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NCCRESt
part of the Education Reform Networks
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Reader Response
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Addressing Race, Class, and Gender in Zora Neale Hurston's "Their Eyes Are Watching God": Strategies and Reflections
Describes an educator's attempt to raise multicultural issues in the classroom through a course centered on Zora Neale Hurston's "Their Eyes Are Watching God." Maintains that educators have a responsibility to raise issues of cultural diversity in learning communities that provide ways for student to engage in thinking that expands their world views. (TB).
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Artistic Triumph or Multicultural Failure?: Multiple Perspectives on a "Multicultural" Award-Winning Book
Explores the responses of a range of adults (all five Pueblo Indians) to one children's book, "Arrow to the Sun," based on a Pueblo Indian tale and written by a non-Indian. Discusses concerns for accuracy, authenticity, and sensitivity.
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Bridging the Cultural Divide: Reflective Dialogue about Multicultural Children's Books
Reflects candidly upon the author's commitment to multicultural education and the resistance she initially encountered from white, female preservice teachers. Relates how the author and her undergraduate students found ways to break the silence and bridge their cultural divide through the use of multicultural children's and adolescent literature, reader response journals, and dialogue.
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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.
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Exploring the Intergenerational Dialogue Journal Discussion of a Multicultural Young Adult Novel
Explores the reader response patterns and intergenerational dialogue produced by five high school/university student pairs reading and reacting to a young adult multicultural novel, Gary Soto's "Buried Onions." Concludes that participants offered multiple perspectives, maintained mutual respect for each other's interpretations, and revealed the potential for intergenerational dialogue journal exchanges in the social studies classroom. (SG).
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Provocative and Powerful Children's Literature--Developing Teacher Knowledge and Acceptance of Ethnic and Cultural Diversity
A study examined personal written responses of novice white teachers to address methods, patterns, and implications of teachers' responses to powerful and provocative multicultural children's literature. Ten children's books were read orally and 150 responses from 15 graduate students in an elementary education course were analyzed qualitatively and quantitatively.
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Reflections and Visions: An Interview with Rudine Sims Bishop
Discusses Rudine Sims Bishop's allegory of "window and mirrors" in relation to multicultural children's literature. Notes that Sims insists that children need to be involved with literature which not only allows them to see through the window to the world around them, but also to see themselves mirrored in the texts with which they come into contact.
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Respond to Stories with Stories: Teachers Discuss Multicultural Children's Literature
Describes a literature discussion group consisting of eleven social studies representatives involved in a discussion of children's multicultural literature and articles. Focuses on story as a resource for exploring diversity and for sharing personal experiences and responses with others.
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The Dynamic Nature of Response: Children Reading and Responding to "Maniac Magee" and "The Friendship."
Analyzes the conversations and writings of 2 ethnically diverse populations of fifth-grade children (ages 10 and 11) in response to the powerful and difficult themes contained in two award-winning children's books. Discusses the child's voice; the teacher's role as cultural mediator; responses at the literal level; reading between the lines; responding to moral dilemmas; and personal responses to the books.
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The Intersections of Response and Ethnicity: Elementary School Students Respond to Multicultural Children's Literature
This paper describes a study in which a group of young African-American children responded to literature in a multiage primary classroom setting.
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The Language and Literacy Spectrum, 1996. A Journal of the New York State Reading Association
Sharing concerns and interests of New York State educators in the improvement of literacy, this annual journal raises educational issues such as current thoughts about literacy instruction, educators' roles, literacy in its many forms, college-community literacy partnerships, and recommended reading materials.
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