Gilynn Cromartie Professor Romanoff Multicultural Literacy Long Island University/Brentwood Campus June 14, 2012

Introduction Multicultural literature is an educational opportunity whose implications extend far beyond the classroom. Literacy that is diverse has academic, as well as lifelong values. It is crucial for multicultural childrens literature to be incorporated into the classroom so that students develop a greater understanding of oneself, others, and the world as a whole. While it is the responsibility of the teacher to infuse the wealth of knowledge that comes from multicultural literature, it will ultimately become a life choice for students as to whether or not they want to lead a life that is indicative of multicultural values. Diversity is an inevitable factor that forces people to examine themselves, as well as the people and contexts around them. Incorporating literature in the classroom allows for connections to be made that a textbook or worksheet just cannot provide. Books encourage an exchange of thoughts and ideas that tie in with a sense of personalization to the story and the characters in it. Nowadays more than ever, the population of students in the classroom is becoming more and more diverse. Multicultural literature is a sure way of instructing the students in a way that is meaningful to them. It is important to teach with literature that is reflective of the students in the classroom, however, it is equally important to expose students to other cultures as well. Doing so will aid students in developing a broader sense of the world and the people in it. Multicultural literature is an empowering tool that teachers should incorporate in their philosophy of education and include in their curriculum. The vast amounts of multicultural literature out there can relate to all of the learning domains to heighten students awareness. So often, literature is only linked to ELA, in which students read,

write, and answer comprehension questions. In reality, multicultural literature can and should be extended to social studies, math, science, art, and music. If students see the interrelatedness of the literature with other subjects, it becomes more concrete. There are endless values that multicultural literature bestows upon readers, so neglecting it in instruction is only a detriment to the students. Background Multicultural literature has not always been an element that has been incorporated into the elementary classroom curriculum. As a matter of fact, the word multicultural itself is a term that only recently came into practice; it is used to describe people of color and their different cultural backgrounds. Multicultural literature needs to be authentic so that cultural groups are accurately represented. In the past, minority groups were portrayed in stereotypical ways that diminished the value of the people and the culture. While those characteristics were extremely common years ago, it is still imperative to take them into account nowadays when selecting multicultural literature for students (Higgins, 2010). Multicultural literature is still a relatively new genre of literature that has been integrated into the classroom. Childrens literature has been neglectful in including minority groups in its books for decades. Only a very low percentage of childrens books that are published each year contain people from a diverse background. This in part has to do with bigger named publishing companies not wanting to take a risk on books that they think wont sell; as a company, they are concerned with profits. While there are smaller publishing companies that do publish literature that reflects people of diverse backgrounds, their limited reputation does not do much for sales (Higgins, 2010).

Prior to multicultural literature becoming relevant in the field of education, childrens literature was very Eurocentric. Diversity was nonexistent and students of color had no sense of identity in literature. When there is a lack of representation of a cultural group in literature, then those particular students begin to question the importance of the people from their background. These feelings can result in low selfesteem and a feeling of worthlessness. The lack of emphasis on value and pride of all cultural groups many times leaves minority students feeling disengaged to learn. There needs to be some commonality between the literature and the students in order for a connection to be made (Al-Hazza, 2010). The African American population seems to be the largest minority group that is represented in childrens literature. The evidence of black characters in childrens books has risen over the years, adding to the multicultural literature genre. Even though books containing black characters have increased, many of the authors writing these books are not black themselves. This has caused some controversy since many believe that in order to write from the standpoint of a certain culture, you must be from the culture yourself. A prime example that falls into this situation is The Snowy Day by Ezra Jack Keats. This book is a landmark in childrens literature for being the first picture book with a prominent African American character. The Snowy Day has paved the way for what should be expected from childrens literature by including a character of color. Many people deemed this breakthrough as a success. However, the fact that the author, Keats, was not black, but rather from Jewish decent, did cause some debate. Regardless of the mixed feelings conjured up due to the author of this book, The Snowy Day is without a doubt a major contribution to the field of multicultural literature.

