Assessing the Scope: Examining how primary teachers use multicultural texts for classroom read alouds
Keywords:
multicultural literature, read alouds, Early ChildhoodAbstract
As diversity grows in schools, educators must consider how to create environments where students develop respect and empathy toward others. Integrating high quality multicultural literature provides meaningful experiences for students to investigate society, and acknowledge and interrogate their own beliefs and biases. While many teachers acknowledge the importance of incorporating literature that reflects the diverse populations of schools, effectively implementing multicultural literature into the learning environment is both a complex and analytical task. This phenomenological research design examines how primary teachers use multicultural texts for classroom read alouds.
References
Adichie, C.N. (2009). The danger of a single story [Video speech]. Retrieved from
http://www.ted.com/talks/chimamanda_adichie_ the_danger_of_a_single_story.html.
Agirdag, O., Merry, M. S., & Van Houtte, M. (2016). Teachers’ understanding of
multicultural education and the correlates of multicultural content integration in Flanders.
Education and Urban Society, 48(6), 556-582.
Banks, J. A. (1989). Approaches to multicultural curriculum reform. Trotter Review, 3(5),
-19.
Banks, J.A. (1993). Multiethnic education: Theory and practice (3rd ed.). Allyn & Bacon.
Banks, J. A. (2009). Teaching strategies for ethnic studies (8th ed.). Boston, MA: Allyn &
Bacon.
Banks, J. & Banks, C. (2005). Handbook of research on multicultural education (2nd ed.).
Jossey-Bass.
Bishop, R. S. (1990a). Mirrors, windows, and sliding glass doors. Perspectives, Choosing
and Using Books for the Classroom, 6(3), ix–xi.
Bishop, R.S. (1990b). Walk tall in the world: African American literature for today’s
children. The Journal of Negro Education, 59(4), 556–565.
Bishop, R. S. (1997). Selecting literature for a multicultural curriculum. In V. Harris
(Ed.), Using multicultural literature in the K-8 classroom. Christopher-Gordon.
Cai, M., & Bishop, R. S. (1994). Multicultural literature for children: Towards a clarification of the concept. In A. H. Dyson & C. Geneshi (Eds.), The need for story: Cultural diversity in classroom and community (pp. 57–71). National Council of Teachers of English.
Cangia, F., & Pagani, C. (2014). Youths, cultural diversity, and complex thinking. The
Open Psychology Journal, 7, 20-28. http://dx.doi.org.leo.lib.unomaha.edu/10.2174/1874350101407010020
Carter, N., Larke, P., Singleton-Taylor, G. & Santos, E. (2007). Chapter 1: Multicultural
science education: Theory, Practice & Promise, 2-19.
Ebarvia, T., Germán, L., Parker, K. N., & Torres, J. (2020). # DisruptTexts. English Journal, 110(1), 100-102.
Enriquez, G. (2019). Rethinking read-alouds: Toward meaningful integration of diverse
books in our classrooms. Primer, 48(1), 30-40.
Enriquez, G. (2021). Foggy mirrors, Tiny windows, and heavy doors: Beyond diverse
books toward meaningful literacy instruction. The Reading Teacher, 75(1), 103-106.
Esteban-Guitart, M. & Moll, L. (2014). Funds of identity: a new concept on the funds of
knowledge approach. Culture and Psychology, 20(1), 31-48.
Feize, L., & Gonzalez, J. (2018). A model of cultural competency in social work as seen through
the lens of self-awareness. Social Work Education, 37(4), 472–489. https://doi-org.leo.lib.unomaha.edu/10.1080/02615479.2017.1423049
Gallavan, N. (2010a). Navigating cultural competence in grades K–5: A compass for teachers.
Thousand Oaks, CA: Sage. https:// doi.org/10.4135/9781483387307
Gallavan, N. (2010b). Navigating cultural competence in grades 6–12: A compass for teachers.
Thousand Oaks, CA: Sage. https:// doi.org/10.4135/9781452275291
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.).
Teachers College Press.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.).
Teachers College Press.
Gibson, K. & Parks, M. (2014). Toward Social Justice: Literature to Promote Multiple
Perspectives. Multicultural Education, 21(2), 41-50.
