UNIVERSITY OF WISCONSIN-MILWAUKEE
School of Information Studies
L&I SCI 741: Multicultural Children’s Literature
SYLLABUS
Instructor: Dr. Laretta Henderson
E-mail: Henderso@uwm.edu
Office Hours: TBA
Office Location: Bolton Hall Rm 660
Phone:
414-229-6723
Fax:
414-229-6699
Meeting Times & Location: TBA
CATALOG DESCRIPTION:
This course is an exploration of the children’s literature representing racialized
groups in the United States. The discussion will focus on evaluating and selecting
material using critical race theory. 3 credit hours
GENERAL DESCRIPTION:
This course is an exploration of the literary and cultural heritage of parallel
culture in the United States including African Americans, Arab Americans,
Asian Americans, Latino(a)s, and Native Americans. The course focuses on
major issues in multicultural children’s literature such as representation,
cultural authenticity, and evaluative criteria using critical race theory as our
guiding premise.
PREREQUISITES:
L&I SCI 645: Library Materials for Children, an equivalent, or permission of the
instructor.
OBJECTIVES:
Upon completion of the course, students will be able to:




Read a variety of literature from each ethnic group under discussion;
Become acquainted with the major discourses in multicultural children’s
literary criticism;
Be exposed to historical images of each cultural group and how these
images inform current literature and literary criticism;
Recognize the ways in which a piece of literature reflects the ethnic group.
This may include themes, values, characters, setting, plot, style, language,
and authenticating details;
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


Acquire knowledge of how each ethnic group’s literature contributes
positively to the pluralistic nature of the United States;
Generate culturally relevant criteria for evaluating the literature of
multicultural children’s literature in general and each ethnic group
individually
Will use culturally relevant reference and review sources.
COMPETENCIES ADDRESSED:
The course meets the following ALA competencies:
1. Foundations of the Profession
 The ethics, values, and foundational principles of the library and
information profession.
 The role of library and information professionals in the promotion of
democratic principles and intellectual freedom (including freedom of
expression, thought, and conscience).
 National and international social, public, information, economic and
cultural policies and trends of significance to the library and
information profession.
 The techniques used to analyze complex problems and create
appropriate solutions.
 Effective communication techniques (verbal and written).
2. Information Resources
 Concepts, issues, and methods related to the acquisition and
disposition of resources, including evaluation, selection, purchasing,
processing, storing, and deselection.
3. Organization of Recorded Knowledge and Information (N/A)
4. Technological Knowledge and Skills (N/A)
5. Reference and User Services
 The concepts, principles, and techniques of reference and user
services that provide access to relevant and accurate recorded
knowledge and information to individuals of all ages and groups.
 Techniques used to retrieve, evaluate, and synthesize information
from diverse sources for use by individuals of all ages and groups.
6. Research
 The central research findings and research literature of the field.
7. Continuing Education and Lifelong Learning
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
The necessity of continuing professional development of practitioners
in libraries and other information agencies.
8. Administration and Management (N/A)
METHOD:
This is not a lecture course. Instead, it relies heavily on student generated
discussion to facilitate your understanding of the text and to assure that we
develop into a community of learners.
The course is offered online and onsite.
Students with special test and note-taking needs should contact the instructor as
early as possible for accommodations. See policies below.
COURSE READINGS:
One of the goals of the course is to expose you to as much literature as possible.
To accomplish this task, I ask that when you are given a choice of what to read
that you select a book that you have not read in the past. Rereading material
may lower your grade.
Throughout the semester I ask you to read a “book.” My assumption is that you
will select a text that is a minimum of 150 pages. If you would like to read
another format the exchange rates are 5 picture books equal a chapter book.
One and one-half hours of video equals a chapter book. Evaluate audio books
based upon their printed format. This formula applies to all assignments
throughout the semester except the unit on biographies.
TEXTS:
REQUIRED:
Critical Sources
Cai, M. (2002). Multicultural literature for children and young adults.
Westport, CT: Greenwood Press.
Delgado, R., & Stefancic, J. (Eds.) (2001). Critical Race Theory: An
Introduction. New York: NYU Press.
Children’s Literature: Chapter Books
Bruchac, (2006). Hidden roots. New York: Scholastic, Inc.
