2. Directory: Slides 1-4Introduction Slides 5-6 Benefits Slide 7How to? Slides 8-13Student Response Slides 14-26 Opposing view points March 28, 2012 Brianne Marshall 1

3. 1.How do we define multicultural literature? 2. What are the benefits of using multicultural literature in the classroom? 3. How do we bring this in to the classroom? March 28, 2012 Brianne Marshall2

4. The customary beliefs, social forms, and material traits of a racial, religious, or social group; also : the characteristic features of everyday existence (as diversions or a way of life) shared by people in a place or time such as popular or southern culture. Source: Merriam-Webster March 28, 2012 Brianne Marshall3

5. Think back to your middle and high school years. What were some multicultural books that you can remember reading? What is lacking from the list? What is present? What do you think defines these books as multicultural? March 28, 2012 Brianne Marshall4

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7. Multicultural Literature as Mirror  Helps students define culture and identify the culture(s) they come from.  Allows minority students to break the silence around their culture in the classroom. Multicultural Literature as Window  Helps students recognize that there are other cultures than the one(s) they come from.  Prepares students to be members of a diverse society and citizens of the world by introducing multiple perspectives. March 28, 2012 Brianne Marshall6

8. Books by authors of various geographic locations Current Events Books about characters from other cultures Short stories, poems and other supplementary readings Cultural interpretations of common or similar stories Cultural interpretations of the same topics (creation myths, etc.) Role plays of significant scenes in the literature Debate various cultural perspectives Team teaching with other subjects An artifact discussion March 28, 2012 Brianne Marshall7

9. Overview: The article uses 123 samples of writing that 8th grade students produced during a multicultural literature unit. In this, the teacher found that the writing illustrated their ability to learn and appreciate cultures outside of their own. During the study, the teacher kept a detailed diary of her experience with her students and their reactions to the unit lessons. The school was in a suburban town, about 10 miles outside of a major Midwestern city. Population in the school was over 95% white and the majority was of middle class socioeconomic status. March 28, 2012 Brianne Marshall8

10. The teacher had 3 key goals: 1. The students would enjoy, appreciate and understand multicultural novels. 2. The students would study the values of the culture which would be different from their own. 3. The students would have a better understanding of their own cultural values. “There is a wide range of students within one class, from special education students, who have difficulty writing a sentence, to the likely candidates for valedictorian who breeze through the most difficult assignments.” (754) March 28, 2012 Brianne Marshall9

11. The Selection:  The teacher selected 10 potential novels. She then narrowed the selection down to 6 and allowed her students to review all and then choose 1 of their top 3 favorite titles for independent reading.  (A list of 7 books, 1 for the special education students) Unit Assignments:  Short answer survey (pre and post assessment )  Book Club Organizers  Oral group project  Dialogue journal Throughout the entire unit, students created a portfolio that included all of the assignments from the unit. Thus illustrating their growth, understanding and knowledge of various cultures. March 28, 2012 Brianne Marshall10

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13. Positive  The students were not directly asked if they liked the multicultural literature but based on the portfolios, students responded positively and those who felt badly about reading prior to the unit, felt good about the multicultural unit. Negative  “The findings of this study indicate that teachers of dominate-culture students need to have their students read much more multicultural literature so that they can gain experience with alternative views of the world […] Additionally, [teachers] must provide additional help for student to develop the practices necessary for critical literacy” (759). March 28, 2012 Brianne Marshall12

14. March 28, 2012 Brianne Marshall13 Take a trip to NYC! Click the Bus!

15. 1. Students are simply disconnected with the material and other cultures. 2. Lack of exposure and preparation in elementary schools. 3. Parents 4. Resources 5. Curriculum and standardized tests 6. Reinforcing stereotypes March 28, 2012 Brianne Marshall14

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