How can picture books impact multicultural education

Appended is a list of Canadian Multicultural Picture Books fiction. Author s Narahara, May M. Document Type: Reports--Research Research has examined how gender stereotypes and sexism in picture books affect the development of gender identity in young children, how children's books in the last decade have portrayed gender, and how researchers evaluate picture books for misrepresentations of gender.

A review of the research indicated that gender development is a critical part of the earliest and most important learning experiences of a young child. Picture books provide role models for children in defining standards for feminine and masculine behavior; gender stereotypes and sexism limit children's potential growth and development; non-sexist books can produce positive changes in self-concept, attitudes, and behavior; and picture books in the last decade have shown some improvement in reducing stereotypes, but subtle stereotypes still exist.

Recommendations include: teachers, parents, and care-givers need to be critical in evaluating books they plan to share with young children; teachers and parents need to become familiar with criteria for evaluating books; teachers need to be critical in selecting multicultural literature; more minorities, particularly authors of Mexican American and African American ethnicity, need to write fiction for young children that authenticate their heritage; universities need to train teachers to be aware of the use of male-dominated language and the positive benefits of using non-sexist books and classroom materials; and research on books published should continue.

Contains 21 references, appendixes contain a checklist for sexism in children's literature, and two tables and two figures of data. Author s Mosely, Joyce J. Since children are influenced by what they see and hear at a young age, the aim of this study was to determine if the picture book collection of the Robert Fulton Elementary School Library Cleveland, Ohio reflects the cultural diversity of its students.

The secondary objective was to ensure that students have materials to learn about a diversity of cultures, and the ability to develop a sense of themselves in the books they read. A content analysis was conducted of books in a sample of picture books. Each book was analyzed for: ethnic representation of characters, central and incidental; ethnicity in terms of roles and gender; the importance of the family to the characters and the story; the authenticity and realism of the races portrayed; and whether children would be positively or negatively affected by the content of the book.

The characters in the majority of the titles were realistic and little stereotyping was found. There is a need for more books on the cultures of African Americans, Hispanics, Asians, and Native Americans in the collection of this library. If a school is predominantly African American, then the collection of the library should reflect that fact. Publishers need to make a greater effort to find multicultural authors and publish more multicultural books. Contains 42 references.

ERIC Digest. They allow students to develop visual literacy through sustained viewing time necessary for exploration, critique, and reflection on the images portrayed. Numerous examples of picture books are presented to support such development.

Author s Muse, Daphne, Ed. Document Type: Book ; Guides--Non-classroom ; Reference materials This comprehensive guide to multicultural children's literature features over 1, critical and detailed book reviews for pre-school, elementary, and middle school students. The reviews in the guide cover a vast range of picture books, biographies, poetry, anthologies, folktales, and young adult novels, and include synopses, suggestions for classroom use, and assessments of key elements such as cultural sensitivity of text and illustrations.

The guide's reviews are organized using an innovative thematic approach designed to aid teachers and parents in integrating these works into existing reading lists and at home. The guide also contains essays by leading writers and educators on key issues in multicultural education, such as recent immigrant experiences, human rights, and building cross-cultural relationships, as well as classics like the Council on Interracial Books for Children's "10 Quick Ways To Analyze Children's Books for Racism and Sexism.

The guide contains an index of authors, illustrators, titles, and ethnicities. Second Edition, Covering Books Published from Author s Barrera, Rosalinda B. Document Type: Reference materials--Bibliographies Target Audience: Practitioners This second edition bibliography, like its predecessor, offers educators and other interested readers a guide to some of the most compelling multicultural literature for elementary and middle school students.

Most annotations identify the particular country, nationality, or ethnic group of the characters and setting.

Chapters group books by genre or theme rather than by cultural group, however, to emphasize both cultural diversities and similarities. Author s Beaty, Janice J. Document Type: Book ; Guides--Classroom--Teacher Target Audience: Practitioners; Teachers Focusing on the common bonds of all children everywhere while honoring their differences, this book shows teachers how to choose appropriate picture books, how to lead children into book extension activities featuring multicultural characters, and how to develop an entire multicultural curriculum with these books.

