Embed Size (px)
Citation preview
Children's Books: Encouraging Ethical Respect through Multicultural LiteratureAuthor(s): Fran LevinSource: The Reading Teacher, Vol. 61, No. 1 (Sep., 2007), pp. 101-104Published by: Wiley on behalf of the International Reading AssociationStable URL: http://www.jstor.org/stable/20204558 .
Accessed: 28/06/2014 13:51
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp
.JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact [email protected].
.
Wiley and International Reading Association are collaborating with JSTOR to digitize, preserve and extendaccess to The Reading Teacher.
http://www.jstor.org
This content downloaded from 193.105.245.130 on Sat, 28 Jun 2014 13:51:34 PMAll use subject to JSTOR Terms and Conditions
CHILDREN'S BOOKS
Encouraging Ethical Respect
Through Multicultural Literature
Fran Levin
Multicultural literature can be a very power ful tool for helping children to better un
derstand the world in which all of us live.
Such literature has the potential to foster ethical re
spect for others and show children the commonality inherent in all people (Levin, Smith, & Strickland,
2003). Appropriate multicultural literature offers a lens
through which we all can see ourselves as part of
something larger, an ideal that promotes a sense of
self and of community. A positive outcome of reading multicultural litera
ture is that children see themselves in the literature they read. It offers an empowering opportunity to experi ence textual images that foster cultural pride, familiari
ty, a sense of belonging, and cultural self-respect. Literature can help children to understand themselves
and their specific and global communities. They can
learn that despite some outward differences and cultur
al distinctions, we all share certain parts of our lives in
common. Regardless of our particular cultural history, we all experience family relationships, adolescence, in
teractions with others, first loves, and achievement of
goals. These shared experiences help to dispel notions
of differences in cultures.
Culturally rich literature should provide a realistic
view of the lives of various groups of people, without
any bias or stereotypes. In fact, appropriate literature
should challenge stereotypes, help children to recog nize unfairness, and provide models for challenging in
equality (Morrison, 2007). Illustrations and depictions of
the characters in the text should be authentic and real
istic. The stories should be relevant to children and aim
to inspire them to better grasp the world around them.
Teachers, in their zeal to incorporate multicultur
al literature in their classrooms, must be careful to se
lect wisely. Traditionally, such literature has focused
on superficial aspects of culture like festivals, food, na
tive dress, holidays, and famous people. Although those aspects can be valuable, we also should look at
family stories; coming-of-age experiences; and topics of social justice, inhumanity, and challenges. The fol
lowing are culturally rich books that address impor tant issues and may inspire children to look within
themselves and at the world differently. A book that will inspire pride in children of color
is Cherish Today: A Celebration of Life's
Moments (2007) written by Kristina Evans and illustrat
ed by Bryan Collier. This book is about striving to reach
one's goals, persevering, and taking pride in one's ac
complishments. It's a wonderful, motivational treasure
and would make an excellent gift for students advanc
ing to the next grade or the next challenge. The
(^hcm?sh T^eot Qr\ C_^ E l- K ? R AT ION O F ??> ' F ,: "S WV? O M E X T f>
Jacket illustration by Bruce Collier from Cherish Today by Kristina Evans. Published by Hyperion Books for Children.
The Reading Teacher 61'(1), pp. 101-104 ? 2007 International Reading Association
DOM0.1598/RT.61.1.13 ISSN: 0034-0561 print / 1936-2714 online 101
This content downloaded from 193.105.245.130 on Sat, 28 Jun 2014 13:51:34 PMAll use subject to JSTOR Terms and Conditions
Jacket illustration by the author from Kamishibai Man by Allen
Say. Published by Houghton Mifflin.
beautiful illustrations are of people whose feelings of
fear, confusion, and excitement we can all understand.
Dizzy (Winter, 2006) tells the story of Dizzy
Gillespie, "A real cool cat who must have been born
with a trumpet in his hands" (n.p.). This is the story of a
young boy who was bullied by other children and
abused by his father. Dizzy transformed his anger into
inspiration for his trumpet music and became a famous
jazz musician. The author's note contains a message about Dizzy's great power as a role model, both profes
sionally and personally. Dizzy never used drugs and
was married to the same woman his whole life.
Beautifully illustrated by Sean Quails and composed in
rhyming text, this is an inspirational story of someone
who, despite significant obstacles, achieved his goals. While we're on the subject of jazz, Walter Dean
Myers has written a magnificent Caldecott Honor
book entitled Jazz (2006), which celebrates differ
ent forms of jazz. Christopher Myers illustrated this
book with black-inked acetate over brilliant acrylics. This technique yields large, shadowed images of what
we expect jazz clubs to have been like in earlier days. The poetry and wonderful use of language make jazz come alive. The introduction, glossary, and historical
information add to an important work that chronicles
African American influence on jazz.