Multicultural Children’s Literature
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Carvell, M. (2005). Sweetgrass basket. New York: Dutton Juvenile.
Curtis, C. (1997). The Watsons go to Birmingham—1963. New York: Random
House Childrens Book
Dalgliesh, A. (1954/1991). The courage of Sarah Noble. New York: Simon &
Schuster Children's Publishing.
Fleishman, P. (1997/2004). Seedfolks. New York: HarperTeen.
Kent, R. (2007). Calamari and Kimchi. New York: HarperCollins.
Lin, G. (2007). The year of the dog.
New York: Little, Brown.
Namioka, L. (2003). Half and half. New York: Delacorte Press.
Park, L., S. (2001). A single shard. New York: Clarion.
Resau, L. (2009). Red glass. New York: Delacorte Books for Young Reader.
Ryan, P., M. (2005). Becoming Naomi Leon. New York: Scholastic.
Woodson, J. (1997). From the notebook of Melanin Sun. New York: Putnam.
Yep, L. (1998). The case of the Goblin Pearl. New York: HarperCollins.
Yep, L. (1995). Thief of hearts. New York: HarperCollins.
Videos
All of the videos, except for Disney’s—which are easy to locate, are posted on
D2L.
Carter, The Education of Little Tree
Disney, Aladdin
-----, Beauty and the Beast
-----, Lion King
-----, Pocahontas
-----, Recess (on D2L)
Lesiak, In the White Man’s Image
Picker, Mickey Mouse Monopoly
Rosenstein, In Whose Honor
Riggs, Ethnic Notions
Miller, Happy Feet
Strain, The story we tell
Strain, The house we live in
Multicultural Children’s Literature
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Required Articles on E Reserve
Andersen, C. (2009). “Remake of Tezuka's Popular Story Turns Into Denial?”
Online at http://www.kimbawlion.com/rant2.htm
Akbar, A. (17, July, 2008). Disney's 'subservient' black princess animates film
critics. The Independent. Online at: http://www.independent.co.uk/artsentertainment/film-and-tv/news/disneys-subservient-black-princessanimates-film-critics-869725.html
Barrera, R., B. & Garza de Cortes, O. (1997). “Mexican American Children's
Literature In The 1990s: Toward Authenticity.” In V. Harris (Ed.), Using
Multiethnic Literature in the K-8 Classroom. Norwood, Mass.: ChristopherGordon.
Bruchac, J. (2009). After the darkness. Multicultural Review, 18(1), 40-42.
Dodai (2008). “Why Is Disney's First Black Princess Such A Challenge?” Online
at: http://jezebel.com/5026242/why-is-disneys-first-black-princess-sucha-challenge
Dow, J. (2009). It’s about power. Multicultural Review, 18(1), 43.
Dressel, J. H. (2005). “Personal response and social responsibility: Responses of
middle school students to multicultural literature.” Reading Teacher. Online
at: http://www.reading.org/publications/journals/rt/v58/i8/abstracts/RT-58-8Dressel.html
Horning, K. T., Lindgren, M. V. Michaelson, T., and Schliesman, M. (2009).
Multicultural writing (and illustrating, too!). CCBC. Online at:
http://www.education.wisc.edu/ccbc/books/choiceintro09.asp
Johnson & Mongo, “African American Children’s Literature in the Twentieth
Century.” In Leonard Pavonetti (Ed.), Children’s Literature Remembered:
Issues, Trends, and Favorite Books 125-138.
Kanell, B. (2009). The strands of historical fiction: Documentation, analysis,
and storytelling in The Darkness Under the Water. Multicultural Review,
18(1), 36-39.
Kivel, P. (2005). How White people can serve as allies to people of color in the
struggle to end racism. In P., S. Rothenberg (Ed.), White Privilege (pp.
139-147). New York: Worth Publishers.
Multicultural Children’s Literature
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League of Women Voters, (1975). Children’s Impressions of American
Indians. In A. Hirschfelder, P. F. Molin, Y. Wakim (Eds.), American
Indian Stereotypes in the World of Children: A Reader and Bibliography.
Lanham, MD: Scarecrow Press.
Leonard, G. D. (1993). Multiculturalism and library services. In K. Parish &
B. Katz (Eds.), Multicultural Acquisitions (pp 3-20). Metuchen N. J.:
Scarecrow Press.
