When I first came to TE 448 I was unsure what to expect however I must say that I did not feel that real challenge was to be part of a class on Diversity. Boy, was I wrong. My brain sometimes hurt after leaving the class, not literally and not in a bad way. The class made me think. It challenged me intellectually and gave me the opportunity to learn knowledge that can eventually be applied to my classroom.
My readings/understandings of diverse literature have changed significantly. I never before would have questioned the text and its authenticity or have checked to see whether or not the author of the literature I was reading was an insider/outsider/informed. Although these issues are of great importance I question whether or not questioning the text can be sometimes unsettling. As a future teacher I think that I will not only question the text but I want to also weigh out the positives against the negatives. I want to look for the positives in the book otherwise I am sure any novel may provide certain flaws, some unnoticed and some noticeable.
I want to chose books that my students can relate to/identify with; and I don't mean that I will only by books that share the same cultural background as my students. I still want my students to be well-rounded. In order to obtain such a characteristic I want my students to explore books of all types of cultures; something that I have learned in TE 448. I never really thought about the role diverse literature can play in peoples lives. It can create awareness and teach people of differences and similarities that are not solely on such factors as skin color.
I have all the tools and now it is up to me to use them. I am not concerned with any questions I have about diverse literature. I have come to learn that it is a challenging topic and something that may not give you the answers right away. I am ready to apply my new learned knowledge but I am not ready to stop learning!
Wednesday, April 30, 2008
Friday, April 25, 2008
Final Reflection
I chose five picture books on African American culture. I wanted to choose this category because I believe that African Americans have struggled throughout the years and throughout the years changes have occurred to benefit the lives of African Americans. Although each book was unique, one characteristic that I believe provided the most inspiration was the issue and theme of slavery.
Slavery is a painful and frightening part of our history as Americans, a part which many elementary school teachers would rather not discuss. But our silences about slavery are potentially more damaging to the well-being of our children than the pain associated with learning about slavery. The silences hide from Black children who they are and prevent all children from thinking about what kind of people they want to be. Children of all backgrounds need to feel empowered when they are faced with the fearful events of slavery, and I believe that stories about resistance to slavery and the hope of freedom are critical to giving them that sense of power. Children also have to learn about the pain of slavery, however, or they won’t be able understand why people struggled as they did to become free. Each book I selected has the ability to inspire children to think and learn about hope and struggle, as well as all having extraordinary illustrations. This set of children's books provide, in most part, a knowledge and history of events that have taken place throughout history even though they are not all non-fiction books. I believe that the integration of history in fiction books is an important quality when choosing great literature for children!
Slavery is a painful and frightening part of our history as Americans, a part which many elementary school teachers would rather not discuss. But our silences about slavery are potentially more damaging to the well-being of our children than the pain associated with learning about slavery. The silences hide from Black children who they are and prevent all children from thinking about what kind of people they want to be. Children of all backgrounds need to feel empowered when they are faced with the fearful events of slavery, and I believe that stories about resistance to slavery and the hope of freedom are critical to giving them that sense of power. Children also have to learn about the pain of slavery, however, or they won’t be able understand why people struggled as they did to become free. Each book I selected has the ability to inspire children to think and learn about hope and struggle, as well as all having extraordinary illustrations. This set of children's books provide, in most part, a knowledge and history of events that have taken place throughout history even though they are not all non-fiction books. I believe that the integration of history in fiction books is an important quality when choosing great literature for children!
Professional/Critical Resource
Pierpont, Katherine. "Doreen Rappaport: Celebrating the Not Yet Celebrated." BNET: Buisness Network (2006): 1-3. 20 Apr. 2008 .
Below is an excerpt from a review on "Freedom River" by Doreen Rappaport:
One of her most notable picture books is the deeply poetic Freedom River (Hyperion, 2000), which brings us the story of John Parker, an ex-slave who bought his freedom and helped to lead slaves from Kentucky across the river to the free state of Ohio. Illustrator Bryan Collier, who employs the use of watercolor and collage in this remarkable book, shows the reflection of the river on each of the slaves' faces."
I believe that this review encompasses the many themes throughout Rappaport's novel "Freedom River."
Below is an excerpt from a review on "Freedom River" by Doreen Rappaport:
"This spirited author searches out the stories from our history that may not have otherwise been told:
"For anyone who was involved in the Civil Rights movement, the anti-war movement or the feminist movement - it doesn't leave your soul. It's embedded in you, " said Doreen.
