Throughout the course of the semester I have fully widened my horizon of diverse literature. We discussed many different topics of diverse literature, many of which I had never had any previous exposure to. For instance, I was able to take a look at different cultures, religions, disabilities and sexual preferences. Each of these topics brought about new insights that I will carry with me as I create my own classroom library. I was also able to see that these types of books are not only in the form of short chapter books. Although most that we read in class were aimed towards adolescents, through classroom examples, I was able to see that each of these diverse topics can also be brought to young elementary classrooms.
Each of these topics and books brought about great discussions of each topic and the different interpretations each book offers. I really enjoyed having additional articles to read that supported or further explained the topics at hand. Through these discussions and additional research, I feel as though I have become much more familiar with these diverse topics and can actually now freely speak about them, relying on my new found knowledge.
A few questions and concerns that I have about these literature types as a whole is how do I know if I have enough diverse literature in my classroom. Should all my books that I include for students to read attempt to have some aspect of diversity in them? Also, in the Lansing area I found “Everybody Reads” which offers a great supply of diverse literature. Will there or is there other places around Michigan such as my hometown of Macomb, that offer these same types of resources? Will the school I am teaching in support my collection of diverse literature and agree that each of these different topic areas need to be addressed? Each of these questions and concerns are a couple of things I will be taking away from this class. Because we went into such detail about each of these topics, I feel as though I will be able to back up my rationale, but I still wonder if my authorities will share those same opinions.
From here I plan on continuing my education of diverse children’s literature. I feel as though this class has given me a broad overview of many diverse topics and it is now up to me to add to this experience by doing some research of my own. I found multiple topics that I would like to look deeper into and feel as though many are more underrepresented than others. As an aspiring diverse teacher I will make it my job to place emphasis where I feel it is fit and make sure that I expose not only my students but also myself to a wide variety of diverse literature. I am thankful that I had the chance to learn about these different diverse literatures and I look forward to continuing my diverse education. I also appreciate the ease within which our class was able to discuss these topics. I also look forward to creating a classroom environment much like the one I experienced this semester. I would like my students to feel free and open to express their thoughts and comments without worrying about any judgments. I am excited that I now have the appropriate resources to do so.
Friday, December 7, 2007
Wednesday, December 5, 2007
Julie Ann Peters
While in class Monday we continued our discussion of GLBTQ literature. I became very intrigued during our discussion while talking about the book entitled Luna by Julie Ann Peters. This book caught me quite off guard as an excerpt was being read. The entire time I was listening I imagined it was about two girls having a sleep over, two sisters perhaps, or even a girl alone in her bedroom talking to herself. Once I discovered the sibling was transgendered, I wanted to know more about the book but more specifically I just wanted to re-read the passage to see if I could catch any cues. Once I got home I decided to look up Julie Ann Peters to see if I could get a better in site to what her books are all about. I ended up finding her website that she created herself in a casual but informational style. The link is as follows http://www.julieannepeters.com/files/index.htm.
On her website she informs her readers of the multiple books she has to offer along with a brief synaposis of each. She also has a powerful quote that I found very promising in a adolescent author. She first stated how she never liked to read for pleasure and that she never really had any ambitions of becoming an author. Once she was able to discover the joy of reading she stated:
"When you discover the joy of reading, your mind opens to a world of wondrous discoveries and infinite possibilities. My greatest joy would be to write a book that would expand the world for you."
This struck me as I read about her and I feel that is a very powerful comment coming from an author who writes about such diverse subjects. I am glad that I had the chance to become exposed to her books and I look forward to adding her books to my reading list in the future.
On her website she informs her readers of the multiple books she has to offer along with a brief synaposis of each. She also has a powerful quote that I found very promising in a adolescent author. She first stated how she never liked to read for pleasure and that she never really had any ambitions of becoming an author. Once she was able to discover the joy of reading she stated:
"When you discover the joy of reading, your mind opens to a world of wondrous discoveries and infinite possibilities. My greatest joy would be to write a book that would expand the world for you."
This struck me as I read about her and I feel that is a very powerful comment coming from an author who writes about such diverse subjects. I am glad that I had the chance to become exposed to her books and I look forward to adding her books to my reading list in the future.