The Snowy Day was only published fifty years ago in 1962. Its recent publication is testament to the fact that trends in multicultural literature have not existed that long--as a matter of fact they are still pretty weak. Prior to The Snowy Day being written and creating a positive image for diversity, there were many pieces of literature that gave a negative depiction of people of color. One example for instance is Little Black Sambo by Helena Banerman, which was published in 1898. In this picture book, many stereotypes are depicted such as the skin color of the African American characters, their shape, size, and overall physical features. The prevalence of multicultural literature has been in part nonexistent due to the fact that teachers cant teach what they themselves do not understand. So much emphasis is placed on the inclusion of multicultural literature, but if one is not familiar with it, then there will naturally be a tendency to stray away from the subject matter. Only recently has the stress on multicultural literature been placed upon teachers. Currently, workshops, trainings, and professional development courses are offered to make teachers aware of the importance of multicultural literature. College courses are also now preparing their teachers for a diverse world and how to educate the students in it. This was something that was not seen in the past when it came to educating students. Remaining current in the field of education also requires teachers to be reflective thinkers when it comes to teaching and discussing multicultural literature (Lowery & Sabis-Burns, 2007). As monocultural education has begun to fade away and multicultural education has come to the forefront, the acknowledgement of quality multicultural books has become widely known. Two of the major awards in childrens literature are the John Newbery Medal and the Randolph Caldecott Medal. The Newbery Medal is awarded to

the author of the most distinguished American childrens book and the Caldecott Medal is awarded to the artist of the most distinguished American childrens picture book. The Newbery was established in 1922, and the Caldecott followed in 1937 after the realization that recognizing the artists of the childrens books was equally as important as the authors. While the Newbery Medal and the Caldecott Medal are not specifically awarded to multicultural childrens literature, there are many multicultural books that have received these awards. The Newbery Medal has been awarded to Bud, Not Buddy in 2000, and the Newbery Honor Medal has been awarded to Yolandas Genius in 1996 and A Girl Named Disaster in 1997. The Caldecott Medal has been awarded to Lon Po Po: A Red-Riding Hood Story from China by Ed Young in 1990 and The Hello, Goodbye Window by Chris Raschka in 2006; the Caldecott Honor Medal has been awarded to Tar Beach by Faith Ringgold in 1992 and David the Potter: Artist, Poet, Slave by Laban Carrick Hill in 2011. The many accolades that multicultural literature has begun to receive is helping the books to become more relevant in the classroom. Instructional Implementation Selecting Multicultural Literature The urge to use multicultural literature has never been at an all time high then it is right now. While the stress on the importance of incorporating multicultural literature is justified, it is pivotal that teachers select choices that are accurate and appropriate. The progression of multicultural childrens literature has come a long way since Little Black Sambo; however, teachers should not be remiss when choosing books. As with any book, multicultural or not, teacher should choose books that are developmentally appropriate

for the grade in which they are teaching. In addition, the book should be well written, be relevant to the population of students that are being taught, and be interesting. Starting off with these qualities is the first way of ensuring a good picture book. Features that should be kept in mind that are more specific to multicultural literature include accuracy in the depiction of appearances, speech and language, and leadership roles. Often time people of color are represented in a distorted manner that shows them as being subservient and reliant on someone else to save them. These characteristics are important to consider when selecting multicultural literature so that students receive information that is authentic (Landt, 2008). Selecting multicultural books that have the aforementioned criteria is one way of choosing solid, appropriate books. Something else to take into consideration when looking for multicultural books that have value is to look at some of the prestigious awards for a specific cultural group. The Coretta Scott King Award is given to noteworthy African American books such as Bud, Not Buddy by Christopher Paul Curtis or Rosa by Nikki Giovanni; the Pura Belpr Award is given to notable Latino/Latina books such as Esperanza Rising by Pam Muoz Ryan or Cuba 15 by Nancy Osa; the Toms Rivera Award is given to distinguished Mexican American books such as Breaking Through by Francisco Jimenez or My Land Sings: Stories from the Rio Grande by Rudolfo Anaya; and the Sydney Taylor Award is given to noted Jewish books such as Milkweed by Jerry Spinelli or The Night Journey by Kathyrn Lasky. In spite of a book receiving an award, teachers should still feel obligated to read the book for its content before sharing it with the class. An award-winning book is typically a good indication of

