multicultural literature

Multicultural Literature


Definition
Literature about the sociocultural experiences of underrepresented
groups. This literature includes those who fall outside the
“mainstream” of categories such as race, ethnicity, religion, gender,
sexual orientation, disability, language. This literature is written by
those who are members of these underrepresented groups and those
who fall within the category of “mainstream.”


Still?
*When was the last time you used a book by/about an underrepresented
group?
*In what context did you use the book?
*How often do you integrate these books into your typical curriculum?
*Do you consciously consider incorporating these books into your
curriculum?


Choices Annual Report 2011
We received approximately 3,400 books at the CCBC in 2010. Of those,

 156 books had significant African or African American content
 102 books were by Black authors and/or illustrators
 22 books featured American Indian themes, topics, or characters
 9 were created by American Indian authors and/or illustrators
 64 had significant Asian/Pacific or Asian/Pacific American content
 60 books were created by authors and/or illustrators of Asian/Pacific
heritage

 66 books had significant Latino content
 55 books were created by Latino authors and/or illustrators
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Choices Observations/Conclusions

 Shortage of books for newly independent readers

 Shortage of books about contemporary African American children


Issues Surrounding Multicultural Literature

 Authenticity (What is authentic? How do you know it when you
experience it?)

 Insider/Outsider (Who has the right to tell a specific story? What are
the socioeconomic/political implications here?)


Approaches to Multicultural Literature in the
Classroom
 Tourist—special holidays, study of a culture, special months, etc.
 Additive—pull in experiences and actual cultural insiders
 Transformation—reading to try and understand from the other
perspective

 Social Action—transforms students and brings them to action

“Categories” of Multicultural Literature

 Culturally Specific

 Generically American

 Culturally Neutral


Selection
 Consider author/illustrator perspective
 Are the characters multidimensional? Recognizable? Not superficial?
 Do the illustrations depict real features? Is the story realistically
resolved?
 Is the language authentic?
 If the characters have disabilities, are there reciprocal relationships?
Does the story promote positive attitude towards/understanding of the
disability? Does the character make choices? Are there high
expectations for the character?
Be sure to photocopy handout!


Why Do It?
 Multicultural children’s literature offers representations and validation
to/for groups that don’t typically have a voice.

 Those are members of a mainstream group become more aware of the
true nature of our society and their place in it