1. Elements of Multicultural and International Literature
EDC423
Dr. Julie Coiro

2. Today’s Learning Objectives
1. Define and understand the elements of quality multicultural and international children’s literature
2. Introduce 4 issues to evaluate multicultural/international literature
3. Review procedures for accessing International Children’s Digital Library
4. Review components of the International Book Festival Assignment

3. Comparing Multicultural and International Literature
Multicultural Lit.
Cultures within U.S. B C D
International Lit.
Translated into English from other countries B C D

4. Multicultural/Multiethnic Children’s Literature
Multicultural: “Literature that represents any distinct cultural group through accurate portrayal and rich detail” (Yokota, 1993)
Problem with “cultural groups” (e.g., Asian American, Native American)
Cultural conglomerations
Exclusions of some cultures (e.g., Jewish culture)
Exclusions of European Americans (e.g., Irish, French, etc.)
Culturally conscious literature
Represents cultural experiences in culturally authentic ways
Must include criteria for good literature, as well as cultural consciousness

5. International Literature
Books originally written in a language other than English (and some subsequently translated into English)
Books originally written in English but in a country other than the United States
Books originally published in the U.S., but whose characters and settings are international
Hans Christian Anderson Medal (most prestigious children’s book award in the world)
Mildred L. Batchelder Award: (children’s book translated into English)

6. Multicultural Books and Authenticity: Inside & Outside Perspectives
An “inside perspective” portrays the cultural group from the point of view of a group member
more likely to be authentic
An “outside perspective” portrays the cultural group by one who is not a group member
Sometimes gained through extensive research or participation in a cultural group other than their own
Gives the view of how others see the group’s beliefs and behaviors
Consideration of audience is important! (e.g., language, customs, etc)

7. Issue of Authenticity
A hierarchy based in insider-outsider perspective
World Literature - folktales and fiction from non-western or underrepresented countries outside the U.S. (adaptations by western writers and from root culture)
Cross-cultural literature: unique experiences of a cultural group written by an author whose ethnic background is outside the culture (to foster acceptance of diversity & intercultural relationships)
Parallel culture literature: “outside” authors who have become acculturated and socialized within the culture itself

8. Criteria for selecting Multicultural Lit
Criteria for selecting Multicultural Lit. (Notable Books for a Global Society)
Cultural accuracy
Issues represented in ways that reflect the values and beliefs of the culture
Contains historical accuracy
Richness of cultural details
Enhance the story with natural details so readers gain a sense of the culture (music, art, food, family, etc)
Authentic dialogue and relationships (Hancock, p. 216)
Toward children, adults, gender roles, work roles, etc.
Authentic settings, themes, language patterns, illustrations
Avoid perpetuation of cultural stereotypes
In-depth treatment of cultural issues

9. Levels of Integrating Multicultural Literature
shallow
Contributions Approach: read about & discuss ethnic holidays, heroes, & customs (usually limited to this)
Ethnic Additive Approach: content & themes that reflect other cultures are added to the existing curriculum (e.g., Cinderella themes of cultural groups)
Transformation Approach: changes structure of curriculum to enable readers to view historical events & themes from the perspective of different ethnic and cultural groups (e.g., Holocaust; Hiroshima; slavery)
Social Action Approach: identify social problems, make decisions, and take action that seeks equity and alleviates discrimination (e.g., racial or ethnic discrimination) Banks (1989) in Hancock (2008)
deep

10. Exploring International Literature
Read-alouds and booktalks
Display in classroom and link to thematic units in history/culture
Introduce/explore foreign words, holidays, cultural practices & beliefs
Author study
International pen pal program (Epals)

11. International Children’s Digital Library http://en. childrenslibrary

12. Groups for Book Festival
1. African/African American:
2. Jewish American:
3. Latino:
4. Asian/Asian American:
5. Native American:

13. Book Festival Assignment
Share your festival features with the group:
Group Poster
Poster Presentation
Individual Read-Aloud & Reflection
Time: Nov. 30, Dec. 2 after quiz, Outside class)
Present:
Dec. 7: Groups 1, 2, and 3
Dec. 9: Groups 4 and 5