2. • works that reflect the multitude of cultural groups within the
United States (Temple, Martinez, Yokota, & Naylor, 2011)
• literature that is not of the mainstream in the United States
rather about groups who have been previously underrepresented
and often marginalized by society as a whole, especially in
depictions in children’s literature in the U.S. (Gopalakrishnan,
2010)
• “Multicultural children’s literature is about the sociocultural
experiences of previously underrepresented groups. It validates
these groups’ experiences, including those occurring because of
differences in language, race, gender, class, ethnicity, identity,
and sexual orientation.” (Gopalakrishnan, 2010)
3. • children learned to read from books that presented
primarily European American lifestyles and values
• early portrayals of nonmainstream characters tended to
be highly stereotypical
• late 1960s increasing efforts have been made to include
honest depictions of people from all cultural groups in
children’s books
• The council on Interracial Books for Children was founded
in 1966 to heighten public awareness of diversity issues
related to children’s books.
• beginning of the 1990s largest surge to date in
multicultural publishing in the children’s book field
• mid-1990s total number of multicultural books published
declined
(Temple, Martinez, Yokota, & Naylor, 2011)
4. Culturally Genetic Books:
Characters are of various ethnic backgrounds; however,
details about the culture are not the focus of the story.
The experiences the characters face are common and
relate to children worldwide.
Culturally Specific Books:
The cultures of the characters are highlighted through
details about their daily lives, struggles, beliefs, values,
and feelings.
The actions and traditions are true representations of the
cultures portrayed in this type of book
(Temple, Martinez, and Yokota., 2011).
5. According to Temple et al., (2011), “All multicultural books depict
people of diverse cultures, but the degree to which such books focus
on cultural or social issues varies significantly”(p. 110).
Gopalakrishnan (2011) described the following 4 levels in which
multicultural education can be categorized (p. 27-28).
Level 1: Multiculturalism books are introduced during special
holidays, months, or celebrations. These books may not have been
evaluated to ensure that they are true representations of the particular
culture portrayed in the book.
Level 2: Books that fall under this level may have more details about a
particular culture. This approach may include reading folktales, or
having guestspeakers or authors from various cultural backgrounds
visit schools.
6. Level 3: Multicultural education at this approach provides
students with opportunities to read and respond to
multicultural literature that gives a genuine perspective of
life events from the points of view of the characters in the
story.
Level 4: This approach allows students to read authentic
multicultural literature as well involving the students “ in
social action, in speaking out against injustice, in engaging
with power structures to take active action to modify and
transform society toward a more equitable and just life”
(Gopalakrishnan, 2011).
*This is considered the “most desirable” level of
multiculturalism. This is the level we want to get our
students to.*
7. • Some believe only cultural insiders can write about a certain culture
• Others think that culture outsiders can write about different cultures
• Books may misrepresent a culture (cultural authenticity)
• Which groups should be included in multicultural literature?
• A single set of qualities is used to describe a cultural group (stereotyping)
• Is the language used authentic?
• “cultural details” interrupt the flow of the story
• A culture is not portrayed in multiple lights (not multidimensional)
(Gopalakrishnan, 2010) (Temple, Martinez, Yokota, & Naylor, 2011)
8. Temple et al., (2011) identified the various ways
to assess multicultural books to ensure they
are authentic. When selecting books, look for the
following attributes :
• Language is authentic
• Culture is presented without stereotyping
• Author and illustrator depict authentic perspectives
• Cultural details are naturally embedded into the story
• Details such as historical events are accurate
• Students should be presented with a variety of
multicultural books
9.
10. • Students feel welcome in school.
• Students need to understand and empathize with
people who are different from them
(Temple, Martinez, Yokota, & Naylor, 2011)
• It can give children the ability to participate and
function in the world.
• It gives equal representation to those who have
once been silenced.
(Gopalakrishnan, 2010)
11. Multicultural Literature is “about groups
who have been previously
underrepresented and often
marginalized by society as a whole.”
(Gopalakrishnan, 2010)
12. Multicultural Literature provides all
students with a “critical approach” when
they are living within a population that
is “more and more diverse.”
(Gopalakrishnan, 2010)
13. • Critical literacy involves students questioning
and taking action
• It is reading to find the message that is
hidden within the story
• Reading through a critical approach allows
students “the power to see the value of their
readings and to help them believe that they
can succeed and change the world to be a
better place for themselves” (Gopalakrishnan,
2011, p. 10).
14. This kind of literature encourages our
students to form connections with the
texts they are reading and their lives.
Through the use of these texts, we help
them “read the world through the
word.” (Shor, 1999, p. 1)
15. With the incorporation of this
literature, underrepresented groups are
given respect and appreciation, as we
discover the many traditions and beliefs
beautifying each group.
16. With our world becoming a true “Melting
Pot”, students are taught that we all
have commonalities as people.
Therefore, we must not discriminate
“based on cultural and ethnic
differences.” (Gopalakrishnan, 2010)
17. Multicultural Literature provides
“representation and validation” to the
“countless voices” that were not heard
before. Students can learn from their
stories, which are filled with obstacles
and triumph.
18. From their experiences, students can begin
to understand and empathize with people
who are different from them.
“If books do not portray differences,
students cannot learn to transcend them.”
(Temple, Martinez, Yokota, & Naylor, 2011)
• Students can see through a “window” what
others’ lives are like (Bishop, 1990 as cited
in Temple, Martinez, & Yokota, 2011)
19. Our literature must reflect our society because the
differences are “tearing apart the fabric of society”
(Temple, Martinez, Yokota, & Naylor, 2011).
The literature also serves as a “mirror” for students to
see their own lives through the stories they are
reading (Bishop, 1990 as cited in Temple, Martinez,
Yokota, 2011).
20. “…helping students to develop the knowledge,
attitudes, and skills that will allow them to
participate in a democratic and free society”
(Temple, Martinez, & Yokota, 2011, p. 107).
Is this not what we hope for our
students?
21.
22. Drucker, M. J. (2003). What reading teachers should know about
ESL learners. The Reading Teacher, 57(1), 22-29.
Elliott, J. B., & Dupuis, M. M. (2002). Young adult literature in the
classroom. Newark, DE: International Reading Association, Inc.
Gopalakrishnan, A. (2011). Multicultural Children’s Literature: A
critical issues approach. SAGE Publications.
Temple, C., Martinez, M., & Yokota, J. (2011). Children's books in
children's hands: An introduction to their literature. (4 ed.).
Boston, MA: Pearson.