Sunday, December 2, 2007
Reflection on the text set
Having looked at these pieces of African American literature, I found that they had multiple things in common. The thing that stuck out most to me was the cultural background information they attempted to rely upon its readers. Each of these books were set in a setting of the past and attempted to show readers what life was possibly like for an African American growing up in the past. They each had a component of segregation as their focus points, and each book seemed to end leaving a deep message. This message was usually focused on the new found relationship that will never be forgotten, or they focused on how things were going to change in the future and what life will eventually be, segregation free. I learned that each of these can stand as a lesson learned about what segregation does to a society and how impressionable small relationships can be to those around us. Each of these were touching stories that I believe are important for young and old readers alike to enjoy. It is important to give African American readers a sense of belonging and this guiding light of hope. The African American literature I read does this as many books should. They should be considered valuable pieces of literature and should be included in personal and public libraries all around.
I also learned valuable information while searching for critical professional reviews. I came across a multicultural review that gave me much better insight to the criteria and reasoning behind including multicultural literature in children’s classrooms. I realized that each criteria was in some way similar to each of the books I reviewed and I am now able to truly see why each book was chosen and published and what each is attempting to represent. At first I was unclear of why each one seemed to be set in the past, but after reading the professional review, I gained a much better insight and understanding of the stereotypes and characteristics that are attempting to be portrayed. I enjoyed reading others reviews as well to gain a better understanding of African American literature I may have missed or overlooked.
I also learned valuable information while searching for critical professional reviews. I came across a multicultural review that gave me much better insight to the criteria and reasoning behind including multicultural literature in children’s classrooms. I realized that each criteria was in some way similar to each of the books I reviewed and I am now able to truly see why each book was chosen and published and what each is attempting to represent. At first I was unclear of why each one seemed to be set in the past, but after reading the professional review, I gained a much better insight and understanding of the stereotypes and characteristics that are attempting to be portrayed. I enjoyed reading others reviews as well to gain a better understanding of African American literature I may have missed or overlooked.
Multicultural Professional Review
Lu, Mei-Yu. Multicultural Children's Literature in the Elementary Classroom. ERIC Digest. ERIC Clearinghouse on Reading English and Communication Bloomington IN. 1998.
While searching for professional reviews I came across a critical review in the Eric Digest reviewing multicultural children's literature in the elementary classroom. I became intrigued because much of what the article was talking about had to do with the importance and criteria that needs to be found within books to be labeled multicultural. I found that these criteria strongly related to the books I chose to review. One of my favorite quotes is "Jenkins and Austin (1987) suggest that cultural understanding can be reached in many ways, such as by making friends with people from different cultures." This was strongly seen as a similar characteristic throughout many African American literature reviewed. The review also spoke about these multicultural pieces of literature "taking individuals or a group of people whose stories take place in a specific historical and physical setting". Again I learned that there truly was meaning behind why each of these reviewed books seemed to take place in the past. This was later revealed to serve as a significant stereotype decreaser.
Finally, one of my other favorite quote was as follows, "Exposure to quality multicultural literature also helps children appreciate the idiosyncrasies of other ethnic groups, eliminate cultural ethnocentrism, and develop multiple perspectives." I agree with this statement and see it to be something very important when deciding to have multicultural literature in a classroom environment.
The link to this and other alike reviews is http://www.ericdigests.org/1999-2/literature.htm. I found that this is a positive and informational critical review of multicultural literature.
While searching for professional reviews I came across a critical review in the Eric Digest reviewing multicultural children's literature in the elementary classroom. I became intrigued because much of what the article was talking about had to do with the importance and criteria that needs to be found within books to be labeled multicultural. I found that these criteria strongly related to the books I chose to review. One of my favorite quotes is "Jenkins and Austin (1987) suggest that cultural understanding can be reached in many ways, such as by making friends with people from different cultures." This was strongly seen as a similar characteristic throughout many African American literature reviewed. The review also spoke about these multicultural pieces of literature "taking individuals or a group of people whose stories take place in a specific historical and physical setting". Again I learned that there truly was meaning behind why each of these reviewed books seemed to take place in the past. This was later revealed to serve as a significant stereotype decreaser.
