The article, Crossing Boarders: Multicultural Literature in the Classroom (Dietrich & Ralph) offered a very thoughtful argument as to why a multicultural literature rich education is essential. The article challenged teachers to become aware of their culture as well as helping their students become aware of their own culture. The author’s, Deborah Dietrich and Kathleen S. Ralph recommended teachers to fill their classrooms with multicultural literature. Finally, the article, Crossing Boarder s: Multicultural Literature in the Classroom challenged teachers to help students engage in conversation about differing cultures. I agree with the authors, Deborah Dietrich and Kathleen S. Ralph teachers must first understand their own culture …show more content…
One fear I have is inadvertently insulting someone’s by trying to provide a multicultural learning environment. The article did recommend that teachers use books to encourage topics that are controversial or racial. Discussing the book and not specifically any controversial subject helps keep the classroom conversation positive and does not single out any student’s culture or race. Finally, I disagree with the article on one point, that every family wants their child exposing to various cultures. How would the author’s suggest teacher’s to deal with these controversial …show more content…
Are the non-white characters equal to other characters and solve their own problems? The non-white characters make up for ninety percent of the story. The story is written around a Chinese family’s preparation for a New Year’s celebration. The story explores culturally how the Chinese celebrate their New Years.
4. Does the book portray physical diversity?
Yes, the illustrator does give the characters Chinese facial characteristics as well as festive Chinese attire. T 5. If there are words, are they offensive or have a legitimate purpose that ring true to the culture? Yes, there are words that ring true to the culture. The story explains culturally, what the purpose of the Lion Dancer is in during the New Year’s Eve parade. The story explains how the Chinese Culture believes the Dragon is a sign of good luck. Finally, the book ends with a Chinese family saying Happy New Year in Chinese and in English.
Book 2 – Beatrice’s Goat Author – Page Mc Briber Illustrated by Lori Lohstoeter
1. Are the characters and illustrations stereotypical or non-stereotypical of their
Cowhey’s book is broken down by the major themes and concepts she teaches her first and second grade students. Each concept relates back to her personal pedagogy of implementing a Multicultural Education. These major themes include empathy, freedom, peace, activism, community, and social justice. Cowhey’s pedagogy uses “language and literacy to teach about the world with rigor, depth, and challenge in a way that engages and
Imagine feeling and looking different from all those around you. Imagine if you weren’t understood the same way as the majority. In the book “American Born Chinese”, two characters, Jin and Monkey King who went through the same situations, but in different societies. The Monkey King insight into the impact of society on Jin as they both face social exclusion through experiencing internalized racism. Further as Monkey King transforms into another character, Chin-Kee, which Jin sees as an embarrassing Chinese culture.
Family’s beliefs and values may be different for some and in other cultures they may not be accepted. As teachers, we have to learn about different cultures and expand our knowledge so families could feel more accepted. In the book, Anti- Bias Education for young children and ourselves by Louise Derman-Sparks & Julie Olsen Edwards, talks about how culture and fairness involves two dimensions, children’s development of a positive culture, identity, and their respectful interactions with other cultures. With these two dimensions, it will help the child to continue to express their home culture at school while learning the different cultures at school with their classmates. They learn about what’s right from wrong, how to dress, and talk
Chapter one’s main idea was to provide a basic definition of multicultural education and provide the reader with insight on how the multicultural education movement has developed and progressed throughout the years.
Students who are enrolled in elementary schools with a diverse population usually develop an understanding of insights and perspectives of children from different backgrounds and learn to function in a multiethnic, multicultural environment (Morrissey, 2014). Therefore, students need to learn how to interact in diverse environments. Teachers face challenges of making lessons and instructions “culturally responsive” for all students to avoid favoritism (Griner, 2012). Some students’ cultural backgrounds may have a negative impact on them in a modern classroom (Burt, 2013). It is imperative for elementary school teachers to be knowledgeable of different cultural beliefs and practices to help students adjust to traditional classrooms (Nigma, 2015). Defining the
Karen Patricia Smith discusses in her article “The Multicultural Ethic and Connections to literature for Children and Young Adults,” which was printed in Library Trends in 1993, the interest of identifying specific issues concerning the lack of multiculturalism in children and young adult literature. She also explains the relationship between literature and the multicultural perspective and the response to the need of multicultural books for children and Young Adults.