It's hard to get through reading one of Doreen Rappaport's books without drawing in a deep breath of incredulity, shock or awe. As a writer who has made a career out of shining a light on "extraordinary, ordinary people," Doreen's books bring kids' attention to the not-so-pretty side of life and the turbulent, disturbing times in our history. When we met with Doreen in her New York City apartment this February, we spoke at length about how she initially became drawn to the stories of, as she refers to her subjects, "not-yet-celebrated Americans."
Unknown heroes. In 1965, Doreen traveled to Mississippi to teach music at a freedom school. The Civil Rights movement was in full swing in the South and she encountered many people who would have given anything for the rights that she herself had and took for granted. "These were heroes that nobody had heard about. I couldn't believe their courage," she said. She wanted to celebrate her students' heritage in her music classes and teach them African American spirituals and freedom songs."One of her most notable picture books is the deeply poetic Freedom River (Hyperion, 2000), which brings us the story of John Parker, an ex-slave who bought his freedom and helped to lead slaves from Kentucky across the river to the free state of Ohio. Illustrator Bryan Collier, who employs the use of watercolor and collage in this remarkable book, shows the reflection of the river on each of the slaves' faces."
I believe that this review encompasses the many themes throughout Rappaport's novel "Freedom River."
Book Review: Freedom River
Rappaport, Doreen. Freedom River. 1st ed. New York: Hyperion Books for Children, 2000.
Doreen Rappaport is the author of numerous nonfiction and historical fiction books for children which attempt to convey American and world history to children ages four to seventeen. As a young woman Rappaport was a music and reading teacher, first in the ethnically diverse New York City and New Rochelle public schools, and later in a Southern "freedom school" for African-American students. Teaching in the Freedom School in McComb, Mississippi, was what first inspired Rappaport to write about history. The African-Americans she met in Mississippi "were heroic" in their struggle to secure their rights thus inspiring her work, "Freedom River," which won a Coretta Scott King Honor Award.
"Freedom River" is a picture book that relates the true story of John Parker, an African-American businessman who bought his own freedom and helped others to gain theirs via the Underground Railroad. Rappaport writes on just one of many incidents in which Parker helped families escape from Kentucky, a slave state, across the river to freedom in Ohio. In one of Parker's journeys he helped an African American couple escape with their baby from the slave state of Kentucky to the free state of Ohio. The white owner knew the slave parents would never leave their child behind, so he had the baby sleep at the foot of his bed; but Parker stole the baby, tricked the master, and led the family across the river to freedom. Rappaport frames the incident with a biography of Parker, who may have helped as many as 900 African Americans. This biography and notes at the beginning and the historical note at the end strengthen the story's impact.
Because John Parker's dangerous journeys demanded courage, self-sacrifice, and careful planning the story has the ability to uplift the African American race. Freedom River tells how John Parker risked his life to rescue a couple and their baby in the fight for freedom. It is a story of courage and determination , while also being a story about the power of prayer!
Doreen Rappaport is the author of numerous nonfiction and historical fiction books for children which attempt to convey American and world history to children ages four to seventeen. As a young woman Rappaport was a music and reading teacher, first in the ethnically diverse New York City and New Rochelle public schools, and later in a Southern "freedom school" for African-American students. Teaching in the Freedom School in McComb, Mississippi, was what first inspired Rappaport to write about history. The African-Americans she met in Mississippi "were heroic" in their struggle to secure their rights thus inspiring her work, "Freedom River," which won a Coretta Scott King Honor Award.
"Freedom River" is a picture book that relates the true story of John Parker, an African-American businessman who bought his own freedom and helped others to gain theirs via the Underground Railroad. Rappaport writes on just one of many incidents in which Parker helped families escape from Kentucky, a slave state, across the river to freedom in Ohio. In one of Parker's journeys he helped an African American couple escape with their baby from the slave state of Kentucky to the free state of Ohio. The white owner knew the slave parents would never leave their child behind, so he had the baby sleep at the foot of his bed; but Parker stole the baby, tricked the master, and led the family across the river to freedom. Rappaport frames the incident with a biography of Parker, who may have helped as many as 900 African Americans. This biography and notes at the beginning and the historical note at the end strengthen the story's impact.
Because John Parker's dangerous journeys demanded courage, self-sacrifice, and careful planning the story has the ability to uplift the African American race. Freedom River tells how John Parker risked his life to rescue a couple and their baby in the fight for freedom. It is a story of courage and determination , while also being a story about the power of prayer!
Book Review: Follow the Drinking Gourd
Winter, Jeanette. Follow the Drinking Gourd. 1st ed. New York: Alfred a. Knopf, 1998.
