Jodi Herold ED 636 Fall 2011

 A way of thinking.  The belief that all should be respected regardless of their differences. Differences include race, language, customs, religion, age, economic class, gender, or physical or mental abilities  A curriculum that contains multiple cultural perspectives and promotes social justice  Its goals are to 1) be responsive and relevant to the need of all students, 2) help students become multicultural literate, and 3) help students develop skills to effectively and respectfully interact with people from all diverse backgrounds.  “Multicultural literacy is a state of being knowledgeable and respectful of the history, traditions, and values of persons of diverse backgrounds.” (D’Andrea, 1995)

 Classrooms are linguistically and culturally diverse.  Creates a climate that welcomes diversity in the classroom  Challenges stereotypes and overgeneralizations  Helps students make informed and sound decisions in a culturally diverse society in an inter dependent world.  “All students bring themselves into the classroom. It is the responsibility of the teacher to bring in a broader perspective on the world, and to create a classroom climate where students engage in critique of both text and their own perspectives.” (Singer, 2003, p. 22)  “Students who are taught to appreciate their own heritage learn to understand the heritage of others in the process.” (Bieger, 1995, p. 308)

 Students respond greater emotional engagement when they find themselves in the book.  “What cannot be taught through the facts may be taught through the heart. ” (Bieger, 1995, p. 309)  Reading is an avenue to realize personal cultural values and beliefs. Once that is done, students begin to appreciate others’ heritages and histories.  There is an interaction between the reader’s personal experiences and the text that creates meaning.  “Multicultural literature introduces opportunities for seeing the word through other people’s eyes. As they engage in literature with diverse perspectives, these readers will find both unfamiliar and universal situations.” (Singer, 2003, p. 17)  “Students who find their own life experiences mirrored in books receive affirmation of themselves and their culture.” (Bieger, 1995, p. 309)

 “Seek out books that elicit empathy and engagement on the part of the reader with children from varied cultural backgrounds and different parts of the world.” (Singer, 2003, p. 17)  Presents content through a variety of lenses  Historical events presented from the point of view of the people concerned  Biographies by different authors. Comparing and contrasting author’s perspectives can be powerful  Present s groups in variety of roles and situations that most people encounter  Reflects many cultures, themes, and views.  Content is as complete and accurate as possible

 resources/booklists/multicultural-books.htm resources/booklists/multicultural-books.htm   esrvce/pe3lk28.htm esrvce/pe3lk28.htm  icultural.html icultural.html  

Bieger, E. (1995). Promoting multicultural education through a literature-based approach. Reading Teacher, 49(4), 308. Camicia, S. P., & Saavedra, C. M. (2009). A New Childhood Social Studies Curriculum for a New Generation of Citizenship. International Journal Of Children's Rights, 17(3), doi: / X D'Andrea, M. (1995). Using computer technology to promote multicultural awareness among elementary school-age students. Elementary School Guidance & Counseling, 30(1), 45. Singer, J. Y., & Smith, S. A. (2003). The Potential of Multicultural Literature: Changing Understanding of Self and Others. Multicultural Perspectives, 5(2),