a quality book, however, there are endless quality books available that did not receive any awards (Landt, 2006). When building a classroom library that includes multicultural childrens literature, it is crucial to ensure that the representation of cultural groups is done equitably. Two concepts that should be kept in mind when selecting multicultural books are pluralism, which acknowledges diversity and the inclusion of all groups of people, and pluralism that manifests power. Pluralistic books such as Frida by Jonah Winter and Hula Lullaby by Erin Eitter Kono impart an appreciation for a particular culture with a sense of pride. Diversity is characterized in books like these because of the focus on cultural differences. Even though embracing different cultures is important, it is negligent to eliminate the issue of power in the various cultural groups. Whether it is the lack of power or the gain of power, a failure to acknowledge it all together is detrimental to multiculturalism as an educational instrument. Often times, teachers skim the surface of teaching diversity by concentrating on only the most basic elements of it all. Multiculturalism is a multifaceted topic that should not necessarily be sugarcoated. Pluralistic books that bring attention to power include Esperanza Rising by Pam Muoz Ryan and Grandfathers Journey by Allen Say. These books bring attention to how race and culture can cause a struggle for power that is unjustified. Of the many criteria that should be taken into consideration when selecting multicultural childrens literature, it is important to not overlook this one so that students do not develop a distorted view of how cultural groups were treated (Ching, 2005). Multicultural Literature and Classroom Usage

Multicultural literature holds a lot of weight when used during classroom instruction, but it is only used to its fullest potential when used in conjunction with literature-based activities. There are many strategies that are available for teachers to use when they are teaching a lesson and using diverse literature. One of these strategies is to use a concept map, in which students organize thoughts and ideas around one main word. This type of graphic organizer permits students to visually organize the ideas from the book onto paper. Another strategy is the age-old Venn diagram, which allows for comparisons. A graphic organizer such as this one gives students an opportunity to really dissect two books for their similarities and differences. Venn diagrams are successful in younger grades, but are really effective with older grades as well. With older grades, the class can delve into a teacher-led discussion or a student-led discussion (Harper & Brand, 2010). A literature-based activity like an open-mind portrait is a great task for generating the thoughts and feelings of a character from a story. This writing assignment analyzes a character and extracts the emotions that they may be feeling. Using vocabulary puzzles is also a tool that can be used after reading a book. This can be a teacher or student created activity where a new vocabulary word has to be matched to a picture or definition. Participating in this type of activity acclimates students to the new vocabulary they may be learning about from a culture (Harper & Brand, 2010). Integrating multicultural literature into the classroom environment should be done in a manner that will be fruitful for all learners. This can be achieved by scaffolding the amount and type of information students are learning through four approaches. First is the contribution approach, which brings attention to the significance of heroes and holidays

such as Martin Luther King Jr. through literature and activities. Next is the additive approach, where the literature becomes a part of an overall theme and unit of study; students read multiple books on a topic and make connections between texts. After the additive approach comes the transformation approach, which entails students to take on the point of view of a cultural group and perceive events and occurrences through their eyes. Finally, the decision-making and social action approach involves students to target the problem that they are reading about in the literature, and determine a resolution (Suh & Samuel, 2011). The four approaches in utilizing multicultural literature gradually build upon each other and encourage higher-level thinking. The demands increase as teachers move their students from the most basic level of interpreting and understanding multicultural literature, to a more sophisticated level that requires analysis and evaluation. Blooms Taxonomy of the Cognitive Domain is evident in the transformation approach and the decision-making and social action approach because it requires a different thought process in order to achieve the learning object. Blooms Taxonomy goes beyond the entry-level questions of who, what, when, where, and why. It challenges students to be critical thinkers in their own learning experiences and to take control. It is crucial for teachers to strive to get their students to a deeper thought process when teaching with multicultural literature so that they acquire a more in depth comprehension (Suh & Samuel, 2011). Balanced literacy has always been an important component of the curriculum in an elementary classroom. The importance of this teaching practice should not be overlooked, however, it should be adapted to embrace diversity. A balanced literacy