Jeanette Winter has written and illustrated almost 50 books for children, including Diego, Emily Dickinson’s Letters to the World, The Librarian of Basra, Georgia, and Mama. Her art with flat colors and perspectives in the folk art tradition have brought her many honors. She lives in New York City.
Winter's picture book relates the story of an old white sailor called "Peg Leg Joe" who went from plantation to plantation in the pre-Civil War south, teaching enslaved blacks a folksong that he wrote, the lyrics of which held directions for following the Underground Railroad to freedom. This particular story focuses on the journey of one group of runaways who travel according to the directions of the song to reach the Ohio River, where Peg Leg Joe himself is waiting with a boat.
However, its emphasis on the role that white people played in the black flight to freedom make it an unbalanced introduction. "Joe had a plan" appears repeatedly in the text, making it sound as though the idea of escape and freedom originated with him, rather than with the people who were living the horror of slavery. Throughout the story, the people who are escaping are depicted as being wholly dependent on the elements and on the actions of benevolent whites, rather than on their own thoughts, ideas, and decisions. This notion is reinforced in picture after picture, as the faces of the five blacks are wide-eyed with fear while they look for the next sign from Joe to tell them what to do. They never show the expressions of courage and determination that mark the faces of the white characters in this book. Follow the Drinking Gourd is aptly titled in that it presents a history of black Americans as followers, rather than as leaders. This story does however without a doubt engages children by bringing history to life.
Jeanette Winter has written and illustrated almost 50 books for children, including Diego, Emily Dickinson’s Letters to the World, The Librarian of Basra, Georgia, and Mama. Her art with flat colors and perspectives in the folk art tradition have brought her many honors. She lives in New York City.
Winter's picture book relates the story of an old white sailor called "Peg Leg Joe" who went from plantation to plantation in the pre-Civil War south, teaching enslaved blacks a folksong that he wrote, the lyrics of which held directions for following the Underground Railroad to freedom. This particular story focuses on the journey of one group of runaways who travel according to the directions of the song to reach the Ohio River, where Peg Leg Joe himself is waiting with a boat.
However, its emphasis on the role that white people played in the black flight to freedom make it an unbalanced introduction. "Joe had a plan" appears repeatedly in the text, making it sound as though the idea of escape and freedom originated with him, rather than with the people who were living the horror of slavery. Throughout the story, the people who are escaping are depicted as being wholly dependent on the elements and on the actions of benevolent whites, rather than on their own thoughts, ideas, and decisions. This notion is reinforced in picture after picture, as the faces of the five blacks are wide-eyed with fear while they look for the next sign from Joe to tell them what to do. They never show the expressions of courage and determination that mark the faces of the white characters in this book. Follow the Drinking Gourd is aptly titled in that it presents a history of black Americans as followers, rather than as leaders. This story does however without a doubt engages children by bringing history to life.
Book Review: Circle Unbroken
Raven, Margot T. Cirlce Unbroken. 1st ed. New York: South China Printing Co., 2004.
Margot Theis Raven has been a professional writer/journalist for thirty years, working in the fields of radio, television, magazine, newspapers and children’s books. Her picture books include Angels in the Dust, an IRA Teachers' Choice, and Night Boat to Freedom. She lives in Charleston, South Carolina. "Circle Unbroken" was inspired by her Kiawah Island home and her admiration for the enduring Gullah culture and the insights of the 1930s WPA Slave narratives collection.
"Circle Unbroken" is a book about the origins of the intricate technique and art of basket making as preserved by the Africans who were brought to America as slaves and their descendants. A grandmother guides her granddaughter's hands as she teaches her the art of basket sewing. When the child asks her how she came to make baskets, the woman's answer goes back to a time when one of their ancestors, the child's "old-timey grandfather," is being initiated into manhood in a village in Africa. Part of the rite involves being able to make a grass basket woven or coiled so tightly that it can hold water. Soon after this event, the young man is captured, transported to America, and sold as a slave at an auction in Charleston, SC. During the day he works the fields, but by night he makes baskets, and this skill is passed down from one generation to the next. Raven's text masterfully frames several hundred years of African-American history within the picture-book format.
This picture book is accompanied by many different themes including African American heritage, the story behind basket weaving, the importance of family history and tradition and the theme of slavery. I believe that the context of the book gives important information based on historical events and would be a great read for any child acquiring new information on African American culture and tradition!
