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Multicultural Literature

• A Train of Thought
  Explains that multicultural literature should be taught because it reflects genuine family, socioeconomic, philosophical, and geographical circumstances. Proposes that students should read to not only include but to affirm multicultural voices.
• Bridging Differences of Time, Place, and Culture Using Children's and Young Adult Literature
  Focuses on the use of children's and young adult literature in the social studies classroom, addressing the New York state standards at the third- to sixth-grade levels. Provides an annotated bibliography of books that can be utilized in areas, such as U.S.
• Children's Literature at the Turn of the Century: Toward a Political Economy of the Publishing Industry
  Outlines the beginnings of a political economy of the children's literature publishing industry. Focuses on the ways that changes in the ownership and structure of the industry are altering the underlying culture of the book publishing industry and concomitantly, the ways that books are conceived, commissioned, and marketed.
• Conditions, Concessions, and the Many Tender Mercies of Learning through Multicultural Literature
  Explores how students constructed their own texts and meanings when they were required to read, interpret, and critique unfamiliar text written about underrepresented people. Presents the concepts "conditions," "concessions," and many "tender mercies" of learning through multicultural literature when presented as new literature to a heterogeneous mix of students.
• Experiencing Things Not Seen: Educative Events Centered on a Study of "Shabanu."
  Describes the theoretical foundations, classroom context, and activities of a multicultural literature study (based on S. F.
• Kaleidoscope: A Multicultural Booklist for Grades K-8. Fourth Edition. NCTE Bibliography Series
  The fourth edition of this annotated bibliography collection offers students, teachers, and librarians a helpful guide to the best multicultural literature (published from 1999 to 2001) for elementary and middle school readers. The book continues a tradition of promoting unity through diversity by highlighting fiction and nonfiction published by and about people of color.
• Losing Our Language: How Multiculturalism Undermines Our Children's Ability To Read, Write & Reason
  This book argues that it is the incorporation of a multicultural agenda into basal readers, the primary tool for teaching reading in elementary schools, that has stunted American children's ability to read.
• Losing Our Language: How Multiculturalism Undermines Our Children's Ability To Read, Write & Reason
  This book argues that it is the incorporation of a multicultural agenda into basal readers, the primary tool for teaching reading in elementary schools, that has stunted American children's ability to read. The book shows how basal readers have been systematically "dumbed down" in an effort to raise minority students' "self esteem.".
• Multicultural Literature: Broadening Young Children's Experiences
  This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the dual-language ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population.
• Teaching and Learning about Multicultural Literature: Students Reading Outside Their Culture in a Middle School Classroom
  This book shares the findings of a study of one teacher, Ann, and her eighth-grade classes of 123 readers who participated in a multicultural literature unit. A feature of the study was that the majority of the students were white--that is, the dominant culture--and studied novels representing nondominant cultures.