program is comprised of shared reading, guided reading, running records, shared writing, and guided writing. All of these components are crucial to literacy instruction and should be used to instruct students in multicultural literature as well. Teachers can employ a balanced literacy approach with multicultural literature by having students engage in listening, dialogue, and action. When teachers do a shared read-aloud from a multicultural picture book, they should pose questions that challenge the students to think and relate to their own lives. After the students listen, dialogue is encouraged between peers and the teacher to foster communication skills and differences of opinion. Lastly, action takes place where the students partake in activities that relate back to multicultural literature; this can be done through a writing center or a dramatic play center. Balanced literacy and multicultural literature work hand-in-hand because it allows for shared experiences of different cultures in a way that can be monitored by the teacher, but is ultimately beneficial for the students (Quintero, 2005). Responding and Engaging to Multicultural Literature Students response to multicultural literature is key to their understanding of what they just read. Reading is nothing without comprehension, so it is critical for teachers to have students make connections in every which way possible. Point of view is important for students to experience so that they can understand the world of the diverse characters they are reading about. Being able to put oneself into the situation of a character and contemplate decisions as if you were in that instant is a skill that gives students perspective. Perspective is an ability that allows students to engage in higher level thinking when they are reading multicultural literature. From that point, students can make connections from the text to another text, themselves, and the world. Multicultural

literature provides opportunities for expression, responses, reactions, and discussions. The understanding of a new culture can be acquired through literature when followed up with substantial activities (Louie, 2006). A great way to relate multicultural texts to other texts is to read various versions of a particular story, such as Cinderella. There are so many variations of this timeless tale that it becomes a good starting point to be introduced to other cultures. Students are able to compare and contrast the different Cinderella stories, like Adelita: A Mexican Cinderella Story by Tomie de Paola or The Rough-Face Girl by Rafe Martin. Students can discuss the many Cinderella stories they will be exposed to in guided reading groups, analyzing how the illustrations and story elements differ and stay the same. An activity to record all of the knowledge the students will be acquiring about the many cultures would be to create a passport of all the countries they have encountered through the various Cinderella stories. This type of log can be a combination of information from the literature itself, as well as researched facts. Additional activities can include performing skits or plays, a puppet show, or food tastings from the various countries. The multicultural aspect of an assignment like this permits students to look at one story from the many perspectives of various cultural groups, developing an understanding for differing ideas (Alexander, 2006). When exposing students to various multicultural versions of a story, whether it is Cinderella stories or Mulan stories, they should be encouraged to evaluate the stories critically, empathetically, and conceptually. This once again links back to Blooms Taxonomy and the goal to move beyond literal comprehension. When students evaluate critically, they are asked to take into account the authenticity of the pictures and the text

itself, as well as look at the many perspectives that may exist within the text. When students examine multicultural literature empathetically, they once again consider how the characters feel and then also contribute their own feelings towards the text. Assessing multicultural literature conceptually is another way of understanding books; students aim to grasp the effects the culture has on other cultural groups and the world in general. This type of response to multicultural literature is all prompted by a strong introduction from the teacher, and good guidance for post-reading (Louie, 2006). Learning should be exciting and enjoyable for all students when they come to school. As ideal as that would be, there will always be students who are uninterested and not motivated to learn. Capturing students attention and interest in a book is vital to the success of the lesson. When using multicultural literature, there are so many teaching ideas that can be used to engage students into the content of the book. Teaching is an art form, so when teachers instruct with multicultural literature, they should paint a picture and create scenery for their students. For instance, if students are learning about Middle Eastern culture, teachers should implement guided imagery to prepare their class for what type of content will be in the literature. Middle Eastern life is known for its aromas of perfumes and spices, and traditional music, so teachers can have their students close their eyes and imagine a place that has those aromas and sounds by vividly describing the setting. This guided imagery technique can be used with any multicultural unit that teachers may be starting in the classroom to enhance the students sense of the culture (Al-Hazza, 2010). The Benefits and Effects of Teaching with Multicultural Literature