Margot Theis Raven has been a professional writer/journalist for thirty years, working in the fields of radio, television, magazine, newspapers and children’s books. Her picture books include Angels in the Dust, an IRA Teachers' Choice, and Night Boat to Freedom. She lives in Charleston, South Carolina. "Circle Unbroken" was inspired by her Kiawah Island home and her admiration for the enduring Gullah culture and the insights of the 1930s WPA Slave narratives collection.
"Circle Unbroken" is a book about the origins of the intricate technique and art of basket making as preserved by the Africans who were brought to America as slaves and their descendants. A grandmother guides her granddaughter's hands as she teaches her the art of basket sewing. When the child asks her how she came to make baskets, the woman's answer goes back to a time when one of their ancestors, the child's "old-timey grandfather," is being initiated into manhood in a village in Africa. Part of the rite involves being able to make a grass basket woven or coiled so tightly that it can hold water. Soon after this event, the young man is captured, transported to America, and sold as a slave at an auction in Charleston, SC. During the day he works the fields, but by night he makes baskets, and this skill is passed down from one generation to the next. Raven's text masterfully frames several hundred years of African-American history within the picture-book format.
This picture book is accompanied by many different themes including African American heritage, the story behind basket weaving, the importance of family history and tradition and the theme of slavery. I believe that the context of the book gives important information based on historical events and would be a great read for any child acquiring new information on African American culture and tradition!
Book Review: Nappy Hair
Herron, Carolivia. Nappy Hair. 1st ed. New York: Alfred a. Knopf, INC., 1997.
Carolivia Herron is an author of children's and adult fiction, a developer of multimedia educational programs, a scholar in the field of classical epic and African American literature, and an Assistant Professor of English at California State University, Chico.
"Nappy Hair" is a unique and vibrant picture book that uses the African-American call-and-response tradition, a family talks back and forth about adorable Brenda's hair. "It's the nappiest, the curliest, the twistiest hair in the whole family." The family delights in poking gentle fun with their hilarious descriptions, all the time discovering the beauty and meaning of Brenda's hair.
"Nappy Hair" has a title that one might think has negative connotations associated with it, however there is pride in the hair of the child, and her hair is what is part of her African American identity; an identity that little Brenda should be proud to have and the proof is on top of her head!!
Carolivia Herron is an author of children's and adult fiction, a developer of multimedia educational programs, a scholar in the field of classical epic and African American literature, and an Assistant Professor of English at California State University, Chico.
"Nappy Hair" is a unique and vibrant picture book that uses the African-American call-and-response tradition, a family talks back and forth about adorable Brenda's hair. "It's the nappiest, the curliest, the twistiest hair in the whole family." The family delights in poking gentle fun with their hilarious descriptions, all the time discovering the beauty and meaning of Brenda's hair.
"Nappy Hair" has a title that one might think has negative connotations associated with it, however there is pride in the hair of the child, and her hair is what is part of her African American identity; an identity that little Brenda should be proud to have and the proof is on top of her head!!
Tuesday, April 22, 2008
Book Review: Liberty Street
Ransom, Candice. Liberty Street. 1st ed. Walker Company, 2003.
Ransom bases her book on slave accounts and records of the original Liberty Street in Fredericksburg, where slaves used to walk and visit friends on Sunday afternoons.
"Liberty Street" by Candice Ransom is a picture book set in Fredericksburg during the Civil War. Liberty Street tells the story of two slaves, a mother and daughter, and the love and struggles they share in tragic times. Kezia and her mother must work all week except Sunday afternoons, when Missus Grace’s slaves are free to travel through town and visit friends. Glorious Sundays, when slaves through Fredericksburg walk along the dirt path they call Liberty Street, making small journeys that give them the only taste of freedom they can ever have. Soon after the mother enrolls her daughter, Kezia, in a secret school to learn to read and tries to earn extra money to buy her daughter’s freedom before she is bonded out to another family far away. Even though it is forbidden to slaves to go to school to learn to read and write Kezia's mother works frantically to earn extra money to buy Kezia’s freedom from Missus Grace before she is bonded out to another family far away.
I believe that Liberty Bell is a moving story of courage and love, and a testament to those in the antebellum South who risked all in the name of knowledge and freedom. This picture book shows struggle but gives a positive voice especially in relevence to fighting for your rights!
* Candice Ransom’s talent for researching and writing historical fiction triumphs in her latest work (Liberty Bell), based upon slave accounts and records of the original Liberty Street in Fredericksburg, Virginia.
Ransom bases her book on slave accounts and records of the original Liberty Street in Fredericksburg, where slaves used to walk and visit friends on Sunday afternoons.
