Multicultural and International Literature EDC423

Multicultural/Multiethnic Children’s Literature “Literature that represents any distinct cultural group through accurate portrayal and rich detail” (Yokota, 1993) Problem with categorizing by “cultural groups” (e.g., Asian American, Native American) –Cultural conglomerations –Exclusions of some cultures (e.g., Jewish culture) –Exclusions of European Americans (e.g., Irish, French, etc.)

Culturally conscious literature –Represents cultural experiences in culturally authentic ways –Must include criteria for good literature, as well as cultural consciousness

International Literature Books originally written in a language other than English (and some subsequently translated into English) Books originally written in English but in a country other than the United States Books originally published in the U.S., but whose characters and settings are international Hans Christian Anderson Medal (most prestigious children’s book award in the world) Mildred L. Batchelder Award (children’s book translated into English)

Issue of Authenticity: Inside & Outside Perspectives An “inside perspective” portrays the cultural group from the point of view of a group member –More likely to give authentic view about what members of the cultural group believe to be true about themselves An “outside perspective” portrays the cultural group by one who is not a group member –Sometimes gained through extensive research or participation in a cultural group other than their own –Gives the view of how others see the group’s beliefs and behaviors Consideration of audience is important! (e.g., language, customs, etc)

Issue of Authenticity World Literature - folktales and fiction from non- western or underrepresented countries outside the U.S. (adaptations by western writers and from root culture) Cross-cultural literature: unique experiences of a cultural group written by an author whose ethnic background is outside the culture Parallel culture literature: “outside” authors who have become acculturated and socialized within the culture itself

Criteria for selecting Multicultural Lit. (Notable Books for a Global Society) Cultural accuracy –Issues represented in ways that reflect the values and beliefs of the culture –Contains historical accuracy Richness of cultural details –Enhance the story with natural details so readers gain a sense of the culture (music, art, food, family, etc) Authentic dialogue and relationships (Hancock, p. 216) –Toward children, adults, gender roles, work roles, etc. –Authentic settings, themes, language patterns, illustrations –Avoid perpetuation of cultural stereotypes In-depth treatment of cultural issues

Levels of Integrating Multicultural Literature into Curriculum Contributions Approach: read about & discuss ethnic holidays, heroes, & customs (usually limited to this) Ethnic Additive Approach: content & themes that reflect other cultures are added to the existing curriculum (e.g., Cinderella themes of cultural groups) Transformation Approach: changes structure of curriculum to enable readers to view historical events & themes from the perspective of different ethnic and cultural groups Social Action Approach: identify social problems, make decisions, and take action that seeks equity and alleviates discrimination -- Banks (1989) in Hancock (2008)

Exploring International Literature Read-alouds and booktalks Display in classroom and link to thematic units in history/culture Introduce/explore foreign words, holidays, cultural practices & beliefs Author study International pen pal program (Epals)

Book Festival! Create poster and brochure to inform people of literature/authors from one cultural group (conglomerate) Share your ideas at our book festival –Group Poster –Poster Presentation –Individual Read-Aloud & Reflection When? December 9