Gopalakrishnan, A.G. (2011). Multicultural children’s literature: A critical issues approach. Los
Angeles: Sage.
Gorski, P.C. (2001). Mission and purpose. St. Paul, MN: EdChange Multicultural Pavilion.
Available at: www.edchange.org/multicultural/papers/ edchange_history.html.
Harper, L. & Brand, S. (2010). More alike than different: Promoting respect through
multicultural books and literacy strategies, Childhood Education, 86(4), 224-233.
Hillard, L. (1995). Defining the “multi” in “multicultural” through children’s literature. The
Reading Teacher, 48(8), 728-730.
Holland, K. F. & Mongillo, G. (2016). Elementary teachers’ perspectives on the use of
multicultural literature in their classrooms. Language and Literacy, 18(3), 16-32.
Howlett, K. M., & Young, H. D. (2019). Building a classroom library based on multicultural
principles: A checklist for future K-6 teachers. Multicultural Education, 26, 40-46.
Lindo, E. J., & Lim, O. J. (2020). Becoming more culturally competent educators. Perspectives
on Language and Literacy, 46(2), 33–38.
Lopez-Robertson J. & Haney, J. (2017). Their eyes sparkled: building classroom community
through multicultural literature. Journal of Children’s Literature, 43(1), 48-54.
Kaya, İ., & Aydin, H. (2013). Türkiye’de anadilde eğitim sorunu: zorluklar, deneyimler ve iki dilli eğitim modeli öneriler. İstanbul: Uluslararası Kültürel Araştırmalar Merkezi (UKAM) Yayınları
Manning, J. & Kunkel, A. (2013). Researching interpersonal relationships: Qualitative methods,
studies and analysis. SAGE Publications.
Morgan, H. & York, K. (2009). Examining multiple perspectives with creative think-alouds. The
Reading Teacher, 63(4), 307-311.
Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic Incorporated.
Naidoo, J. & Dahlen, S. (2013). Diversity in youth literature: Opening doors through reading.
American Library Association.
National Association for Multicultural Education (2016). Definitions of multicultural education.
http://www.nameorg.org/definitions_of_multicultural_e.php.
Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining
pedagogy? A loving critique forward. Harvard educational review, 84(1), 85-100.
Ramsey, P., Williams, R. & Vold, E. (2003). Multicultural education: a source book. (2nd ed).
Routledge Falmer.
San Antonio, D. M. (2018). Collaborative action research to implement social-emotional
learning in a rural elementary school: Helping students become" little kids with big
words". The Canadian Journal of Action Research, 19(2), 26-47.
Schwartz, J. (2020). How the #DisruptTexts movement can help english teachers be more inclusive. Https://www.kqed.org/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive
Szecsi, T., Spillman, C., Vazquez-Montilla, E. & Mayberry, S.C., (2010). Transforming teacher
cultural landscapes by reflecting on multicultural literature. Multicultural Education,
(4), 44-48.
Suh, B. & Samuels, F. (2011). The value of multiculturalism in a global village: In the context of
teaching children’s literature. NERA Journal, 47(1), 1-10.
Trelease, J. (2013). The Read-Aloud Handbook. Penguin.
Tucker, S. (2014). Teachers’ perspectives about diversity literature. New Mexico Journal of
Reading, 34(2), 15-25.
Van Kleeck, A., S. Stahl, & E.B. Bauer, eds. (2003). On reading books to children: Parents and
teachers. Erlbaum.
Vargas, E. D. (2020). Urban Elementary Teachers’ Perceptions about the Use of Multicultural Literature across the Curriculum: A Generic Qualitative Study (Doctoral dissertation, Northcentral University).
Vittrup, B. (2016). Early childhood teachers’ approaches to multicultural education & perceived
barriers to disseminating anti-bias messages. Multicultural Education, 23(4), 37-41.
Wilkins, J., & Gamble, R. J. (1998). Evaluating multicultural literature for use in the classroom.
Educational Considerations, 26(2), 28-31
Published
Issue
Section
License
All copyright remains with the author.