Levy, M. (2000). The coming of war. In M. Levy (Ed.), Portrayal of
Southeast Asian Refugees in Recent American Children's Books (pp. 4946). Lewiston: Edwin Mellen.
Levy, M. (2000). A new world. In M. Levy (Ed.), Portrayal of Southeast
Asian Refugees in Recent American Children's Books (pp. 47-56).
Lewiston: Edwin Mellen.
MacCann, D. R. (1989). Introduction. In D., R. MacCann (Ed.), Social
Responsibility in Librarianship: Essays on Equality (pp. 1-12). Jefferson,
NC: McFarland.
MacCann, D. R. (1989). Equality and ambiguity in library services to children.
In D., R. MacCann (Ed.), Social Responsibility in Librarianship: Essays on
Equality (pp. 81-96). Jefferson, NC: McFarland.
MacCann, D. R. (1989). Libraries for immigrants and “minorities”: A study in
contrasts. In D., R. MacCann (Ed.), Social Responsibility in Librarianship:
Essays on Equality (pp. 97-116). Jefferson, NC: McFarland.
Montano, J., A. (2009). “Border crossing in children’s and young adult
literature: Transnationalism in the works of Francisco Jimenez, Pam Munoz
Ryan, and Gloria Anzaldua.” Multicultural Review, 18(1), 23-28.
Morrison, T. (1992). Playing in the dark: Whiteness and the literary
imagination. New York: Vintage Books. pp. V-18; 51-53; and 63-69.
Nieto, S. (1997). “We Have Stories to Tell: Puerto Ricans in Children's Books.”
In V. Harris (Ed.), Using Multiethnic Literature in the K-8 Classroom.
Norwood, Mass.: Christopher-Gordon.
Noel, J. (2000). “The Identity Construction Process.” In J. Noel (Ed.),
Developing Multicultural Educators (pp. 145-168). New York: Longman.
Oklahoma Indian Times. (2006). "Native American children recognize media
stereotypes." Online at: http://ishgooda.org/racial/ranews1.htm
Multicultural Children’s Literature
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Reese, D., A. “Native Americans in Children's Books of the Twentieth Century.”
In Leonard Pavonetti (Ed.), Children’s Literature Remembered: Issues,
Trends, and Favorite Books
Rinaldi, A. (2002/2003). How dare I write multicultural novels? Booklinks.
12(3), 31-33.
Sands-O’Connor, K. (2001). “Why are people different?: Multiracial families in
picture books and the dialogue of difference.” The Lion and the Unicorn,
25(3), 412-426. Or online at:
http://muse.jhu.edu/journals/lion_and_the_unicorn/v025/25.3sandsoconnor.html
Seale, D & Dow, J. (2009). The Darkness Under the Water and the Vermont
Eugenics Survey. Multicultural Review, 18(1), 32-35.
Seale D. & Slapin, B. “Living stories.” In B. Seale & D. Slapin (Eds.), A Broken
Flute: The Native Experience in Books for Children. Lanham, MD: AltaMira
Press.
Tolson, N. (2005). The Black aesthetic within black children's literature. In D.
Henderson & J. P. May (Eds.), Exploring culturally diverse literature for
Children and Adolescents: Learning to Listen in New Ways (pp. 65-78).
Boston: Pearson.
Tucker, William H. (1994). "Introduction: To Make Nature an Accomplice." In
W., H. Tucker (Ed.), The Science and Politics of Racial Research (pp.1-8).
Urbana: University of Illinois.
Tucker, William H. (1994). "Applying Science to Society: The Eugenics
Movement in the Early Tweniteth Century.” In W., H. Tucker (Ed.), The
Science and Politics of Racial Research (pp. 54-137). Urbana: University of
Illinois.
Wander, P., C. Martin, J., N. & Nakayama, T., K. (2005). The roots of racial
classification. In P., S. Rothenberg (Ed.), White Privilege (pp. 29-34). New
York: Worth Publishers.
Yokota, J., & Bates, A. (2005). Asian American literature: Voices and images
of authenticity. In D. Henderson & J. P. May (Eds.), Exploring Culturally
Diverse Literature for Children and Adolescents: Learning to Listen in New
Ways (pp. 332-335). Boston: Pearson.
