Teaching Multicultural Children’s Literature in a Diverse Society: From a Historical Perspective to Instructional Practice

293 Pages·2023·6.858 MB·English

by  AnnMarie Alberton Gunn, Susan V. Bennett

’
Teaching Multicultural Children s
Literature in a Diverse Society
This textbook is a comprehensive resource for teaching multicultural
children’s literature. Providing foundational information on how and
why to integrate diverse children’s literature into the classroom, this
book presents a necessary historical perspective on cultural groups in the
United States and context for how to teach children’s literature in a way that
reflects and sustains students’ rich cultural backgrounds. The historical
insights and context on diverse cultural groups at the heart of the book
allow readers to deepen their understanding of why teaching about cultural
diversity is necessary for effective and inclusive education. Part I offers
foundational information on how to teach children’s literature in a
diverse society, and Part II overviews pedagogy, resources, and guidance
for teaching specific culturally and linguistically marginalized groups.
Each chapter contains book recommendations, discussion questions,
and additional resources for teachers.
With authentic strategies and crucial background knowledge embedded
in each chapter, this text is essential reading for pre-service and in-service
teachers and is ideal for courses in children’s literature, literacy methods
instruction, and multicultural education.
AnnMarie Alberton Gunn is an Associate Professor of Literacy at the
University of South Florida, U.S.A.
Susan V. Bennett is an Associate Professor of Literacy at the University
of South Florida, U.S.A.