"Liberty Street" by Candice Ransom is a picture book set in Fredericksburg during the Civil War. Liberty Street tells the story of two slaves, a mother and daughter, and the love and struggles they share in tragic times. Kezia and her mother must work all week except Sunday afternoons, when Missus Grace’s slaves are free to travel through town and visit friends. Glorious Sundays, when slaves through Fredericksburg walk along the dirt path they call Liberty Street, making small journeys that give them the only taste of freedom they can ever have. Soon after the mother enrolls her daughter, Kezia, in a secret school to learn to read and tries to earn extra money to buy her daughter’s freedom before she is bonded out to another family far away. Even though it is forbidden to slaves to go to school to learn to read and write Kezia's mother works frantically to earn extra money to buy Kezia’s freedom from Missus Grace before she is bonded out to another family far away.
I believe that Liberty Bell is a moving story of courage and love, and a testament to those in the antebellum South who risked all in the name of knowledge and freedom. This picture book shows struggle but gives a positive voice especially in relevence to fighting for your rights!
* Candice Ransom’s talent for researching and writing historical fiction triumphs in her latest work (Liberty Bell), based upon slave accounts and records of the original Liberty Street in Fredericksburg, Virginia.
Confusions I Sometimes Have
One large part of TE 448 is our ability to question the text. Although this can be helpful most of the time, I sometimes wonder whether or not certain issues in texts are really problems or whether or not we are just digging extra deep to find problems. What is a stereotype? If a book has an Asian-American in it who happens to get into a car accident is the author stereotyping all Asian-Americans to be bad drivers. I brought this question up in class and although people laughed I was not trying to be comical. I really am unsure of the difference. I have my own ideas but sometimes I am afraid that I am either being insensitive or ignorant. I think that it is however important to be careful when reviewing possible text that will one day have a place in my own classroom. Right now I am going to be critical but not too critical. I want a piece of literature that is going to be factual and a part of a history. Stereotypes in all different cultures were derived from somewhere, I think the difference is using 'all' or 'whole' to describe something rather than it being part of an individual.
Boy Meets Boy
Boy meets Boy by David Levithan was definitely the most controversial book we have read in class (in my opinion). Homosexuality is an issue that is many times looked upon with distaste especially among heterosexual individuals. I assumed before reading this novel that 'gayness' as an issue of the book was going to be met with many negative consequences. To my surprise Levithan created a story where the gay characters in the novel struggled but not with 'being gay' as the ultimate dilemma. Instead the characters went about their lives as any other high school student who faces crushes, fights between friends, and other issues. Although this novel celebrated homosexuality many could wonder whether or not Levithan overly romanticized the topic. Perhaps the setting and the characters were too much part of a fantasy world to make the actual plot seem serious.
I personally believe that not every story has to have issues involving race, or gender, or sexual preference. I believe that readers expect drama and consequence involving such topics however perhaps Levithan did not want to create characters with dilemma's about being gay but instead wanted to show similarities between 'straight' and 'gay' individuals. Why define people by what they are not? Instead, it may be more benificial to define people by what and who they are!
I personally believe that not every story has to have issues involving race, or gender, or sexual preference. I believe that readers expect drama and consequence involving such topics however perhaps Levithan did not want to create characters with dilemma's about being gay but instead wanted to show similarities between 'straight' and 'gay' individuals. Why define people by what they are not? Instead, it may be more benificial to define people by what and who they are!
Project Mulberry
Project Mulberry by Linda Sue Park was a piece of children's literature that was meant to focus on Asian Pacific Americans, however I found that racism throughout the book did not catch my attention as much as it did with the character Mr. Dixon. The integration of race through black characters seemed to take away from Park's story. Had Park given more information regarding WHY Julia's mother made a statement about disliking black people this theme would have been an important issue to discuss, however there was not much of a discussion at all. Instead Park decided to let the reader judge for themselves what they thought about racism in this novel. Racism is such a devastating issue in the world even though much change has occurred since the past. It does however continue to be a sensitive topic. Perhaps too sensitive for Park to relate to? I felt that she avoided the topic and used the character of Julia to do so. I was least impressed with this novel compared to any other we have read throughout class!
Becoming Naomi Leon
“Becoming Naomi Leon,” by Pam Munoz Ryan is a novel that I thought did a great job at recognizing the fact that not all families are "perfect." Living in a non-traditional family, and having to understand that one's biological parents haven't made the best choices are a strong reality for many children. The realistic effects that take place on children whose parents are divorced and/or absent in their lives and for the fact that this is a growing issue for young children of today. I also thought that this novel was a great read especially for children who are having a hard time finding their own identity. It also suggests the importance of family but not necessarily of mother father figures.
