RUNNING HEAD: Cultural Awareness in Literature
Cultural Awareness in Literature
Sarah Revoir
Post University
EDU 604
Dr. Therese M. Ajtum-Roberts
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A multicultural curriculum provides students with the opportunity to learn about different
cultures and to be exposed to diverse perspectives. According to Webster & Walters (2008)
“Demographers project that by 2036 students of color will constitute a majority of the student
population in the United States” (as cited in Hodgkinson, 2001, p. 44). One way a multicultural
education can be taught is through the use of literacy. Educators can create opportunities for
students to learn and grow from one another’s differences and similarities when teaching literacy
by allowing students to analyze various texts from different cultures, to use critical-thinking
skills to examine different types of literature and to work in collaborative groups. This paper will
discuss the above strategies and explain how these strategies can be integrated into an
educational environment.
Through the use of literacy, students have the opportunity to analyze various texts from
different cultures using higher order thinking and critical-thinking skills. One way to infuse
multiculturalism into literature is through the use of book clubs. Geraci (2003) developed a book
club to create opportunities for students to “interact socially with other cultures in a nonthreatening and open setting (p. 54). By having students read different types of literature that
discuss diverse perspectives, students have the opportunity to learn about many different cultures
and discuss the beliefs, customs or values of each culture in a collaborative group. Through
analyzing a book from different perspectives, students understand different ways of thinking and
different ways at looking at things.
Using literature to promote multiculturalism helps students use critical-thinking skills by
identifying similarities and differences that each student may have with other classmates and
using those similarities and differences to grow as learners. By accepting different opinions or
viewing something from a different perspective, students will understand complex texts and use
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higher-order thinking skills. According to Kim, Green, & Klein (2006), “several scholars have
pointed out that instilling multicultural sensitivity is an important part of helping children to
develop a strong social competence, especially given an increasingly diverse society,” (as cited
in Gersten & Weissberg, 1986; Hunter & Elias, 1999, p. 224). Through the use of various
literature novels or texts, students have the opportunity to develop connections between different
cultures and understand the importance of accepting the differences and similarities amongst
many cultures.
Poetry is another way to use literature to bridge the gap between various cultures.
Webster & Walters (2008) stated “because poetry speaks so often to our common human
condition and experiences, it is a bridge connecting the poet, ourselves and others” (p. 44). Since
poetry can be interpreted in many different perspectives and opinions, poetry creates an
opportunity for students to analyze a poem and build off the original understanding of the poem
through a collaborative group.
Poetry also helps students learn to see the similarities and
differences between different perspectives.
Collaborative sharing and discussing of multicultural books helps students learn to see
things from different perspectives. Students are given the opportunity to discuss the components
of a particular culture and then to discover the similarities and differences amongst different
cultures. This also helps students learn how to collaborate and share ideas, which help students
understand the differences amongst various cultures. Geraci (2003) stated in regards to the
multicultural book club, “I wanted the students to learn how to interact socially with students
from other racial, ethnic, and cultural groups,” (p. 55). By creating opportunities for students to
discuss different literature novels or non-fiction texts in an open collaborative setting, students
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begin to understand how to cooperate and accept the similarities and differences that people have
in different cultures and within the classroom environment.
By promoting collaborative literature discussions using multi-cultural books, students are
given the opportunity to further develop in-depth thinking and critical-thinking skills in relation
to literature. Collaborative discussions on multicultural novels helps students develop a deeper
understanding of different cultures through sharing and discussing. Through collaborative
discussion groups, students can share connections, predictions, and questions related to a
multicultural book. By developing opportunities for students to discuss diverse literature in an
open forum, students begin to understand the different opinions that exist within the classroom
and therefore begin to understand the diverse perspectives that exist within the classroom. As
Allender & Adams (n.d) discussed “children’s literature and literature discussions are widely
considered catalysts for children to explore the world and negotiate or affirm their place in it” (as
cited in Farris & Fuhler, 1994, p. 33). Through collaborative groups, students are able to grow as
learners by further developing an opinion using prior knowledge and diverse perspectives to see
something from a different point of view.
Literature groups also further strengthen students’ ability to collaboratively share various
opinions on multicultural books. By allowing small groups of students to each read the same
chapters from a book and then discuss differing opinions, students begin to look at things from
different perspectives and in turn see things in the world through different lenses.
The strategies listed above may take some time to implement into a classroom that is
unfamiliar with collaborative groups or analyzing a text using critical-thinking skills. In order
for educators to understand how to effectively implement multiculturalism into the classroom,
further research would need to be done on the most effective books about culture and how they
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support students in understanding diverse perspectives. It would also be beneficial for further
research to be done on a model lesson plan that utilizes cultural awareness in literature, so
teachers have a guide and model for how to infuse multiculturalism into the language arts
classroom.
Although these strategies may be unfamiliar to some educators, it is important as Morrell
& Morrell have explained to “promote the understanding of others in our primary grade
curricula, and multicultural teachings of multicultural literature is one way of developing that
sort of cultural competence,” (p. 12). While students may be unfamiliar with diverse ways of
thinking, the more practice students have with analyzing books from different cultures and
looking at literature through a variety of perspectives, the stronger the students will become at
looking at the world in different ways. Students will then be equipped with the ability to accept
people with different cultural backgrounds.
The demographics in K-12 classrooms have changed drastically and are continuing to
evolve and become more diverse. According to Iwai, “the U.S. Census Bureau estimates that
over 50 percent of children will be children with diverse cultural and linguistic backgrounds by
2023,” (as cited in Dillon, 2006, p. 185). Also, as stated by Morrell & Morrell (2012), “the
national’s largest 60 school districts, the population is more than 75% non-white with no single
ethnic group compromising more than 40% of the school population,” (as cited in Council of The
Great City Schools, 2011, p. 10). Due to the diverse population in schools, it is critical that
teachers adapt to a multicultural education. One way that a multicultural education can be taught
effectively is through the use of literacy. Educators can do this effectively by creating
opportunities for students to learn and grow from one another’s differences and similarities. By
allowing students to analyze various texts from different cultures, to use critical-thinking skills to
Cultural Awareness in Literature
examine different types of literature and to work in collaborative groups to share ideas, students
will learn to accept different cultural backgrounds and view the world from multiple
perspectives.
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References
Allender, D. & Adams, P. (1999). The Multicultural Library. Multicultural Perspectives, 2, 3337.
Geraci, P. (2003). Promoting Positive Reading Discourse and Self-Exploration Through a MultiCultural Book Club. Journal of Correction Education, 54, 54-59.
Iwai, Y. (2012). Multicultural Children’s Literature and Teacher Candidates’ Awareness and
Attitudes Toward Cultural Diversity. International Electronic Journal of Elementary
Education, 5(2), 185-198.
Kim, B., Green, J., Klein, E. (2006). Using Storybooks to Promote Multicultural Sensitivity in
Elementary School Children. Journal of Multicultural Counseling and Development, 34,
223-234.
Morrell, E. & Morrell, J. (2012). Multicultural readings of multicultural literature and the
promotion of social awareness in ELA classrooms. The NERA Journal, 47(2), 10-16.
Webster, P., & Walters, T. (2008). Brides to Cultural Understanding: Using Poetry to Promote
Multiethnic Awareness. Multicultural Education, 44-49.