Finally, one of my other favorite quote was as follows, "Exposure to quality multicultural literature also helps children appreciate the idiosyncrasies of other ethnic groups, eliminate cultural ethnocentrism, and develop multiple perspectives." I agree with this statement and see it to be something very important when deciding to have multicultural literature in a classroom environment.
The link to this and other alike reviews is http://www.ericdigests.org/1999-2/literature.htm. I found that this is a positive and informational critical review of multicultural literature.
Goin" Someplace Special
McKissack, Patricia C., Pinkney, Jerry. Goin’ Someplace Special. New York: Scholastic Inc., 2001.
The Monarch Award:Illinois' K-3 Children's Choice Award. 2007 Nominee
Goin’ Someplace Special is the story of Tricia Ann’s travels through a day in the life of a young colored girl during a segregation period. She is on her way to someplace special alone for the first time where she discovers the “White’s only” signs. She is confused and saddened but finally reaches her final destination of the public library where the sign reads “All are welcome”.
McKissack and Pinkney focus their readers on the segregations of the Jim Crow signs of the past. They allow one young girls journey to tell the story of which places are off limits to those of color. This book allows readers to get a glimpse of what life was like for a young, impressionable, African American girl. Multiple signs are pointed out throughout the book and all the while Mama Frances’ voice is in the background telling Tricia Ann she is someone special and she belongs to somebody. The text is written using old southern language when switching characters, and the kind characters are represented in a caring light. The illustrations aide readers in discovering the trials and hardships people of color had to deal with in the past. People of color are clearly defined as well as the areas within which they are expected to abide by. This is a great illustration of what can be learned from the past about segregation and how far we have come as a society since the past. Children can gain a cultural sense of what others before them had to go through to experience the freedom we now carry. This is a great portrayal of multicultural literature and should be considered a viable resource for personal and classroom libraries.
Goin’ Someplace Special is the story of Tricia Ann’s travels through a day in the life of a young colored girl during a segregation period. She is on her way to someplace special alone for the first time where she discovers the “White’s only” signs. She is confused and saddened but finally reaches her final destination of the public library where the sign reads “All are welcome”.
McKissack and Pinkney focus their readers on the segregations of the Jim Crow signs of the past. They allow one young girls journey to tell the story of which places are off limits to those of color. This book allows readers to get a glimpse of what life was like for a young, impressionable, African American girl. Multiple signs are pointed out throughout the book and all the while Mama Frances’ voice is in the background telling Tricia Ann she is someone special and she belongs to somebody. The text is written using old southern language when switching characters, and the kind characters are represented in a caring light. The illustrations aide readers in discovering the trials and hardships people of color had to deal with in the past. People of color are clearly defined as well as the areas within which they are expected to abide by. This is a great illustration of what can be learned from the past about segregation and how far we have come as a society since the past. Children can gain a cultural sense of what others before them had to go through to experience the freedom we now carry. This is a great portrayal of multicultural literature and should be considered a viable resource for personal and classroom libraries.
The Other Side
Woodson, Jacqueline. The Other Side. New York: G.P. Putnam’s Sons, 2001.
The Other Side is the story of two little girls separated by a wooden fence running between their yards. Both mothers warned each girl not to cross the fence, saying it was not safe on the other side. Throughout the summer Clover and Annie Paul observed each others lives and eventually became friends, sitting on the fence together, never crossing it. As Clover observes others reactions to this new found friendship, she learns about the multicultural world around her and the changes that are to come.
Woodson spends a fair amount of time emphasizing the idea of the other side of the fence through her text. She never bluntly states what is on the other side that makes it unsafe, but the strong emphasis is there for readers to make their own assumptions. I believe that through the illustrations of two young girls facing one another on opposite sides of the fence, Woodson is able to imply that even these young girls can see past color differences, and make friends when needed. This book is a great example for seeing what is and was to come in the future. As Woodson states best on the last page in reference to the fence “Someday somebody’s going to come along and knock this old fence down”. That is exactly the positive attitude that should be instilled in our youth, therefore this book is highly recommended.