Al Capone Does my Shirts
"Al Capone does my Shirts," by Gennifer Choldenko was an interesting novel to discuss. I was however most interested in the character Natalie who is defined throughout the novel as being "different." Although the reader is never given information on Natalie's disability, I assumed that she was autistic. I was not angry with the author for not giving a detailed definition of Natalie's disability however I felt that the characteristics given to her by her peers and others and the island were somewhat troubling. I must admit that the time era of this novel may have most to do with these troubling descriptions however perhaps the author, writing in more current times, could have celebrated Natalie's differences more than acknowledged her to be at times an embarrassment!
Part of the reason why I was so intrigued by this novel was the simple fact that it is part of my major-special education. I felt strongly about the topics surrounding Natalie and her family and perhaps it is encouraging to know that since the 1930s there has been substantial change associated with persons with disabilities. I have even more hope for the future and for people who struggle with disabilities!
Part of the reason why I was so intrigued by this novel was the simple fact that it is part of my major-special education. I felt strongly about the topics surrounding Natalie and her family and perhaps it is encouraging to know that since the 1930s there has been substantial change associated with persons with disabilities. I have even more hope for the future and for people who struggle with disabilities!
Tuesday, March 18, 2008
Personal Philosophy
Why I am here...
I am here because I want to become a more aware individual about multicultural literature and by achieving this goal I believe that I will become a more successful teacher. I want to share experiences with my students and have them teach me about their own culture and background. I believe that personal connections are important especially with Special Education!
Connecting to Professional Goals....
I want to use my knowledge learned as a student and in turn teach my own students one day to appreciate diverse literature. I also want my students to appreciate GOOD diverse literature; by good I mean accurate representations of what my student will be reading/learning about!
Roles issues of diversity play in literacy teaching and learning.....
Issues of diversity play a role by informing it's reader. Diverse Literature is widespread. Most books can be seen as some type of diverse literature. Problematic issues of diversity in literacy can teach students and teachers to be more respectful of different cultures and to have an open mind when learning to accept and understand students of different backgrounds.
My personal philosophy about multicultural education....
I believe that multicultural literature can be very challenging however I believe that it should not be omitted in any classroom. Children's literature is a wonderful way to first incorporate an understanding and enjoyment of diverse literature. I want to teach diverse literature in order to make my classroom a peaceful and equality driven leaning experience. With my new knowledge gained and my future knowledge to be gained I believe that my philosophy about multicultural literature will continue to grow and I will continue to learn and gain knowledge.
Concerns, challenges, and interests....
First I believe that the most challenging or concerning issue of diverse literature would be the continuing and battling insider/outsider debate. I have to say that I am on the fence. I want to take a stance but have come to realize that this issue will always be an ongoing debate. I am not sure if there is a right or wrong answer however I would never want to disrespect or upset any one of my students due to inaccuracy or stereotypes sometimes found in children's literature. I am most interested in bringing diverse literature into the classroom because I want my students to engage in literature... ask questions, form opinions. I believe that diverse literature will be rewarding when I can bring a classroom of students together for discussion and teach but learn as well!
I am here because I want to become a more aware individual about multicultural literature and by achieving this goal I believe that I will become a more successful teacher. I want to share experiences with my students and have them teach me about their own culture and background. I believe that personal connections are important especially with Special Education!
Connecting to Professional Goals....
I want to use my knowledge learned as a student and in turn teach my own students one day to appreciate diverse literature. I also want my students to appreciate GOOD diverse literature; by good I mean accurate representations of what my student will be reading/learning about!
Roles issues of diversity play in literacy teaching and learning.....
Issues of diversity play a role by informing it's reader. Diverse Literature is widespread. Most books can be seen as some type of diverse literature. Problematic issues of diversity in literacy can teach students and teachers to be more respectful of different cultures and to have an open mind when learning to accept and understand students of different backgrounds.
My personal philosophy about multicultural education....
I believe that multicultural literature can be very challenging however I believe that it should not be omitted in any classroom. Children's literature is a wonderful way to first incorporate an understanding and enjoyment of diverse literature. I want to teach diverse literature in order to make my classroom a peaceful and equality driven leaning experience. With my new knowledge gained and my future knowledge to be gained I believe that my philosophy about multicultural literature will continue to grow and I will continue to learn and gain knowledge.
Concerns, challenges, and interests....
