctive elements Deepens understanding of culture represented

11. Evaluating multicultural literature 2.Literary criteria: Strong universal themes Well structured story Deepens understanding of issues covered Characters, setting and plot have internal and external integrity. Is engaging and believable