Each chapter in the book concludes with learning activities, references, additional reading, and in most chapters lists of children's books and software programs. An approximately item topical children's book list is attached. Author s Li, Suzanne D. Presents and critiques four picture book versions of the Mulan legend. Discusses 16 picture books of original folklore based on authentic Chinese sources. Concludes with criteria for evaluating Chinese folklore in picture books.

Discusses them in tandem with landmark books to reflect on social and historical contexts and to help teachers talk with children about the enduring images and changing perspectives that affect their views of themselves and others. Author s Bainbridge, Joyce M. Ask learners to decide upon what they would bring with them if they had to leave their homes suddenly. Use the following narration to prompt thinking:. Imagine you are living in a country where war has been declared.

Invasion is happening. Bombs are falling. The sound of artillery is rapidly growing louder. You can smell the acrid stink of explosives. People are crying and screaming. You have one minute to stuff your backpack and dash out of your home. What will you take with you? Learners could make a list and share their ideas through pictures from magazines, collage or written responses.

After discussing these items, ask learners to think about what and whom they could not bring with them. Read the story and show the illustrations from the book. Ask learners for their initial reactions. Respect 4: Questioning Gervelie. Respect 5: Respond with drawings. They could create a storyboard, drawing the sequence of events as they occur in the story. Respect 6: Country Fact File. Ask students to conduct research on the Republic of Congo to find out about the conflict that took place in the s.

Understanding 1: Create a sculpture. Ask for a volunteer to become a stone to be sculpted. Explain that following directions from the class, learners will create a sculpture of Gervelie. Together students decide which image of Gervelie to sculpt from the story and give instructions. This could be repeated by groups of learners each working with a student to be sculpted.

Each group presents its sculpture, justifying what has been created. This should be followed by class discussion about the representation of the sculptures, the decisions which informed their creation and the response of those viewing the sculptures. Understanding 2: Create a photograph.

Ask students to examine the photographs and illustrations in this picturebook and decide on a title. In groups, ask learners to choose a scene from the story, e. Gervelie arriving at the airport in Luton, England, and invite leaners to role-play this moment. Learners can discuss what might happen next. Understanding 3: Filmstrip. Ask learners to identify the characters in the story such as Gervelie, her mum, dad and auntie. Divide the class into pairs. One student in each pair is Gervelie and the other becomes one of the characters from the story.

Each pair decides on one or two lines of dialogue and an appropriate action. They practice this and show it to the class. These scenes can come together as a virtual filmstrip, which is then preformed for the rest of the class. It can also be recorded on a camcorder for further discussion and analysis. Understanding 4: A role-play.

Many educators have used role-play as a powerful medium for helping learners to empathize with characters in a story and to consider the [End of Page ] story from their own perspective. Ask for volunteers to role-play the Immigration Officer and a refugee. The refugees have to decide which items to bring with them. Each refugee has to prove that their story is genuine when they meet the Immigration Officer.

The role-play is then followed by a discussion and a re-reading of the Refugee Diary. This activity will generate more insightful discussion and provides an opportunity for learners to discuss feelings and emotions related to the role-play experience. Understanding 5: Hot Seating. Ask a volunteer to take on the role of Gervelie as the rest of the class then ask questions about her life. This activity builds upon earlier questions Respect 4: Questioning Gervelie , so questions should now be more critical, insightful and informed.

Understanding 6: Moving Debate. Ask pupils to stand on the appropriate side of the room according to how they feel about the statement and to explain their decision.

If learners are unsure or if they feel they do not have sufficient knowledge then they can stand in the middle of the room. Each learner must be able to articulate a reason for where they choose to stand. Action 1: Project work. Ask learners to identify more information they would like to find out about Gervelie in particular and refugees in general.

Discuss how such information can be sourced. Share some of the conclusions from this project with other classes, with parents and with the local media. Action 2: Write a letter. Authors and illustrators are generally interested in feedback from readers. Action 3: Find out about organisations. Find out about organisations which provide services for refugees such as Amnesty International and the Refugee Council.