Diversity is a factor that is prevalent in every aspect of the school curriculum. Multicultural literature is extremely beneficial to both the students and the teachers as well. By reading literature that is representative of many types of people, readers develop a respect for different cultural groups because they have acquired an understanding. It is often said that people fear what they dont understand; that saying can be one step closer to becoming obsolete through instruction with multicultural literature. Multicultural literature also permits readers to become aware of the influences and contributions that people of color have done. Exposure to multicultural literature gives students a sense of self-respect and self-worth because they become able to identify themselves in literature that is mainstreamed. Overall, multicultural literature has significant positive effects on readers, both students and teacher alike (Landt, 2006). Multiculturalism and childrens literature have a positive correlation with one another. Teaching with multicultural literature has the potential to reduce, or even eliminate cultural stereotypes that students may come to school with because of their background and upbringing. Education should promote diversity and equality so that students can become productive members of an ever-changing society. According to Gorski (2001, as cited in Suh & Samuel): Multicultural education is a progressive approach for transforming education that holistically critiques and addresses current shortcomings, failings, and discriminatory practices in education. It is grounded in ideals of social justice, education equity, and a dedication to facilitating educational experiences in which all students reach their full potential as learners and as socially aware and active beings, locally, nationally, and globally. Multicultural education acknowledges

that schools are essential to laying the foundation for the transformation of society and the elimination of oppression and injustice (p. 1). Classrooms are an excellent medium for preparing students for a diverse world, and multicultural literature is just the right tool to aid in that preparation. Aside from instructional value, multicultural literature also instills morals such as respect and responsibility among students. When teachers are instructing their students with multicultural literature, there are four approaches they can keep in mind to guide their lessons: inculation, clarification, moral reasoning, and value analysis. Inculation deals with the teacher actually teaching specific values to their students and reiterating it in follow-up lessons. Once the value is taught, it should be channeled into other lessons and activities. The clarification approach is when teachers assist students in coming to the realization of their own beliefs and the things they represent. As teachers, we should not instill our own believes upon our students, but rather lead them to develop their own values. Moral Reasoning has to do with being able to distinguish right from wrong in everyday life, as well as in relation to the world. Developing an ethical belief system is a struggle for students who are faced with the opinions of their peers, but it is something that teachers are responsible for fostering. Lastly, Value Analysis permits students to truly dissect situations and reflect on whether or not it is something they stand for in their own lives. These four approaches naturally come about if teachers intent to instruct with multicultural literature is to promote cultural pluralism their classroom. The benefits extend far beyond childhood and the classroom; they extend to the real world (Suh & Samuel, 2011).

The many benefits that result from incorporating multicultural literature into the curriculum can be attributed to the bibliotherapeutic value that they hold. Books can provide students with an opportunity to relate their personal situations to those of a character in a picture book. Students can develop sensitivity towards the situation because they themselves may be dealing with something similar. Bibliotherapy is a good coping mechanism for students that may be struggling and having a difficult time handling something that is going on in their life. Multicultural literature is bibliotherapeutic in itself because it makes students more cognizant of the differences around them, as well as a firmer realization into ones own culture. When using multicultural literature for a bibliotherapeutic purpose, teachers must acknowledge any cultural differences that may exist at school and home, embrace the childs natural language, include technology as an assistive technology, encourage cooperative learning experiences, and have communication with the family. With these guidelines in mind, multicultural literature can cater to the needs of students when it is used productively (Kim, Green, & Klein, 2006). Conclusion and Personal Reflections Multicultural literature is a necessary component in the classroom to promote interdependence among different people and cultures. Students should be educated in a manner so that they are well rounded in the many facets of the diverse world we live in. They should be steered away from ethnocentric views and be taught to welcome the various cultural groups that exist nowadays. Exposure to the diversity that now surrounds us on a daily basis yields only positive results for the future leaders of tomorrow (Suh & Samuel, 2011).

