MULTICULTURAL
LITERATURE
Definition
Literature about the sociocultural experiences of
underrepresented groups. This literature includes
those who fall outside the “mainstream” of
categories such as race, ethnicity, religion, gender,
sexual orientation, disability, language. This
literature is written by those who are members of
these underrepresented groups and those who fall
within the category of “mainstream.”
Still?
*When was the last time you used a book by/about an
underrepresented group?
*In what context did you use the book?
*How often do you integrate these books into your typical
curriculum?
*Do you consciously consider incorporating these books
into your curriculum?
Choices Annual Report 2011
We received approximately 3,400 books at the CCBC in 2010. Of
those,
 156 books had significant African or African American content
 102 books were by Black authors and/or illustrators
 22 books featured American Indian themes, topics, or characters
 9 were created by American Indian authors and/or illustrators
 64 had significant Asian/Pacific or Asian/Pacific American content
 60 books were created by authors and/or illustrators of
Asian/Pacific heritage
 66 books had significant Latino content
 55 books were created by Latino authors and/or illustrators
http://www.education.wisc.edu/ccbc/books/choiceintro11.asp
Choices Observations/Conclusions


Shortage of books for newly independent readers
Shortage of books about contemporary African
American children
Issues Surrounding Multicultural
Literature


Authenticity (What is authentic? How do you know it
when you experience it?)
Insider/Outsider (Who has the right to tell a specific
story? What are the socioeconomic/political
implications here?)
Approaches to Multicultural Literature
in the Classroom




Tourist—special holidays, study of a culture, special
months, etc.
Additive—pull in experiences and actual cultural
insiders
Transformation—reading to try and understand
from the other perspective
Social Action—transforms students and brings them
to action
“Categories” of Multicultural Literature

Culturally Specific

Generically American

Culturally Neutral
Selection





Consider author/illustrator perspective
Are the characters multidimensional? Recognizable? Not
superficial?
Do the illustrations depict real features? Is the story
realistically resolved?
Is the language authentic?
If the characters have disabilities, are there reciprocal
relationships? Does the story promote positive attitude
towards/understanding of the disability? Does the
character make choices? Are there high expectations
for the character?
Be sure to photocopy handout!
Why Do It?


Multicultural children’s literature offers
representations and validation to/for groups that
don’t typically have a voice.
Those are members of a mainstream group become
more aware of the true nature of our society and
their place in it