Looking back to simpler times is an excellent way to think about culture, where we have been, and
where we are going. Allen Say, in Kamishibai Man
(2005), provides a nostalgic glimpse into storytelling and the kamishibai men who traveled neighborhoods in Japan telling wonderful stories. When television
became popular, the kamishibai men sadly lost their
audience. At one point in the book, when a little girl
quiets the kamishibai man so she and her brothers
can hear the television, the reader realizes the world
has changed for the kamishibai man. This Japanese folk tale tells the story of a kamishibai man who, in the
end, realizes that he is remembered by many people. He becomes determined to give his lost art form one
more chance. The illustrations in this book are quite detailed and beautiful.
Folklore and wonderful stories offer insights on
culture, particularly in Tales OurAbuelitas Told: A
Hispanic Folktale Collection (2006). F. Isabel
Campoy and Alma Flor Ada retell the stories they heard many times as children. They each tell their
grandmothers' stories with flair and style. Each
retelling is accompanied by a description of the story's
origin and how it has evolved over time. This anthol
ogy celebrates Hispanic culture while exploring uni
versal themes like love and the triumph of good over
evil, often through familiar folk tale forms, such as one
similar to that of the tortoise and the hare.
Crossing Bok Chitto: A Choctaw Tale of
Friendship & Freedom (2006) written by Tim Tingle is a wonderful tale, ideal for reading aloud, about an
unlikely friendship between an African American boy and a Choctaw girl during the 1800s. On one side of the
Bok Chitto river lived the Choctaws, and on the other
side lived the plantation owners and their slaves. If a
slave escaped across the Bok Chitto, the slave was free.
This story chronicles the way in which the Choctaw
people helped a family escape slavery using a secret
river route. The compelling story coupled with the dig nified illustrations make this book a great resource.
Another good book about passing down stories is
Porch Lies: Tales of Slicksters, Tricksters, and
Other Wily Characters (2006) by Patricia McKissack.
This collection of stories is filled with real characters,
102 The Reading Teacher Vol. 61, No. 1 September 2007
This content downloaded from 193.105.245.130 on Sat, 28 Jun 2014 13:51:34 PMAll use subject to JSTOR Terms and Conditions
jokes, and silliness, each with a historical background
framing the stories. This book is fiction yet it's still hard
to determine what was real and what was made up.
There is historical information within the covers of this
book, so take advantage of great discussions after read
ing this text. This book should be read aloud in a class
room, or perhaps on a porch somewhere.
Humor is a tremendous asset in children's litera
ture. Such books are fun to read and often convey an
important message at the same time. Yet there is also
great value in serious stories that offer perspective and
hope for the future. Although we all can imagine what
it would be like for a child to leave the only home she
has ever known, My Diary From Here to There/Mi Diario de Aqu? Hasta All?, written by Amada Irma
P?rez and illustrated by Maya Christina Gonzalez
(2002), offers an authentic memoir based on the au
thor's childhood experience. The book explores the
feelings of a young Mexican girl worried about the
changes that will occur when she moves from her
home town in Juarez, Mexico, to Los Angeles. Will she
have friends? Will she learn to speak English? These
are common fears of a child living the immigrant ex
perience. Although her family seems excited about
this new adventure, Amada discloses her innermost
fears and thoughts in her journal. Amada's heartwarm
ing first-person story is a great addition to a classroom
library. Discussing relevant issues that many immi
grants experience may provide greater understand
ing to some and solace to others who may have
experienced similar events.
Although many students will identify with the con
cept of moving away from home, few will truly grasp the enormity of a natural disaster as presented in
Selvakumar Knew Better (2006), written by Virgina Kroll and illustrated by Xiaojun Li. This story details
one family's experience with the tsunami of 2004. It is
an honest look at a natural disaster that took south
ern India by complete surprise. That is, all except for
Selvakumar, the family dog, who instinctively knew
that something bad was coming and tried to protect the protagonist, Dinakaren, and his family.
A Place Where Sunflowers Grow (2006) written
by Amy Lee-Tai and illustrated by Felicia Hoshino is a
historical story that can inspire children to believe that
hope and courage are present in all of us. Set in a
Japanese internment camp, this book recalls the experi ences of the author's mother and grandparents in
Topaz, Utah, during World War II. Children will respond
Jacket illustration by Christopher Myers from Jazz by Walter
Dean Myers. Published by Holiday House
to this story of a sad young girl named Mari and her ad
justment to the desert camp, which is in great contrast
to her home and her yard filled with flowers. An art class
helps Mari begin to express her feelings of sadness. As
the sunflowers she planted begin to grow, she feels re
newed hope that her life may become beautiful as well.