RECOMMENDED: N/A
Multicultural Children’s Literature
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COURSE SCHEDULE:
Week:
1
2
Topics:
Readings:
Social
Foundation of
Libraries;
Defining
Multicultural
Children’s
Literature
MacCann, Introduction
----, Equality and Ambiguity in Library Services to
Children
----, Libraries for Immigrants
and “Minorities”
Social
Construction of
Race;
Critical
Race Theory
Strain, The story we tell
Strain, The house we live in
Cai, “Defining Multicultural Literature”
----, “Classifying Multicultural Literature”
Delgado & Stefancic, Critical Race Theory
Fleishman, Seedfolks
Savgeau, Muskrats will be Swimming
Holman, Grandpa, Is Everything Black Bad?
Yin, Coolies
3
“Playing in the
Dark”
Morrison, “Playing in the Dark”
D’Algliesh, The Courage of Sarah Noble
Seale & Slapin, “Living Stories”
Happy Feet (video)
Recess (video on D2L)
Dressel, “Personal Response and Social Responsibility”
4
Cultural
Authenticity
Horning, “Multicultural Writing (and Illustrating,
Too!)”
Cai, “Imagination, Ethnicity and Cultural Authenticity”
Rinaldi, “How Dare I Write Multicultural Novels?”
The Education of Little Tree (video on D2L)
Carvel, Sweetgrass Basket
Review of Rinaldi’s, My Heart is on the Ground on
Oyate.org
Cai, “Reader Response Theory”
Multicultural Children’s Literature
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Assignment Due: Cultural Accuracy
5
Representation
In Whose Honor (video)
Website:
http://www.authentichistory.com/diversity/index.html
(Native Americans and Mexican Americans)
Native Americans
Ten Little Indians
Grossman, Ten Little Rabbits
Hoffman, Amazing Grace
Mexican Americans
Yo quiero Taco Bell Commercials at:
http://www.everwonder.com/david/tacobelldog.html
Speedy Gonzales Cartoons at:
http://www.youtube.com/watch?v=t43_ilAdwC8
Disney's Beverly Hill Chihuahua at
http://www.youtube.com/watch?v=K7tleFb6TlI.
Cai, “Stereotypes and the Politics of Representation”
Oklahoma Indian Times, “Native American Children
Recognize Media Stereotypes"
6
Representation
Cai, “Cultural Correctness and the Evaluation of
Multicultural Literature”
Website:
http://www.authentichistory.com/diversity/index.html
Ethnic Notions (video on D2L)
African Americans
Ten Little Niggers (on D2L)
Bannerman, H. The Story of Little Black Sambo
Hevron, Nappy Hair
Tarpley, I Love My Hair
Zemach, Jake and the Honeybunch go to Heaven
Isadora, Ben’s Trumpet
Slaying the Dragon (video on D2L)
Asian Americans
Bishop, Five Chinese Brothers
Mahy, Seven Chinese Brothers
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7
The Evil
Empire:
Representations
of Race in
Disney’s Movies
Tucker, Seven Chinese Sisters
Villanueva, Nene and the Horrible Math Monster
Disney’s Aladdin
-----, Beauty and the Beast
-----, Lion King
-----, Pocahontas
Mickey Mouse Monopoly (video on D2L)
League of Women Voters, “Children’s Impressions of
American Indians”
Wisnniewski, Sundiata
Andersen, “Remake of Tezuka's Popular Story Turns
into Denial?”
8
Spring break
No class
9
African
Americans in
Children’s
Literature—The
Black Aesthetic
Cai, “From Informing to Empowering”
Johnson & Mongo, “African American Children’s
Literature”
Tolson, “The Black Aesthetic within Black Children's
Literature”
Curtis, The Watsons go to Birmingham—1963
Lee, Four Little Girls (posted on D2L)
1) 1) Nonfiction book about the Civil Rights Movement of
your choice
Or
2) 2) An additional book by Curtis
10
Asian
Americans in
Children’s
Literature
Yokota, “Asian American Literature”
Park, A Single Shard
Lin, The Year of the Dog
Levy, “The Coming of War”
-----, “A New World”
Cha, Dia's Story Cloth
Garland, The Lotus Seed
Marchant & Marchant, A Boy Named Chong
Shea, The Whispering Cloth
Tuyet, The Little Weaver of Thai-Yen Village
Multicultural Children’s Literature
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11
Asian
Americans in
Children’s
Literature
Noel, “The Identity Construction Process”
Recorvits, My Name is Yoon
Yang, Hannah Is My Name: A Young Immigrant's Story
Yep, Thief of Hearts
Yep, The Case of the Goblin Pearl
A book of your choice with a Southeast Asian
protagonist
12
Multi-racial
Children in
Children’s
Literature
Sands-O’Connor, “Why Are People Different?”
