ERIC EJ1162662: Infusing Multicultural Literature into Teacher Education Programs: Three Instructional Approaches

2017·0.15 MB·English

by  ERIC

Feature
Infusing Multicultural Literature
into Teacher Education Programs
Three Instructional Approaches
Kristina M. Howlett, Freddie A. Bowles, & Felicia Lincoln
Introduction and Purpose the diverse student population through of diverse ethnic and cultural groups;
multicultural education. and
Today’s classrooms in the United
In order to prepare high-quality multi-
States reflect the growing diversity of 4. The Social Action Approach in which the
cultural educators, three teacher educators curriculum is modified so that students
our changing world. According to the U.S.
at a large, mid-south, research-one univer- make decisions about important social
Census Bureau (2008), by the year 2050
sity collaborated to share successful strat- issues and take actions to help solve them.
the current ethnic and racial minority
egies to infuse multicultural literature into
groups combined will constitute the ma- While these approaches can be holistic
the three EPPs at their institution—one
jority of the U.S. population. Ballantyne, and cross-curricular as well as individual,
undergraduate elementary program and
Sanderman, and Levy (2008) state that they also provide a scaffold for instructors
two graduate programs, M.Ed. TESOL and
most mainstream teachers currently have to consider as they commit to becoming
secondary education.
at least one dual language learner (DLL) multicultural educators.
in their classrooms. However, only 29.5% of The three authors of this article, rec-
Literature Review
those teachers have had opportunities for ognizing that their students reflected the
professional preparation in working with Defining multicultural education could demographics of most EPPs, chose to sup-
the DLL population. well require a full article in itself, so for plement course materials with selections
Research by Lewis (2006), with con- clarity of purpose and brevity, we point the of multicultural literature to reflect the
firmation by the 2004 U.S. Department reader to these sources: Banks’ definition transformative approach in Banks’ curric-
of Education demographics, reports that of multicultural education as a broad con- ular reform model.
almost 87% of U.S. elementary and sec- cept consisting of five specific dimensions In choosing to add multicultural litera-
ondary teachers are White. Because all (2006); Nieto and Bode’s conceptualization ture in the curriculum, the authors found
teachers are responsible for teaching in a of seven characteristics within a sociopolit- support from Glasgow’s (2001) indication
diverse society, it is critical that educator ical paradigm including the context of com- that we must “create for students demo-
preparation programs (EPPs) address munity and the process of education (2008); cratic and critical spaces that foster mean-
the need for high-quality multicultural and the work by Sleeter and Grant (2006) ingful and transformative learning” (p. 54)
educators who are prepared to work with on the redesign of education programs to and that “good books unsettle us, make us
students of diverse cultural backgrounds. focus on education that is multicultural ask questions about what we thought was
These changing student demographics and reconstructionist. certain” (ibid.).
have emphasized the need for all teachers For the purpose of this article, we In the classic publication Against Bor-
to have the attitudes, knowledge, and skills focus on Banks’ curricular reform model ders: Promoting Books for a Multicultural
to work effectively with racially, ethnical- (2016, 1998, 1997) to provide a rationale World, Rochman (1993) states that “books
ly, linguistically, and socioeconomically and framework for infusing multicultural can make a difference in dispelling prej-
diverse students (Banks, 2016). literature into our courses. Banks offers udice and building community; not with
In response to this growing diversity, four ways to integrate a multicultural role models and literal recipes, not with
teacher educators have an increased understanding into the curriculum within noble messages about the human family,
responsibility to prepare new educators his model. They are: but with enthralling stories that make us
with the knowledge and skills necessary to imagine the lives of others” (p. 19).
1. The Contributions Approach which
provide an EPP that effectively addresses We hoped that by infusing instructional
focuses on a surface approach to culture
strategies using multicultural literature
such as heroes, holidays, and discrete
Kristina M. Howlett is into our courses, our students would “imag-
cultural elements;
an assistant professor of TESOL, ine the lives of others” (Rochman, 1993, p.