This is a story about hope and friendship against the
backdrop of Japanese philosophy, which fosters posi tive thoughts and beliefs. An excellent feature of this
book is that the story is also told in Japanese. The illus
trations are earth toned and simple, to best frame the
overall message of strength and growth. Another historical tale that may surprise and in
spire many young readers is the story of Martha
Washington's slave, told in The Escape of Oney
Judge: Martha Washington's Slave Finds
Freedom (McCully, 2007). In an attempt to help her
10-year-old slave, Martha Washington allows her to be
come one of Mount Vernon's seamstresses. She is
treated well but is separated from her mother when
George Washington becomes President and the fami
ly, along with Oney, moves to Philadelphia. There,
Children's Books 103
This content downloaded from 193.105.245.130 on Sat, 28 Jun 2014 13:51:34 PMAll use subject to JSTOR Terms and Conditions
Jacket illustration by the author from The Escape of Oney Judge: Martha Washington's Slave Finds Freedom by Emily Arnold
McCully. Published by Farrar, Straus and Giroux.
Oney meets free blacks for the first time in her life and
imagines her life as a free woman. Longing to be free,
Oney runs away and makes a life for herself in New
Hampshire. Although Oney's life was much better
than that of many other slaves, it is important to note
that all enslaved people share the common desire of
freedom and control, regardless of their individual sit
uations. This historically correct book is inspirational and filled with examples of courage and the resolve to
challenge social justice. These multicultural books give us hope that our
students will develop a greater understanding of one
another by learning to see that all people share so
much in common. Raising consciousness is certainly a desired outcome, but ethical respect should be our
goal. More than just identifying with the characters in
the text, ethical respect means empathizing with their
situations and examining and reflecting on what it
means to live their lives, respecting the reasons for
their decisions and leaving our biases behind. Ethical
respect broadens cultural understanding and accept ance of a character's humanity (Levin et al., 2003).
Using multicultural literature in classrooms every where can be the first step to a more peaceful world.
Levin is an associate professor of Literacy Education
at New Jersey City University, Jersey City, USA, and
editor of the NJ Journal of Literacy. She may be
reached by e-mail at [email protected].
References
Levin, F., Smith, M.W., & Strickland, D.S. (2003). Pitfalls and poten tial: Multicultural literature and teacher study groups. In A.I.
Willis, G.E. Garcia, R. Barrera, & V.J. Harris (Eds.), Multicultural
issues in literacy: Research and practice (pp. 263-287). Mahwah,
NJ: Erlbaum.
Morrison, G.S. (2007). Early childhood education today (10th ed.).
Upper Saddle River, NJ: Prentice Hall.
Literature Cited
Campoy, F.I., & Ada, A.F. (2006). Tales ourabuelitas told: A Hispanic folktale collection. 111. F. D?valos, V. Escriv?, S. Guevara, & L.
Torres. New York: Atheneum Books for Young Readers.
Evans, K. (2007). Cherish today: A celebration of life's moments. 111. B.
Collier. New York: Hyperion Books for Children.
Kroll, V. (2006). Selvakumar knew better. 111. X. Li. Fremont, CA:
Shen's Books.
Lee-Tai, A. (2006). A place where sunflowers grow. 111. F. Hoshino.
San Francisco: Children's Book Press.
McCully, E.A. (2007). The escape of Oney Judge: Martha
Washington's slave finds freedom. New York: Farrar, Straus and
Giroux.
McKissack, P.C. (2006). Porch lies: Tales of slicksters, tricksters, and
other wily characters. 111. A. Carrilho. New York: Schwartz &
Wade.
Myers, W.D. (2006). Jazz. 111. C Myers. New York: Holiday House.
P?rez, A.I. (2002). My diary from here to there/Mi diario de aqu? has
ta all?. 111. M.C. Gonzalez. San Francisco, CA: Children's Book
Press.
Say, A. (2005). Kamishibai man. Boston: Houghton Mifflin.
Tingle, T. (2006). Crossing Bok Chitto.A Choctaw tale of friendship &
freedom. 111. J.R. Bridges. El Paso, TX: Cinco Puntos Press.
Winter, J. (2006). Dizzy. 111. S. Quails. New York: Arthur A. Levine.
The department editors welcome reader comments. Michael Strickland may be contacted by e-mail
at [email protected], and Violet Harris may be contacted by e-mail at
[email protected] or by writing to Department of Curriculum and Instruction, College of
Education, MC-708, University of Illinois, 1310 South Sixth Street, Champaign, IL 61820, USA. The
Children's Books department will appear again in the February 2008 issue of The Reading Teacher.
104 The Reading Teacher Vol. 61, No. 1 September 2007
This content downloaded from 193.105.245.130 on Sat, 28 Jun 2014 13:51:34 PMAll use subject to JSTOR Terms and Conditions