Teaching Multicultural
’
Children s Literature in a
Diverse Society
From a Historical Perspective to
Instructional Practice
Edited by
AnnMarie Alberton Gunn
and Susan V. Bennett
First published 2023
by Routledge
605 Third Avenue, New York, NY 10158
and by Routledge
4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2023 selection and editorial matter, AnnMarie Alberton Gunn and
Susan V. Bennett; individual chapters, the contributors
The right of AnnMarie Alberton Gunn and Susan V. Bennett to be
identified as the authors of the editorial material, and of the authors
for their individual chapters, has been asserted in accordance with
sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical, or
other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or retrieval
system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and
explanation without intent to infringe.
ISBN: 978-1-032-34398-3 (hbk)
ISBN: 978-1-032-32576-7 (pbk)
ISBN: 978-1-003-32194-1 (ebk)
DOI: 10.4324/9781003321941
Typeset in Goudy
by Taylor & Francis Books
Contents
List of Illustrations vii
List of Contributors ix
Foreword xiii
Preface xix
PART I
Multicultural Education within Classroom Teaching 1
1 Creating Spaces of Freedom: Multicultural Education and
Children’s Literature 3
SUE ANN SHARMA AND TANYA CHRIST
2 Classroom Bibliotherapy to Support Social Emotional
Learning: Increasing Inclusion, Kindness, and Understanding
of Diversity 20
MELISSA A. HEATH, ELIZABETH A. CUTRER-PÁRRAGA, AND
ELLIE L. YOUNG
3 Children’s Literature in Immersive Technologies: Stories as
Magical Spaces for Diversity and Inclusion 38
CSABA OSVATH AND JENIFER JASINSKI SCHNEIDER
4 Critical Equity Literacies for Moving Beyond State and
National Standards 56
ALEXANDRA PANOS, KATHARINE HULL, AND KRISTIN VALLE GEREN
5 Censorship: Book Challenges in Classrooms and
School Libraries 73
KAYA VAN BEYNEN AND ALLISON N. SYMULEVICH
vi Contents
PART II
Diverse and Marginalized Groups of People 93
6 Exploring Social Class and Poverty through Children’s
Literature 95
BARBARA J. PETERSON, SUSAN V. BENNETT, AND ANNMARIE
ALBERTON GUNN
7 Reading the African American Family: The Exploration of
the Historical-Political and Sociocultural Representation of
African American Families in Picture Books 107
SHANETIA P. CLARK
8 Southeast Asian Refugee Children’s Literature: A Pedagogical
Tool to Critically Juxtapose War and Migration 119
SOHYUN AN
9 Celebrating Latinx Children’s Literature 134
LYNN ATKINSON SMOLEN
10 Resilience, Courage, Relocation: Deepening Understanding
about Immigrants and Refugees with Children’s Literature 151
GRACE ENRIQUEZ
11 A Critical Multicultural Call to Action: Culturally
Responsive Teaching for Indigenous Populations 171
DONNA SABIS-BURNS (MOHAWK)
12 Using LGBTQ+ Children’s Literature to Create a Sense of
Belonging for All Within Elementary Classrooms 199
AIMEE FRIER AND STEPHANIE BRANSON
13 Children/YA Literature that Represents Disabilities and the
Special Child 213
DAVID ALLSOPP, AIMEE FRIER, AND MARGARET KRAUSE
14 Religious Diversity through Children’s Literature 234
CONNIE R. GREEN
15 Supporting Children and Families Impacted by Incarceration
Through Multicultural Children’s Literature 247
SUSAN V. BENNETT, EMILY MCCONNAUGHY, JESSICA N. SZEMPRUCH,
AND ANNMARIE ALBERTON GUNN
Index 262
Illustrations
Figures
1.1 Shifting demographics in suburban public schools (Chen
et al., 2021, n.p.) 5
7.1 Cover of children’s book to use with reflection questions
provided above 111
8.1 Vietnam War map 121
13.1 Tool for implementing the WISE framework with D/E
related children’s literature 223
Tables
2.1 Multicultural literature for elementary aged classrooms 26
2.2 Building social skills with books: selected books with
lesson plans aligned with SEL 32
A2.1 Resources and book lists to strengthen children’s
sensitivity to diversity 36
3.1 Recommended immersive texts for elementary aged
classrooms 41
4.1 Recommended children’s literature 67
5.1 Frequently challenged books for elementary aged
classrooms 82
A5.1 Principles of selection 87
6.1 Selected themes for educators to consider while evaluating
books representing working class themes 99
6.2 K-5 multicultural literature with portrayals of poor and
working-class characters 101
7.1 Reflection questions to analyze African American families
in picture books 110
7.2 Recommended African American children’s literature
showcasing African American families 114
8.1 Recommended children’s literature 125
viii List of Illustrations
9.1 Recommended pieces: Multicultural literature for
elementary-aged classrooms 141
10.1 Recommended pieces multicultural literature for
elementary aged classrooms 163
11.1 American Indian educational policies created by the federal
government 175
11.2 Guide to selecting children’s books representing Indigenous
populations 183
11.3 Recommended pieces multicultural literature for
elementary aged classrooms 185
12.1 Recommended pieces LGBTQ+ and gender identity for
elementary aged classrooms 207
13.1 Recommended literature for elementary and middle-aged
children in inclusive classrooms 219
14.1 Recommended books on religious diversity 240
15.1 2018–2019 children with a parent who was ever
incarcerated 247
15.2 Evaluating books that represent families members who
have been incarcerated rubric 254
15.3 Recommended pieces multicultural literature for
elementary aged classrooms 255
Contributors
David Allsopp is Professor of special education and teacher education. His
research and writing is focused on implementing effective instructional
practices for students with exceptionalities and teacher education that
enhances teachers’ knowledge and skills to effectively serve students
with exceptionalities.
Sohyun An is a Professor of social studies education, with research and
teaching interests in anti-racist social studies education, critical war
studies, and Asian American studies. She was a former high school
social studies teacher in South Korea.
Susan V. Bennett is an Associate Professor in literacy studies and is a
regional director for the National Association for Multicultural
Education. Her research focuses on issues such as culturally sustaining
pedagogy, multicultural literature, and community literacies, which
includes working in correctional institutions and an afterschool and
summer center.
Stephanie Branson is a visiting instructor in the literacy department at
the University of South Florida. Her research areas include teacher
professional development and exploring effective practices for develop-
ing literacy pedagogical content knowledge. She was a former elementary
grades teacher in Georgia and Florida.
Tanya Christ is a Literacy Professor and Reading Clinic Director. Her
research focuses on early childhood vocabulary, comprehension, and
digital literacies learning; issues of educational access, equity, and
social justice; and teacher education. She was formerly a teacher for
NYC public schools.
Shanetia P. Clark is a former middle school English teacher, and is
currently an Associate Professor of Literacy. She teaches courses in
children’s literature, elementary literacy methods, and aesthetic
education. Her research interests include children’s and young adult
literature and the teaching of writing.