Freddie A. Bowles is an associate professor 2. The Additive Approach which offers 19) and through this experience begin the
of foreign language education, content, concepts, themes, and perspectives process of envisioning the perspectives of
without changing the structure of the
and Felicia Lincoln is an associate professor diverse ethnic and cultural groups (Banks,
curriculum itself;
of culturally and linguistically diverse students, 2016, 1998, 1997). This would prepare
all in the Department of Curriculum and Instruction 3. The Transformative Approach where them for Banks’ fourth approach—social
of the College of Education and Health Professions the curriculum is changed to enable action—to educate students for social
at the University of Arkansas, students to view concepts, issues, criticism and social change and to provide
events, and themes from the perspective
Fayetteville, Arkansas. them with decision-making skills to help
MULTICULTURAL EDUCATION
10
Feature
them become reflective social change prac- After the books were presented and Step 3: Before reading (with students):
titioners. students wrote reflections in their per-
u Present the book cover to the class on
sonal journals, the students were given
an enlarged screen.
Methodology: time to discuss in small groups ways that u Explain how the children’s book fits into
Three Instructional Approaches they might use the books in their future the chosen course topic.
classrooms to address social issues and to
At our large, mid-South, land grant, question the existing ideologies and prac- u Allow the students to discuss the title,
cover photo, and make predictions.
research-one university all EPPs require tices within society.
a course in multicultural education as u Ask the students to discuss the course
part of the curriculum. The courses align Evidence-Based Read-Aloud Strategy. topic and predictions with classmates.
with the third component of the institu-
tion’s Scholar-Practitioner Conceptual For the read-aloud, the instructor pur- Step 4: Read the book aloud to the
posefully selected multicultural books that students:
Framework—termed supportive—which
highlighted major topics addressed in the
emphasizes creating a caring learning u Stop at specific areas that address the
textbook and introduced the books by telling
environment for all students and being multicultural topic.
the students how the book fit into the course
responsive to the diverse backgrounds of
goals. Clay (1991) writes that when teachers u Ask the sticky note questions.
classroom students.
read aloud to students “meanings can be
We chose to include multicultural lit- u Elicit class discussion around the topic
erature in the respective programs: an negotiated in discussion before, during, and using a variety of higher order thinking
after the story reading” (p.171). Read alouds questions.
undergraduate program for elementary
should include think-aloud or interactive
licensure, a graduate program for the M.Ed.
elements and focus intentionally on the Step 5: After reading:
TESOL degree, and a graduate program
meaning “within the text” and “beyond the
for secondary licensure. Participants in u Provide a writing prompt to students.
text” (Fountas & Pinnell, 2006, p. 33).
our study included 21 students from the
Within the text and beyond the text are u Ask students to write a response in their
undergraduate program and 50 students personal journals.
the two areas where the students can begin
from the Master’s programs.
All three courses had the overarching to think deeply about the course topics. u Encourage students to share their
The instructor shared the excitement of writing in small groups or with the full
goals of providing introductions to the
finding a book specifically related to the class.
major concepts and issues related to
course themes, but which addressed the
multicultural education and social justice u Return to the course topic and the book
in education and the ways in which race, perspectives of a marginalized or lesser theme by asking students how they might
known group, and recommended the book use the book or a similar book in their
ethnicity, class, gender, and exceptionality
for elementary classrooms and libraries. future classrooms.
influence students’ behavior. The courses
Throughout the read aloud, the instructor
also examined the intersection of teach- For teacher educators, it is important
would pause for comments to elicit class
er and student perceptions of identity, to keep in mind the varied instructional
discussion around the themes of the course.
schooling, and learning and their effects gains that can be made not only through
on educational systems. Read Aloud Strategy Steps: modeling of a planned read aloud, but also
by recommending a high quality multicul-
Step 1: Before reading: Multicultural
First Instructional Approach tural book to preservice teachers.
book selection questions:
The instructor chose Rylant’s When I
Read-Aloud Strategy
u How does the book highlight the topic Was Young in the Mountains for a read
In this first instructional approach, the addressed in the course textbook? aloud as a way to share how our personal
teacher educator’s classroom was composed childhood memories, experiences, and
u Is the big idea or theme addressing the
of undergraduate elementary education multicultural topic in an exciting way? events help construct our personal identi-
majors in a course entitled, “Understanding ties. The book has expressive illustrations
u By reading the book aloud, can the
Cultures in the Classroom.” The students depicting memories in a rural setting. Many
students think more deeply about the
were seniors who had observed in ele- of the students in the class had grown up
topic?