First I believe that the most challenging or concerning issue of diverse literature would be the continuing and battling insider/outsider debate. I have to say that I am on the fence. I want to take a stance but have come to realize that this issue will always be an ongoing debate. I am not sure if there is a right or wrong answer however I would never want to disrespect or upset any one of my students due to inaccuracy or stereotypes sometimes found in children's literature. I am most interested in bringing diverse literature into the classroom because I want my students to engage in literature... ask questions, form opinions. I believe that diverse literature will be rewarding when I can bring a classroom of students together for discussion and teach but learn as well!
Tuesday, January 29, 2008
Chief Illiniwek
The film we watched on the Illinois high school whose mascot was a "Native American" chief named Chief Illiniwek was one that I felt could be seen as extremely controversial. On one hand there was Native Americans whose values and beliefs had been damaged due to such an nontraditional mascot in their eyes. On the other hand there was the students, staff, and alumni of the university whose love for their mascot could not be broken.
I believe that if I were to be completely selfish I would be on "the other hand." I would feel so upset if a group of people tried to get rid of my mascot, our very own Sparty. I do not believe that a mascot could be anything more than a loving and traditional part of any school. I felt that the people protesting in the video were somewhat dramatic about Chief Illiniwek and I do not believe that I could fully understand their distress unless I myself was part of the Native American culture. I understood how it could be offensive but not enough to where there was a fight to completely eliminate such a strong part of Illinois University. The students, staff, and alumni would not have a mascot in order to mock Native Americans. They were only unaware and if anything I would have thought that Native American people would feel proud to have such a figure as their mascot; on the contrary this was not the case!!
As I am still learning, my above views may or may not change, however I would never want to offend or hurt anyone and all I can say is that I have the right to freedom of speech and my opinion is based on my own interpretations and thoughts.
I believe that if I were to be completely selfish I would be on "the other hand." I would feel so upset if a group of people tried to get rid of my mascot, our very own Sparty. I do not believe that a mascot could be anything more than a loving and traditional part of any school. I felt that the people protesting in the video were somewhat dramatic about Chief Illiniwek and I do not believe that I could fully understand their distress unless I myself was part of the Native American culture. I understood how it could be offensive but not enough to where there was a fight to completely eliminate such a strong part of Illinois University. The students, staff, and alumni would not have a mascot in order to mock Native Americans. They were only unaware and if anything I would have thought that Native American people would feel proud to have such a figure as their mascot; on the contrary this was not the case!!
As I am still learning, my above views may or may not change, however I would never want to offend or hurt anyone and all I can say is that I have the right to freedom of speech and my opinion is based on my own interpretations and thoughts.
Where I Stand (Insider/Outsider Debate).....
The insider versus the outsider debate is one which seems to be an ongoing questioning factor in multicultural literature. Before I began reading articles assigned to the students of TE 448 I believe that I felt as though one must have detailed and experienced knowledge in the chosen topic that they would write about. Therefore I felt that one must have "insider" knowledge in order to create stories of different cultures.
After reading the articles, this debate seemed less obvious. I believe that multicultural literature is literature which is hard to define and is the main reason for such debate. The articles of Shannon, Bishop, Harris, and Cai give different perspectives and answers to the debate. I would have to first comment on Shannon's article and say that it seems to be the most unappealing and least research article on the topic of multiculturalism. First, I do not believe that it was necessary for Shannon to start his article defining his own race, religion, income..etc. He makes himself a victim as stated by Harris. A good writer should be less selfish when it comes to such a strong and at the same time sensitive debate. Although I do agree that multiculturalism is defined by more than just race alone, however such topics are needed in order to better understand these different cultures and experiences. Bishop's article in response to Shannon's makes some great points; points that I agree with. "Culturally conscious books were not defined by authorship but by content," as stated by Bishop"(6). He also makes comments that if multicultural literature is to include literature from all cultures than why not just call it children's literature. He also points out that he believes that the word multicultural functions as "a more desirable term than "minority" or "ethnic" literature"(6). This he states is the reason why Shannon is limited to think that multicultural literature is a synonym for racial issues. People seem to be frightened by what multicultural means and because these people are not part of a certain culture represented in some of these books they tend to alienate themselves from this type of literature.
Cai states that if "discussion stops at seeking out the experiences that the readers has in common with the characters and does not examine closely the social inequality and injustice caused by racism..it misses the point of reading about the Other" (322). I absolutely agree with this comment by Cai. Not every single culture is going to relate to all students in a classroom. This is OKAY! "America is, and has been for centuries, a racialized society"......It is because race matters that people confuse race with culture" (Bishop 7). He further goes on to state, something that I absolutely agree with, that there are potential risks in being all inclusive and that by doing so we are furthermore maintaining the status quo.