Researching multicultural literature has showed me that while the method in which literacy is instructed in is important, so is the content of what is being taught. There is so much emphasis placed on literacy strategies and interventions, that sometimes the actual subject matter goes unnoticed. The two components should be looked at together rather then separately when it comes to classroom implementation. There are so many pull-outs and push-ins that go on during a school day that many times, the students receiving services are missing out on the classroom curriculum; but if the service providers and the teachers collaborate, then the student has a better chance of not missing out on information in the class and having to play catch-up. Multicultural literature is a topic that is extremely relevant to the teaching field, and my personal life as well. I am currently teaching in the Freeport School District, a district that is mainly comprised of Hispanic students. Teaching should be meaningful to the students in the classroom and students should be able to connect with the material being taught. Being able to identify oneself in literature is important, but students should also see people representative of other nationalities too. I find that using books that include people from all different types of backgrounds is something that is never started too young. Young students are very inquisitive and are able to make connections from the book to peers they see in the classroom. The observations students make from books to the real world are good teachable moments. The research I have done on this topic has given me a deeper insight into the world of childrens literature altogether. I constantly find myself evaluating the picture books that I read for enjoyment, and the ones that I read to my students. Just a few weeks ago, one of my students brought in Walt Disneys Peter Pan for me to read and share

with the class. Thinking nothing of it, I read the book aloud to my students on the carpet and found myself harshly criticizing the book as I paused for the students to look at the pictures. While Disney movies and books portray an element of charm and fantasy for many children, a lot of the content and underlying tones are those that we are trying to discourage as teachers. In Peter Pan, the character Tiger Lily is an Indian princess who must be saved by Peter Pan, a white male. Firstly, was Tiger Lily really from India? Why was she referred to as Indian? Secondly, the fact that it was up to Peter Pan to save her shows that she is self-reliant on a white man to save her as a woman, and a woman of color. Even though these messages surpassed the thought level of my students, it was something that definitely jumped off the pages for me. Multicultural literature is something that will absolutely be included in my future teaching. I have already begun to build my classroom library, and as I look through it, I notice that I can definitely expand on my multicultural literature. While I have a few books reflective of the African American culture, so many other cultural groups are missing. It is important to have books that have characters and teach about people from all types of backgrounds. Having a wide variety of multicultural books increases the awareness of the teacher and students. The more exposure students have to different cultural groups, the less foreign it will be; it was just be a cultural norm. Remaining current in the field of education is a necessity for teachers to do in order to better serve our students. Now while I do not subscribe to any journals or magazines, I do try to immerse myself in other ways that will help me to maintain being a lifelong learner. I have always been an avid reader and a promoter of literacy before I think I even realized I wanted to be a teacher. For the past three years, I have been an

attendant at the Brooklyn Book Festival, which is when hundreds of authors gather to do book readings and signings. As a teacher, I am instinctively attracted to the childrens authors, where I listen to them expressively read their own works and have them sign my own classroom books. The rich resources that are available on that day nurture my knowledge of new and old childrens literature that is out there. Additionally, I visited The Snowy Day and the Art of Ezra Jack Keats exhibit at the NYC Jewish Museum on December 10, 2011, an experience that aided me in my research. The exhibit was full of valuable information on Keats and his many works, but also multicultural literature. They had letters written from fans, one of which I remembered saying that the child was disappointed to learn that Keats was not black. I laughed at this because I too recall not being disappointed that Keats was not black, but rather surprised when I first found out a few years ago. Im not sure why I assumed he was, but I was definitely intrigued to learn that he was Jewish. Out of class experiences hold a lot of value and I think it is important to be aware of local events that can expand my knowledge. Multicultural literature is an invaluable resource to be included into the modern classroom setting. With multicultural books, teachers have the potential to open doors and create possibilities for students that may not be fostered in the home environment. School is a place to thrive to ones fullest potential, and that means learning from others and from oneself. The growth of multicultural literature over the years has definitely accommodated for the changing population, so now it is time to ensure that the literature is being used. It is no longer acceptable to only incorporate mainstreamed books; teachers now have to do their research and look at the big picture.

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