mentary classrooms; however, few of these in rural areas and could relate to the pro-
students had experience teaching. There u How does the author present cultural tagonist, a young girl who grew up in the
were 21 students enrolled in the course, all diversity? mountains. The repetitive pattern, “When I
females, who all identified as White. u Are the illustrations appealing? was young in the mountains.” is lulling and
The instructor chose high quality mul- mesmerizing. During the reading, many
ticultural books that related to key topics Step 2: Before reading (alone): students said, “I remember that, too.”
and themes addressed in the assigned After the reading, the students wrote
u Read the book silently. Stop at places
textbook, Becoming a Multicultural Ed- personal narratives in their journals based
and place a sticky note at important areas
ucator: Developing Awareness, Gaining to question students. on one or more favorite childhood memo-
Skills, and Taking Action (Howe, 2017). ries. The writing assignment provided an
u Practice reading the book and sticky
Each week, the students were exposed to opportunity for the students to engage
note questions aloud.
one or more multicultural books through beyond the text.
a variety of instructional strategies such u Practice reading the book to a colleague The second book, Tonatiuh’s Separate
as read-alouds with accompanying videos, or a small group of students. Is Never Equal, was chosen to demon-
book talks, or book passes. strate the omission from history books of
SPRING/SUMMER 2017
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Feature
an important historical decision of 1947, multicultural resource and a way to think with authors of the readings, and instruc-
Mendez v. Westminster School District, that deeply about discussing same-sex parent tor-created PowerPoint presentations on
preceded Brown v. Board of Education. families with their students. the topics found in the literature.
Before the read aloud, a short YouTube Throughout the course, the read aloud The instructor prefaced the course with
video showed a picture of Sylvia Mendez strategy was used with the preservice the understanding that “knowing self” was
as a young girl. When none of the students teachers in order to challenge them to the first step in really understanding others,
in the class said that they were familiar think about how they might transform the so the first week focused on self-identity and
with the story or knew about the Mendez traditional curriculum and make conscious the identity of the students they would en-
family’s fight for justice and equality, the efforts to carefully seek out texts and counter in their fall placements. During the
instructor restated the importance of the perspectives that might not be part of the second and third weeks, the focus shifted to
course topic about presenting multiple traditional curriculum. Students had the instruction—specifically culturally relevant
historical perspectives. opportunity to select from an assortment pedagogy and teaching for equity and social
Specific parts of the book with direct of high quality multicultural children’s justice. Week four focused on poverty and
quotations were read aloud to hear the books and practice the read aloud strate- class and week five on inclusion, language,
voices and the words that the family expe- gy in small groups to begin acquiring the and learning. Throughout the five weeks,
rienced. For example, as the story unfolds, skills needed for success in their future the instructor assigned readings related to
Mr. Mendez, Sylvia’s father, met with Mr. classrooms. the weekly topics as well as multicultural
Harris, the superintendent of the Westmin- literature that focused on the identities of
ster School, and explained that his family Second Instructional Approach their future students.
had just moved to a nearby farm.
Topic-Based Selections
Discussion Protocol Strategy:
“The public school on 17th Street is
The course, “Social Justice and Multi-
the closest school to our house, and Step 1: The instructor placed students
cultural Issues in Education,” was taught
my children should attend it”, said Mr. in family groups at the beginning
Mendez. during a five-week summer session for the
of the semester for the literature
Master of Arts in Teaching (MAT) program
“Your children have to go to the Mexican discussions based on their respective
leading to secondary licensure in English,
school,” said Mr. Harris. content areas (English /Speech/
Mathematics, Science, and Social Studies,
Drama, Foreign Language, Math,
“By why? Asked Mr. Mendez. and K-12 licensure in Drama/Speech and
Science, Social Studies) so that
Foreign Language. Thirty-eight students
The superintendent said, “That is how the students could begin to form a
were enrolled: 24 female and 14 male, two
it is done.” professional learning community in
of whom were heritage speakers of Spanish.