In conclusion my stance on the "insider/outsider" issue is somewhat complicated. I feel that with enough information and research someone considered an outsider could create a piece of literature that is not only though-provoking but also informative. I also feel that an "insider" would be able to give accurate information to students and have the ability to connect to their reader through their own experiences. I am on the fence still but this could be the reason for such a debate; it is one that is not easily answered. I do however believe that diversity should not be distinguished between dominated and dominating cultures and everyone should be able to enjoy such literature without it pertaining to all students especially since multiculturalism deals with all different types of cultures.
After reading the articles, this debate seemed less obvious. I believe that multicultural literature is literature which is hard to define and is the main reason for such debate. The articles of Shannon, Bishop, Harris, and Cai give different perspectives and answers to the debate. I would have to first comment on Shannon's article and say that it seems to be the most unappealing and least research article on the topic of multiculturalism. First, I do not believe that it was necessary for Shannon to start his article defining his own race, religion, income..etc. He makes himself a victim as stated by Harris. A good writer should be less selfish when it comes to such a strong and at the same time sensitive debate. Although I do agree that multiculturalism is defined by more than just race alone, however such topics are needed in order to better understand these different cultures and experiences. Bishop's article in response to Shannon's makes some great points; points that I agree with. "Culturally conscious books were not defined by authorship but by content," as stated by Bishop"(6). He also makes comments that if multicultural literature is to include literature from all cultures than why not just call it children's literature. He also points out that he believes that the word multicultural functions as "a more desirable term than "minority" or "ethnic" literature"(6). This he states is the reason why Shannon is limited to think that multicultural literature is a synonym for racial issues. People seem to be frightened by what multicultural means and because these people are not part of a certain culture represented in some of these books they tend to alienate themselves from this type of literature.
Cai states that if "discussion stops at seeking out the experiences that the readers has in common with the characters and does not examine closely the social inequality and injustice caused by racism..it misses the point of reading about the Other" (322). I absolutely agree with this comment by Cai. Not every single culture is going to relate to all students in a classroom. This is OKAY! "America is, and has been for centuries, a racialized society"......It is because race matters that people confuse race with culture" (Bishop 7). He further goes on to state, something that I absolutely agree with, that there are potential risks in being all inclusive and that by doing so we are furthermore maintaining the status quo.
In conclusion my stance on the "insider/outsider" issue is somewhat complicated. I feel that with enough information and research someone considered an outsider could create a piece of literature that is not only though-provoking but also informative. I also feel that an "insider" would be able to give accurate information to students and have the ability to connect to their reader through their own experiences. I am on the fence still but this could be the reason for such a debate; it is one that is not easily answered. I do however believe that diversity should not be distinguished between dominated and dominating cultures and everyone should be able to enjoy such literature without it pertaining to all students especially since multiculturalism deals with all different types of cultures.
Tuesday, January 22, 2008
Issues of Diversity in Children's Literature
Hello everyone! My name is Sara and I am currently a junior at Michigan State University. I am looking forward to getting a degree in Special Education teaching Language Arts. I love working with children and figured that special-ed would be just as awarding if not more to help a child learn.
TE 448 is a course that will benefit my future teachings in my classroom. The world is such a diverse place and I want to be able to not only teach my students but I would also like to learn from them also. Diverse Literature is complex yet interesting. I want to be a culturally aware teacher for my students. I want my students to learn more about each other and those who are "different" from others. Exposure to other cultures I believe will help shape my own students lives. With special education you are not only teaching subject matter but you are teaching the students how to cope or be aware of their social surroundings. Learning about diverse literature will help shape my teaching principles for the better and with my understanding I will be able to understand and appreciate others.
Overall, I am always excited to learn more and to obtain more knowledge. The knowledge I will learn about diverse literature will truly help shape my future. I am looking forward to discussing any issues or challenges that may come up in this course!!
TE 448 is a course that will benefit my future teachings in my classroom. The world is such a diverse place and I want to be able to not only teach my students but I would also like to learn from them also. Diverse Literature is complex yet interesting. I want to be a culturally aware teacher for my students. I want my students to learn more about each other and those who are "different" from others. Exposure to other cultures I believe will help shape my own students lives. With special education you are not only teaching subject matter but you are teaching the students how to cope or be aware of their social surroundings. Learning about diverse literature will help shape my teaching principles for the better and with my understanding I will be able to understand and appreciate others.
Overall, I am always excited to learn more and to obtain more knowledge. The knowledge I will learn about diverse literature will truly help shape my future. I am looking forward to discussing any issues or challenges that may come up in this course!!
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