Text Tagging

Choose one of the two articles to read:

Where are the People of Color in Childrens Books by Walter Dean Myers

The Apartheid of Childrens Literature by Christophers Myers

. As you read, record your thinking on the page using the symbols below to prepare for a
group discussion of the articles.

* = This is important

? = I have a question

! = This is surprising
 Multiple Perspective
Literature in the Classroom

Access Code:
2JBTW-NWN33

Kate Alseth & Emily Crook

CCAR Protocol- Essential Agreements

Four Agreements: (HOW)

1. Stay ENGAGED.
2. Experience DISCOMFORT.
3. Speak YOUR TRUTH.
4. Expect and accept NON-CLOSURE.
Six Conditions: (WHAT)
1. Focus on PERSONAL, local, and
immediate.
2. ISOLATE race.
3. Normalize SOCIAL CONSTRUCTION and
engage multiple perspectives.
4. Monitor agreements, conditions, and
compass.
5. Use a working definition of race.
6. Examine the presence and role of
whiteness
Learning Outcomes
I can define multicultural literature

Throught the lens of racial equity, I can

critically analyze the text within my
classroom library, ensuring multiple
perspectives are represented.
Multicultural literature are viewed as works that
reflect the racial, ethnic, and social diversity that is
characteristic of our pluralistic society and of the
world. (Sims Bishop, 1997)

Multiculturalism involves diversity and inclusion, but

more importantly, it also involves power structure and
struggle. Its goal is not just to understand, accept and
appreciate cultural difference, but also to ultimately
transform the existing social order to ensure greater
voice and authority to the marginalized cultures and to
achieve social equity and justice among all cultures so
that people of different cultural backgrounds can live
happily together in a democratic world. (Cai, 2002)
Article Discussion
Where are the People of Color in
Childrens Books by Walter Dean Myers

The Apartheid of Childrens Literature

by Christophers Myers
 ifying
lass

e f inin
g an
d C
Term and Concepts
D

Mirrors and Windows:

Goal is for literature to be a mirror reflecting the readers own
culture as well as providing windows into cultures not their own.

5 Fs vs. little c:
culture moves past food, fashion, fiestas, folklore, and famous
people to political, economic, social values, and beliefs of a
culture or group. (Belger, 1998)

Cultural Pluralism:
The acknowledgement of district differences within the large
categories defining a cultural group. ie. Latino/a and Cuban,
Asian and Korean, or urban vs. city
 i ng
sify
las
g an
d C
Classification by
in
De
fin Intended Audience & Cultural Specificity

Who is the primary projected audience for books

about or with illustrations that show children with
diverse racial & ethnic backgrounds.

From what sociocultural perspective has the

book been written and illustrated?

How is the concept of culturally authentic

experience defined and represented visually?
 ing
i f y
lass

f ining
an d C
Social Conscience Books
De

Audience is expected to be white middle

to upper economic class students.
Meant to arouse sympathy and develop social
conscience.
Often has clear theme of feeling sorry for others
or just getting along.
other is shown as exotic, different, or
humorous
Allison (1997), by
Allen Say is about a
Japanese girl
adopted by a White
family who
discovers she
doesnt look like her
parents and learns
about adoption.
 s s if yin
g Melting Pot Books or
in ing
a nd
Cla
Generically American
Def
All characters are culturally
homogeneous
The only difference between characters is skin
color or eye shape, etc.; otherwise you
wouldnt recognize difference
Universal themes such as friendship, family
relationships, everyday experiences.
Mostly written by white authors from an
assimilationist perspective.
Lack cultural specificity
The cover of Flower
Garden (1994) by Eve
Bunting shows a brown
skinned girl sitting
amongst flowers. The
content of the stories
does not give any other
clues to the race or
ethnicity of the girl as
the story is a universal
themed story about a
surprise birthday party.
 fyi ng
Culturally Specific Books
a s s i
nd Cl
n in ga
Def i

Weaves in specific cultural aspects

of people, e.g. linguistic traits, social
mores, attitudes, values, etc.
Depict unique experiences of people
May deal with issues of racism,
discrimination, and/or oppression
Usually written by insiders
Natasha Tarpleys I
Love My Hair, is a
story of a young girl
who sits down every
night between her
Mamas knees to
have her hair
combed. As her
Mama does her hair,
she tells her stories
of her childhood and
her grandmother.
 Who is the Author?
What is the authors relationship or
connection to the represented culture?

What is the authors perspective?

What is the authors purpose?

What is the copyright date?

Copyright dates can be a clue for potential
racism

Quick Ways to Analyze Childrens Books

 Check the Illustrations
Look for stereotypes

Look for tokenism

Look for active doers.

Books
rens
Child
Analyze
Ways to
Quick
 Check the Story Line
Who has the power in the story?

Who are the heros and leaders?

How are the characters of color

depicted?

What is the standard of success?

Quick Ways to Analyze Childrens Books

Next Steps
1. Weed through your classroom library
a. Using the 10 quick ways

2.