After the instructor read aloud the The remaining 36 identified as White. their areas.
quoted section, the class discussed the im- These students had enrolled in the Step 2: Each member of each
portance of students’ voices and other com- traditional fifth-year program with either group had an assigned number to
ments made during the conversations. The a B.A. or a B.S. degree and had little expe- facilitate sharing group information.
author’s note at the back of the book was rience in the schools or with any previous Numbered Heads is a simple 4-step
read aloud, which presented how Thurgood pedagogy courses. Prior to admission to cooperative structure that includes
Marshall, the lawyer from Brown v. Board the program, all students were required to teams, positive interdependence, and
of Education, had sent friend-of-the-court take an on-line, three-credit course focused individual accountability, all which
briefs to the judge in the Mendez case on inclusion and a one-hour credit intro- lead to cooperative interaction among
arguing against school segregation. At the duction course with 60 hours of observation students. The teacher asks a question,
end of the short read aloud, the students in public school settings. students consult their teammates, and
saw a photo of Sylvia Mendez receiving the Rather than rely on a textbook for the then one student answers the question
Presidential Medal of Freedom in 2011. course, the instructor selected a series of (Kagan, 1989-90).
The third book, written by Parnell and primary articles that connected to Banks’
Richardson entitled And Tango Makes Introduction to Multicultural Education, Step 3: Each one-hour discussion
Three, was the most frequently challenged 5th edition (2013), which was referenced contained two timed components:
book of 2006 and 2010, according to The by the instructor. At the same time, the Timed Component 1: For every text, the
American Library Association. Tango is instructor introduced Danielson’s model, instructor provided a timed discussion-
based on the true story of Roy and Silo, two A Framework for Teaching. The model is starter, either for individuals or for the
penguins in New York’s Central Park Zoo, used for connecting MAT courses with group. An individual from each group
who joined as a couple and where given an student practicum, internship, and obser- (numbered head) reported to the class
egg to raise. vation assessment. for whole class discussion.
The instructor chose this book because All course materials were uploaded to
students in the course were questioning a Blackboard course management site. Timed Component 2: For the second
how they might be able to address homo- Students purchased, borrowed, rented, timed component, students were
sexuality or same sex parents in an ele- or checked out the literature selections. to draw connections between the
mentary classroom. Some of the pre-service For each class, the instructor assigned assigned book and the readings
teachers believed that parents would be primary readings from the literature on and viewings for that week or to
upset if a teacher approached the topic of multicultural education (See Appendix A the Danielson’s (1996) Framework
homosexuality. The read aloud strategy for suggested readings). Supplementary for Teaching to share with their
provided the preservice teachers with a materials included TedTalks, interviews group. Again, a numbered head
MULTICULTURAL EDUCATION
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summarized the group discussion for cards with statements that they read aloud on the color of the group’s marker. At the
the class and whole group discussion to the group. If the statement was true for end of the discussion, students returned to
ensued. During each whole-group students, those students stepped into the their original group with their charts. For
discussion, the instructor facilitated middle of the circle and looked around to Component Two, students reflected on how
by drawing connections to personal see who joined them. Once they viewed students who speak another language are
and professional experiences, the their peers, they returned to the outer excluded in a classroom. They used person-
Danielson Framework, and assigned circle. An example of a statement included al experience and their class readings for
readings and viewings. “I was laughed at for the way I dressed in evidence. Discussion followed the protocol
middle school.” until timed was called.
The first book discussion focused on de
After the activity, students compared a Student feedback was mostly positive.
la Peña’s Mexican WhiteBoy as a way to
list of the statements to the pointers found They appreciated the literature and en-
connect students with the author’s topic
in Belge’s book. Discussion procedures joyed the discussion protocol activities.
of identity. Students submitted a “ticket
followed the protocol. For component two, They found Belge’s book to be the least
in” assignment to start the discussion in
students reflected on the circle activity by helpful and de la Peña’s book the most
their groups. They were asked to choose
answering the following questions: Was relevant based on the demographics of the
one character with whom they identified
this an easy or hard activity to do? What area schools.
and indicate why. After discussion, the in-
did you notice? What surprised you? Why
structor asked one of the “numbered heads”
did we do this activity? Discussion proce- Third Instructional Approach
to report out for whole group discussion.
dures again followed the protocol.
For the second discussion, students drew Modified Literature Circles Strategy
The fifth book discussion, concerning
connections between the text and the
Siobhan’s The List, expanded the discus- The third course, “Teaching People of
readings, and a second numbered head
sion to poverty and class. Each numbered Other Cultures,” is a required course for
summarized and reported to the class for
head in the group responded to the con- students acquiring an additional teaching
whole class discussion.
cept of The List from the perspective of license or who are enrolled in the M.Ed.