The first and most important conflict in the novel is heritage. Both mothers, Suyuan and Lindo, come from a Chinese background and try to instill their knowledge and strengths into their children. However, their children are being raised in America with new ideals and a powerful freedom that both mothers never experienced. The two contrasting cultures present a scenario in which both influences cause great confusion and separation in relationships.
At a young age children believe almost everything that they hear. Parents and teachers need to be very careful and selective with what they talk about around children. One challenge that teachers and parents face is choosing the appropriate books to read for their young ones. One book genre that has caused a good amount of chaos and controversy are multicultural books. Adults are afraid of exposing their children to these kinds of books because they do not want them to be influenced by the negative stereotypes that many of these books contain. However multicultural books can help children to empathize with others and learn about different cultures, the right books just need to be selected. Parents and teachers need to find books that
Gives suggestions on how teachers can teach multiculturalism in the classroom. It also provides suggestions on how teachers can intercept and stop any notions of racial tendencies their students may have.
In ever-changing times, it is important to look to the future in order to prepare for what is to come. However, it is also important to look back and see what people have accomplished. It is essential for people to feel pride for the triumphs, and determination to improve the shortcomings. This way, there will always be room for positive growth. Researchers of multicultural literature, Jocelyn Glazier and Jung-A Seo, have defined this denomination of literature “as literature that represents voices typically omitted from the traditional canon”(Buss). Multiculturalism and multicultural literature have grown from the histories of numerous nations, all hoping to better integrate and understand each other, exposing people to other ethnic and cultural groups. It is hoped that once people know where others come from, how they think, and what drives them, they will be capable of sympathizing with different groups and ending the prejudice and discrimination that is so prevalent in modern society. As the United States moves forward, it becomes more and more pluralistic. The traditional majorities and minorities continue to shift according to the influences of multiculturalism and diversity (Multiculturalism). Many educators recognize that in order for children to function in a diverse culture, they must be taught from a young age through literature. Books are an excellent way to convey information because a well written piece of intelligence can have a powerful effect on people’s minds. James A. Banks of the University of Washington devised a strategy for the teaching of young people. In it, he discusses a multipronged plan that begins with general content integration. Students must be given sensitive, non-biased information that include...
Considering the views of students is especially relevant to understanding the difficulties evident in multicultural classrooms. Such students encounter challenges and setbacks adjusting socially and academically to the American atmosphere. The key to solving this problem is not to merely seek the advice and suggestions of teachers and staff, but rather the students themselves. This is crucial as there rests the “danger of unconsciously imposing our own cultural behaviors and expectations on these students, who do not have a working knowledge of our cultural expectations and behaviors” (Turner).
Multicultural education refers to a form of education that incorporates and teaches the histories, texts, values, beliefs, and perspectives of people from different cultural backgrounds. At the classroom level, for example, teachers may modify or incorporate lessons to reflect the cultural diversity of the students in a particular class. I define multicultural education as the process that permits students to express their individuality and embrace their culture in a classroom setting. This past semester, I had the privilege of working in a multicultural classroom at Multicultural Magnet School in Bridgeport, CT. Through this, I witnessed Mrs. S apply all aspects of school practices, policies, and organization as a means to ensure the highest
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students to gain a high level of respect for those unlike them, preferably from a judgmental and prejudiced view. Diversity has a broad range of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their cultural and linguistic skills to American classrooms. Students not only bring their cultural and linguistic skills, but they bring their ethnicity, talents, and skills.
Parrish, Patrick, and Jennifer A. Linder-VanBerschot. “Addressing the Challenges of MulticulturalInstruction.” Cultural Dimensions of Learning 11.2 (2010): 10 pgs. Web. 8 June 2015.
As a young teacher, I aimed to have my students read multicultural literature because I wanted to open my students’ eyes to the differences between people on this planet we share. I wanted them to see the differences as a beautiful, natural thing. However, looking back at those early years, I did little to enhance what my students were reading other than handing them a book and helping them read through it with some discussions that were not about controversial topics, only about character actions. That left my students to struggle on their own to understand the different perspectives and rich lives in which they were presented. With good intentions, I failed to get my purpose across, and I only left students with more questions. Reflecting on my teaching, and working to enhance the reading of multicultural literature, I found that I had to begin at the beginning-how I would define multicultural literature and what purpose it would serve.