By Birth
Adoff, Black is Brown is Tan
Friedman, How My Parents Learned To Eat
Wing & Casilla, Jalapeno Bagels
Williams, The Rabbits' Wedding
Lacapa, Less than Half, More than Whole
Namoika, Half and Half
By Adoption
Cummings, M. Three Names of Me
Say, Allison
Wong, Journey Home
Kent, Calamari and Kimchi
13
Native Americans
in Children’s
Literature:
Science and
Racism
Cai, “Crossing Cultural Borders”
Reese, “Native Americans in Children's Books of the
Twentieth Century”
Tucker, "Introduction: To Make Nature an
Accomplice”
Eugenics
Seale, D & Dow, J. “The Darkness under the Water and
the Vermont Eugenics Survey”
Kanell, B. “The Strands of Historical Fiction”
Bruchac, J. “After the Darkness”
Dow, J. “It’s about Power”
Bruchac, Hidden Roots
1) Evaluating Nonfiction
Select and evaluate a nonfiction text about Native
Americans (be sure to support your analysis with at
least culturally relevant references)
Or
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2) Contemporary Realistic Fiction
Select a book of contemporary realistic fiction about a
Native American protagonist
Optional Background Information: Tucker, "Applying
Science to Society”
14
Latino(a)s in
Children’s
Literature
Barrera, R., B. & Garza de Cortes, O. “Mexican
American Children's Literature in the 1990s”
Nieto, S. “We Have Stories to Tell: Puerto Ricans in
Children's Books”
Crossing Borders
Resau, L. Red Glass
Ryan, P., M. Becoming Naomi Leon
Anzuldua, Friends from the Other Side
Montano, “Border Crossing in Children’s and Young
Adult Literature”
Visual Interpretive Analysis
Lane, K. Come Look with Me: Latin American Art
Bernier-Grand, C. Frida: ¡Viva la vida! Long Live Life!
Montes, Los Gatos Black on Halloween
Krull, Harvesting Hope: The Story of Cesar Chavez
15
Gay and
Lesbian Themes
in Children’s
Literature:
“Two in Twenty
Because One in
Ten is Lonely”
It’s Elementary (video on D2L)
It’s Still Elementary (optional video on D2L)
de Haan, King and King
Gonzalez, Antonio's Card
Richardson, & Parnell, and Tango Makes Three
Garden, Molly's Family
Woodson, From the Notebook of Melanin Sun
A book of your choice from this genre that features a
racialized protagonist
Assignments Due: Annotated Bibliography;
Research Paper Due Date TBA
Research Paper will function as the final
Multicultural Children’s Literature
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examination
ASSIGNMENTS:
All assignments are to be:
 Typed in Microsoft Word using a 12 point, Times Roman font
 Double-spaced
 Documented using either MLA or APA formats (failure to consistently
document your sources will result in a 25% reduction in the grade for the
paper)
 Edited for writing and organization

Submitted on the date noted on the syllabus. The policy for submitting late papers is: 10% deducted the
first day, 20% deducted the second day, not accepted the third day or later.

Use Windows 2007 or lower to save and submit your documents. The
university does not run Windows Vista, OS X, or Linux. See the
Campuswide Document Standard at
https://www4.uwm.edu/uits/campus/policies/campus_document_standard/
index.cfm for additional information.
DESCRIPTIONS OF ASSIGNMENTS:
Cultural Accuracy Exercise
Please determine the cultural and historical accuracy of Carvel’s Sweetgrass
Basket and Carter’s The Education of Little Tree. While you are more than
welcome to review print sources, I strongly suggest that you conduct your
research via the internet. In so doing, determine the ethnicity of the author, the
accuracy of the texts, and what, if anything, is we should do about the
book/video.
After having come to some conclusions, or a new array of questions, write a 3-5
page essay reporting your findings.
