Many studies have shown that an overwhelming number of classroom teachers are encountering increasing diversity issues in both the content of what they teach and among the students they are teaching The purpose of this project is to provide elementary teachers with a resource of multicultural literature that can be integrated into any curriculum, whether it is Language Arts, Social Studies, or story time.
As multicultural education is becoming integral to the core curriculum, teachers often implement this aspect into their courses through literature. However, standards and criteria to teach and promote active discussion about this literature are sparse. Cultural Journeys introduces pre-service and experienced teachers to the use of literature to promote active discussions that lead students to think about racial diversity. More than just an annotated list of books for children, Pamela S. Gates and Dianne L. Hall Mark provide systematic guidelines that teachers can use throughout their careers to evaluate multicultural literature for students in grades K-8. At the same time, the text leads the reader to a deeper understanding of how to use multicultural literature throughout the entire curriculum and not just during specially designated months or time periods. With the example unit plans and extensive annotated bibliography, this book is a valuable resource that pre-service teachers will utilize when they begin teaching and in-service teachers will reference repeatedly during their planning periods.
With the growing number of ethnic minority students in public schools, it is very important for teachers, librarians, and all those who work with children to have an understanding of appropriate multicultural literature. This book and the literature selections are designed to develop heightened sensitivity and understanding of people from various cultures and traditions through the selection of carefully chosen literature. It includes a balance of research about the culture and the literature, a discussion of authentic literature for students from early childhood through young adults, and teaching activities designed to develop higher cognitive abilities. The book uses a unique five-phase approach for the study of multicultural literature that has been field tested.
Farah feels alone, even when surrounded by her classmates. She listens and nods but doesn’t speak. It’s hard being the new kid in school, especially when you’re from another country and don’t know the language. Then, on a field trip to an apple orchard, Farah discovers there are lots of things that sound the same as they did at home, from dogs crunching their food to the ripple of friendly laughter. As she helps the class make apple cider, Farah connects with the other students and begins to feel that she belongs. Ted Lewin’s gorgeous sun-drenched paintings and Eve Bunting’s sensitive text immediately put the reader into another child’s shoes in this timely story of a young Muslim immigrant.
This book is designed to prepare K-12 preservice and inservice teachers to address the social, cultural, and critical issues of our times through the use of multicultural children's books. It will be used as a core textbook in courses on multicultural children's literature and as a supplement in courses on children's literature and social studies teaching methods. It can also be used as a supplement in courses on literacy, reading, language arts, and multicultural education.
This textbook is a comprehensive resource for teaching multicultural children’s literature. Providing foundational information on how and why to integrate diverse children’s literature into the classroom, this book presents a necessary historical perspective on cultural groups in the United States and context for how to teach children’s literature in a way that reflects and sustains students’ rich cultural backgrounds. The historical insights and context on diverse cultural groups at the heart of the book allow readers to deepen their understanding of why teaching about cultural diversity is necessary for effective and inclusive education. Part I offers foundational information on how to teach children’s literature in a diverse society, and Part II overviews pedagogy, resources, and guidance for teaching specific culturally and linguistically marginalized groups. Each chapter contains book recommendations, discussion questions, and additional resources for teachers. With authentic strategies and crucial background knowledge embedded in each chapter, this text is essential reading for pre-service and in-service teachers and is ideal for courses in children’s literature, literacy methods instruction, and multicultural education.
Teaching and Learning About Multicultural Literature will help teachers and students, particularly students from a dominant culture, read multicultural literature with greater understanding