The Other Side is the story of two little girls separated by a wooden fence running between their yards. Both mothers warned each girl not to cross the fence, saying it was not safe on the other side. Throughout the summer Clover and Annie Paul observed each others lives and eventually became friends, sitting on the fence together, never crossing it. As Clover observes others reactions to this new found friendship, she learns about the multicultural world around her and the changes that are to come.
Woodson spends a fair amount of time emphasizing the idea of the other side of the fence through her text. She never bluntly states what is on the other side that makes it unsafe, but the strong emphasis is there for readers to make their own assumptions. I believe that through the illustrations of two young girls facing one another on opposite sides of the fence, Woodson is able to imply that even these young girls can see past color differences, and make friends when needed. This book is a great example for seeing what is and was to come in the future. As Woodson states best on the last page in reference to the fence “Someday somebody’s going to come along and knock this old fence down”. That is exactly the positive attitude that should be instilled in our youth, therefore this book is highly recommended.
PINK and SAY
Polacco, Patricia. PINK and SAY. New York: Philomel Books, 1994.
PINK and SAY is the story of Sheldon Curtis (Say) and Pinkus Aylee (Pink) who both fought together for the Union somewhere in Georgia during the Civil War Period. The story of these two boys journey through the war has been passed from great-grandfather to grandmother, to son, and finally to the author-artist herself, Patricia Polacco. The two boys lost their Union troops so they found themselves taking rest at Moe Moe Bay’s, Pink’s mother’s home, to recuperate before regaining their search for their lost Union troops. Their stay was cut short as the Confederate troops rode in killing Moe Moe Bay and imprisoning the two boys in Andersonville. The end of the story recaps the true environment of a prison during the war period along with summing up the long lived life of Say after the war and the early death of Pink shortly after entering the prison. The story of the interracial friendship lives on through the tellings of those who shared Sheldon Curtis’ life, never forgetting Pinkus Aylee.
Polacco puts forth great effort in giving the text authentic African American dialect that can be seen during this time period in Georgia. The story creates a great portrayal of interracial relationships between soldiers of this time period. The idea of two relationships forming from two people going through similar battles is displayed clearly, and readers are able to gain a sense of belonging together among different racial backgrounds. The illustrations aide the relationships in portraying powerful depictions of Pink and Say grabbing hands as they are pulled apart. She does a fabulous job of representing the relationships that were to come in the future and gives her readers hope of interracial lasting relationships. I would recommend this book not only to African American families but also to many other families looking to broaden their multicultural experiences.
PINK and SAY is the story of Sheldon Curtis (Say) and Pinkus Aylee (Pink) who both fought together for the Union somewhere in Georgia during the Civil War Period. The story of these two boys journey through the war has been passed from great-grandfather to grandmother, to son, and finally to the author-artist herself, Patricia Polacco. The two boys lost their Union troops so they found themselves taking rest at Moe Moe Bay’s, Pink’s mother’s home, to recuperate before regaining their search for their lost Union troops. Their stay was cut short as the Confederate troops rode in killing Moe Moe Bay and imprisoning the two boys in Andersonville. The end of the story recaps the true environment of a prison during the war period along with summing up the long lived life of Say after the war and the early death of Pink shortly after entering the prison. The story of the interracial friendship lives on through the tellings of those who shared Sheldon Curtis’ life, never forgetting Pinkus Aylee.
Polacco puts forth great effort in giving the text authentic African American dialect that can be seen during this time period in Georgia. The story creates a great portrayal of interracial relationships between soldiers of this time period. The idea of two relationships forming from two people going through similar battles is displayed clearly, and readers are able to gain a sense of belonging together among different racial backgrounds. The illustrations aide the relationships in portraying powerful depictions of Pink and Say grabbing hands as they are pulled apart. She does a fabulous job of representing the relationships that were to come in the future and gives her readers hope of interracial lasting relationships. I would recommend this book not only to African American families but also to many other families looking to broaden their multicultural experiences.
Subscribe to:
Posts (Atom)