The second book discussion, Davis’ We
a student not on the list, a parent whose TESOL Program. The course is offered once
Beat the Streets, focused on a continued
student was not on the list, a teacher at the a year and literature circles has been a part
examination of identity and added teaching
school, and an administrator at the school. of the curriculum for four or five years.
for social justice and equity. Each content
Discussion again followed the protocol. Students in this course come from a
group was assigned a discussion topic from
For the second component, students con- wide variety of backgrounds and have
a list. A “numbered head” recounted their
nected the tradition of the list to Daniel- a myriad of educational goals. Approxi-
topic for whole group discussion. Students
son’s “Domain 2: Classroom Environment” mately one third to two-thirds of the class
wrapped up the discussion in this second
using four of the five criteria: Designing are international students from China,
component by drawing connections to their
an Environment of Respect and Rapport, Indonesia, the Middle East, and a number
readings on Culturally Responsive Teaching
Establishing a Culture for Learning, Man- of other countries. Along with traditional
and the National School Board Association
aging Classroom Procedures, and Manag- students, some of the American students
Report, again reporting and discussing with
ing Student Behavior. For each criterion, are non-traditional—many of whom intend
the whole group (component two).
students were to draw an example from to teach overseas.
The third book discussion, Alexis’ The
the book in which a teacher did or did not The teacher educator utilized a variation
Absolutely True Diary of a Part-Time In-
demonstrate the criterion and provide evi- on literature circles. The books used over
dian, furthered the discussion on identity
dence for their decisions. Discussion again the past several years include Abu-Jabar’s
and introduced the topic of schooling and
followed the protocol. Crescent, Kahf’s The Girl in the Tangerine
equity of instruction. Students were given a
The sixth and final discussion,focusing Scarf, Nafisi’s Reading Lolita In Teheran,
K-W-L chart to start the conversation: what
on Hadden’s The Curious Incident of the and Yang’s American Born Chinese and
did they Know about “Indian” reservations
Dog in the Night-Time, involved the topic of as a companion to the latter, McCloud’s
before reading the text, what did they
inclusion. Each group had a large sheet of Understanding Comics: the Invisible Art,
Want to know before reading the text, and
poster paper and different colored markers. and Alexi’s The Absolutely True Diary of a
what did they Learn from reading the text.
They drew a T-Chart and labeled one side Part-Time Indian.
Students followed the protocol for both com-
“Inclusion” and the other side “Exclusion.” For their literature circles, students
ponents, but for Component Two, groups
In their groups they listed examples of were given a bibliography of acceptable
were also asked to connect the text to two of
either term from the book using their books and choose one from the young adult
the domains in the Danielson Framework:
particular colors. Once finished, each group list and six from the elementary options.
instruction and professionalism.
posted their paper in designated places for They read in groups each week at the
The fourth book discussion, Belge’s
a “gallery walk” around the room. Each beginning or end of class. When finished
Queer: The Ultimate LGBTQ Guide for
group stopped at their peers’ charts. Using reading each book, the group wrote a
Teens, continued the topic of equity and
their specified colors, students could add review of the book and a reflection on its
social justice by introducing the Theory of
comments on each group’s chart. importance for use in the classroom.
Oppression in a PowerPoint presentation
When the instructor’s timer beeped, Karen Smith, an elementary school
as outlined in the text edited by Adams,
each group rotated until they returned to teacher, created The Literature Circle mod-
Bell, and Griffin (2007) Teaching for Diver-
their original chart. At this point, group el in 1982 (Bedee, 2010). Peralt-Nash and
sity and Social Justice, 2nd edition. After
members read their peers’ comments. Dutch (2000) hold that literature circles
viewing the presentation, students stood
Students were able to extend the “con- provide a low-risk learning environment
in a circle where several students received
versation” with the other groups based for children who are learning English as a
SPRING/SUMMER 2017
13
Feature
second language. Students assume “roles” it is concerned with young adult and mature with more unsophisticated attention to
that guide their reading (Daniels, 1994). themes but with reduced text that makes social issues in and around classrooms,
Roles may include a summarizer, discus- it advantageous for English learners. The encompassing what Banks labels a social
sion leader, connector, word wizard, and/or instructor included Understanding Comics action approach that considers the whole
illustrator. as an introduction for students (and faculty) child and the whole society in the creation
The students met on a weekly basis to new to the graphic novel genre since the and reform of the educational curriculum.