Create a poster for each of these organisations and display it in school corridors. Action 4: Invite a refugee. Action 5: Problem Solving. For example, Gervelie found it difficult to settle into her new school in England.

Learners could suggest strategies which could be adopted by a class and a school to welcome a new child. Action 6: Personal reflection. What can be done to help children like Gervelie in their schools, in their country and internationally?

Hope argues that such literature provides an ideal context for sharing the stories, feelings and fears. This article discusses picturebooks which embrace the refugee experience, serving the education of all learners about experiences of persecution, flight and resettlement, while also reassuring refugee readers that there is new life and hope for the future in an adopted country.

Books on this sensitive topic must be well written, properly researched and realistically illustrated. They must depict refugees in a positive, realistic manner. Multicultural literature can provide a mirror and a window for learners as they view the world through different lenses and reflect upon it in a new light. This article takes the theme of refugees to illustrate the potential of picturebooks as a means of teaching critical [End of Page ] literacy in a way which recognizes power, the unequal distribution of resources in our society, and the perspective of the protagonist.

In many situations, educators struggle with development concepts and do not move beyond superficial descriptions of lifestyles in exotic places.

In some cases, reading more about the world can negatively influence the development of intercultural understanding as negative stereotypes are reinforced. Hence, it is important for educators to choose books with maximum potential for exploring global and justice perspectives. They need to be well-versed themselves in the complexities of these perspectives and the political frameworks underpinning these concepts. Students need to be assisted, encouraged and challenged to engage with the issues raised by picturebooks in an affirmative, effective and age-appropriate manner.

The picturebooks highlighted in this article can contribute to enhancing the development of critical thinking skills and intercultural learning for all learners. Hoffman, M. The Colour of Home. Littlewood Illus. London: Frances Lincoln Ltd.

Lofthouse, L. Ziba Came on a Boat. Ingpen Illus. Robinson, A. Allan Illus. Botelho, M. New York: Routledge. Dolan, A. Freire, P. Literacy: Reading the Word and the World. Ghosn, I. Hope, J. McGillis, R. Dublin: NCCA.

Short, K. Critically reading the word and the world: Building intercultural understanding through literature. Young, S. Comprehension strategies for reading historical fiction picturebooks. The Reading Teacher, 65 2 , Keywords: refugees, asylum seekers, picturebooks, intercultural education, critical multicultural education Anne Dolan PhD is a lecturer in primary geography education at Mary Immaculate College, Limerick, Ireland. Intercultural Education Intercultural education aims to enable the child to develop as a social being through living and co-operating with others, thus contributing to the development of a cohesive multicultural society.

On the basis of a review of key scholars in intercultural education and global education, Short defines intercultural education as an orientation in which learners: explore their cultural identities and develop a conceptual understanding of culture; develop an awareness and respect for different cultural perspectives as well as the commonality of human experience; learn about issues that have personal, local and global relevance and significance; value the diversity of cultures and perspectives within the world; demonstrate responsibility and commitment to making a difference in the world; develop into inquiring, knowledgeable, and caring human beings who take action to create a better and more just world.

Refugees Today there are refugees in countries all over the world. Picturebooks Featuring Refugee Stories Picturebooks about refugees and asylum seekers address a range of universal emotions, including fear, grief and confusion. Picturebook 5: The Island The Island Greder, presents an interesting perspective on refugees or visitors to a new place. Comparing and Contrasting Picturebooks One useful way to critically interrogate the issue of refugees through picturebooks is to compare and contrast how the issues are depicted in a number of books.

A framework for comparison: Questions about the different features of picturebooks dealing with refugee stories 1. Cover What do you notice on the cover of the picturebook? What are the most important features on the cover?

What is the title of the book? What does this title mean to you? Has the book won any awards? Are they displayed on the cover? What colours dominate the cover design?

What is in the foreground? What is in the background? What is the significance of the placement? Are there any visual images in the background to consider? What refugee clues if any are provided on the cover? How are they portrayed?