Annotated Bibliography
Read the equivalent of 10 chapter books for an annotated bibliography. The
composition of this list is up to your discretion. It may have a focus on a group,
a resource, the stages of racial identity development, or an issue of interest to
you.
Begin the paper with a 2 page introduction that discusses anything you found
noteworthy in the literature.
Each annotation should begin with a complete citation of the text followed by a
brief plot summary and critique. Please note: I am far more interested in your
critique. Therefore keep the summary at 2-3 sentences and spend more time on
the critique. Organize and label the annotations by format e.g. videos,
magazines, etc.
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You should be able to get three single-spaced reviews per page.
Research Paper
In this 20 page research paper write about an area of multicultural children’s
literature or library services as it relates to multicultural children’s literature. See
me to discuss possible options.
Participation
Please write a 2 page self-evaluation of your class participation to help me
determine your participation grade.
CLASS PARTICIPATION:
Class Discussion in Online Format
Engaged and thoughtful participation in class discussion is the single most
important element of online courses. Therefore, it is essential that you complete
assignments, e.g., the readings, contribute comments and questions that propel
the discussion forward, and respond to your classmates.
Our discussions are critical in nature thus, we will move beyond reader response
and one’s aesthetic reaction to a text. While such input is valuable, it is not the
focus of our conversation. Further, we are interested in all children thus, we will
not limit our discussion to the children in our families nor of our childhood
experiences. Again, using them as examples is useful but, we not limit our
discussion to the children we know. Instead we will complicate our conception of
“children” to include as much diversity as possible.
As this is a conversation, be sure to read and respond to your colleagues
comments.
For Online Classes
I expect you to post at least twice to each forum for the discussion. I will deduct
4% of your attendance grade for each missed post.
For Onsite Classes
Your attendance is expected. Being consistently late or missing class will impact
your learning process and your grade. I will deduct 7% from your attendance
grade for each absence.
Your participation in discussion will be graded using the following rubric:
Distinguished--A
Proficient--B
Always well prepared
Prepared for
for discussion. Evident discussion most of the
Basic--C
Prepared for
discussion some
Multicultural Children’s Literature
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that individual has
completed reading the
entire assignment
prior to discussion
week. Brings
additional material to
discussion. Engages
classmates in dialogue
that adds synthesis,
clarification and
significant dimension
to discussion.
time. Evident that
individual completed
most of the reading
prior to discussion
week. Comments are
well supported with
the assigned readings
and show above
average thought.
Supports and engages
classmates.
times. It was not
evident that student
completed reading
prior to discussion
period. Comments are
not well supported
with sources or lived
experiences. Posts are
isolated from class
dialogue.
Consistently
contributes comments
that demonstrate
critical and insightful
analysis of the
material.
More often than not
comments that
demonstrate critical
and insightful analysis
of the material.
Sometimes
contributes comments
that demonstrate
critical and insightful
analysis of the
material.
Commonly posts more
than twice to each
forum and read’s all of
their colleagues’
comments.
Consistently
contributes to
discussions in
messages of
constructive length—
not too brief, not too
wordy.
Posts twice or more to
each forum and reads
most of their
colleagues’
comments.
More often than not
contributes to
discussions.
Posts consistently fall
below the minimum
requirement. Does
not consistently peer’s
posts.
Sometimes
contributes to
discussions.
No Post Day!! In an effort to manage the workload, we will not post on
Wednesdays. A new work will begin on Thursdays.
EVALUATION:
Percentage of
Final Grade
Participation
20%
Cultural Accuracy Exercise
Annotated Bibliography
10%
20%
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Research Paper
50%
Total
100%
GRADING SCALE:
96-100
A
74-76
C
90-95
A-
70-73
C-
87-90
84-86
B+
B
67-69
64-66
D+
D
80-83
B-
60-63
D-
77-79
C+
Below 60
F
ATTENDANCE REQUIREMENTS AND POLICIES
Your attendance and active participation in class are expected. Absences may be
excused by notifying the professor prior to class and by participating in the online
section of the course for that week. Otherwise, unexcused absences will impact
your participation grade.
UWM ACADEMIC POLICIES
See <http://www4.uwm.edu/secu/SyllabusLinks.pdf>.
SOIS ACADEMIC POLICIES
See < http://www4.uwm.edu/sois/resources/formpol/index.cfm>.