discuss agreed-upon sections, rotating roles book explains the complexities of comic art
among group members. Schifter and Simon and the logistics of reading a different form
References
(1992) suggest that negotiation of shared of text and, thus, prepares them to read
meaning within social interaction often American Born Chinese. Abu-Jaber, D. (2004). Crescent. London, UK:
Picador.
provides a source of cognitive dissonance All the literature circles read Alexi’s Ab-
Adams, M., Bell, L. A., & Griffin, P. (2007). Teach-
that allows individual student to restruc- solutely True Diary for a couple of reasons.
ing for diversity and social justice, 2nd ed.
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New York, NY: Taylor & Francis.
in adult TESOL classes gives pre- and course are international students who are Alexie, S. (2007). The absolutely true diary of
in-service teachers a chance to experience curious about, but know very little about a part-time Indian. New York, NY: Little,
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ZPD-type relationships in university class- in poverty on an Indian reservation. The dream: Young Booker T. Washington. New
York, NY: Little Brown.
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Ballantyne, K. G., Sanderman, A. R., & Levy, J.
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(2008). Educating English language learners:
for a town education. He also suffers from
Building teacher capacity. National Clear-
Modified Literature Circle Strategy: health issues and from bullying and the inghouse for English Language Acquisition.
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Step 1: From the book list provided
it is a lot of fun—students confess to mainstream_teachers.htm
by the instructor, students choose one
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book in the classroom setting. those students will begin to reflect and cisco, CA: Zest.
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All three faculty sought to link current De la Peña, Matt. (2008). Mexican whiteboy. New
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Yang’s American Born Chinese is an
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Appendix
Reading List
Instructional Approach One: Read-Aloud Strategy
Topic: Identity
Rylant, C. et al. When I was young in the mountains. New York, NY: E. P. Dutton.
Topic: Historical Perspectives on Multicultural America
Asim, J. Fifty cents and a dream. Boston, MA: Little Brown.
Weatherford, C. B., & Holmes, E. Voice of freedom: Fannie Lou Hamer. Somerville, MA: Candlestick Press.
Krull, K., & Morales, Y. Harvestiung hope: The story of Cesar Chavez. San Diego, CA: Harcourt.
Tonatiuh, D. Separate is never equal: Syvia Mendez & her family’s fight for desegregation. New York, NY: Abrams.
Linbergh, R., & Paparone, P. Nobody owns the sky: The stoiry of ‘B\”Brave Besdsie” Coleman. Flintshire, UK: Paw Prints Publications.
Say, A. Grandfather’s journey. Boston,MA: Houghton Mifflin.
Topic: Helping Children to Develop Multiple Perspectives
Richardson, J., Parnell, P., & Cole, H. And Tango makes three. New York, NY: Simon & Schuster.
Instructional Approach Two: Topic-Related Strategy
Alexie, S. The absolutely true diary of a part-time Indian. New York,NY: Little Brown.
Belge, K., & Bieschke, M. Queer: The Ultimate LGBTQ guide for teens. San Francisco, CA: Zest.
Davis, S., Jenkinsm, G, Hunt, R., & Draper, S. M. We beat the street: How a friendship pact led to success. Flintshire, UK: Paw Print Publications.
de la Peña, M. Mexican whiteboy. New York, NJY: Random House.
Hadden, M. The curious incident of the dog in the nightime. New York, NY: Doubleday.
Siobhan, V. The list. London, UK: MIRA Ink.
Instructional Approach Three: Modified Literature Circles Strategy
Abu-Jabar, D. Crescent. London, UK: Picador.
Alexie, S. The absolutely true diary of a part-time Indian. New York,NY: Little Brown.
Greene, B. Summer of my German soldier. New York: Bantam Doubleday.
Kahf, M., The girl in the tangerine scarf. New York, NY: Public Affairs.
McCloud, S., & Martin, S. Understanding comics: The invisible art. New York: William Morrow.
Nafisi, A. Reading Lolita in Tehran. New York: Penguin/Random House.
Yang, G. L, & Pien, L. American born Chinese. New York, NY: Square Fish.
SPRING/SUMMER 2017
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