Culturally Diverse Literature

CULTURALLY DIVERSE LITERATURE: Enriching Variety in an Era of Common Core State Standards Author(s): Fenice B. Boyd, Lauren L. Causey and Lee Galda Source: The Reading Teacher, Vol. 68, No. 5, Teacher Empowerment (February 2015), pp. 378-387 Published by: International Literacy Association and Wiley Stable URL: https://www.jstor.org/stable/24575249 Accessed: 01-04-2019 13:41 UTC JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms

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CULTURALLY diverse

LITERATURE

Enriching Variety in an Era of Common Cor

Standards

Fenice Fen iceB. B. Boyd Boyd ■ ■ Lauren Lauren L. L. Causey Causey ■ ■ Lee Lee Galda Galda

hy allall teachers— hy is is it it important importantfor for teachers— especially especially (italics added (italics for emphasis) added young for emphasis) children. young

from through thethe university frompre-K pre-K through university Because Adichie Because had Adichie only read books had with onlycharacters read books with

level—to level—to integrate integrate culturally culturallydiverse diverse foreignforeign to Nigeria,to she Nigeria, was convinced she was that characters convinced that c

▼ literature literature in in their their teaching? teaching?Why Whyin do do her allall own instories her had own to stories be from places had to other be than from places o readers varied diet of of books thather reflect readers need needa arich richand and varied diet books that home reflect country, her andhome the context country, of the and stories the hadcontext of

the the many many different differentethnic, ethnic,cultural, cultural, socioeconomic, socioeconomic, to be about and things and towith be which aboutshe things could not with person which she co

linguistic linguistic groups groups that that make make up upmultiple multiplevoices, voices, ally indi identify, indi- ally because identify, that was allbecause that she read. thatAfter was all that s

vidual around vidual lives, lives, social social attributes, attributes, and andperspectives perspectives discovering around books discovering with African books characters, withwritten African charact

the world? MacArthur Award-winning Nigerian nov by authors novfrom byAfrican authors nations, from fortunately African Adichie nations, fortu elist answers these elist Chimamanda ChimamandaAdichie Adichiepartially partially answers went these through went a "mental through shift" ina her "mental perceptions shift" of in her

questions questions when when she she explains explains "the "thedanger dangerof ofthe literature. thesingle single She literature. states, "I realized Shethat states, people"I like realized me, that pe

story." story." In In her her 2009 2009lecture lecture(www.ted.com/talks/lang/ (www.ted.com/talks/lang/ girls with skin girls the color with of chocolate skin the whose color kinky ofhair chocolate w

en/chimamanda_adichie_the_danger_of_a_single_ en/chimamanda_adichie_the_danger_of_a_single_ could not form could ponytails, not form could also ponytails, exist in literature." could also exist story.html), story.html), Adichie Adichie tells tells us that us that she grew she grew up on a discovery on a This discovery a new lead beginning Thisup was a new beginningwas for Adichie,

university university campus campus in in eastern eastern Nigeria Nigeriaand andstarted started ing herread readto writeing about her ideas toshe write could about relate toideas and had she could

the ing British British and and American American children's children'sbooks booksaround around experienced. theShe experienced. also makes theShe point also thatmakes just read the point t

age of Adichie of 4. 4. With With pencils pencilsand andcrayons crayonsininhand, hand, ing Adichie one book ing about one anybook particular about culture anyor particular group of culture

began own stories around the the agepeople of 7,is began writing writingher her own stories around age ofalso 7,very people dangerous. is also No very group or dangerous. individual No gro

where reflected thethe exact traits and cul where her hercharacters characters reflected exact traits has aand single culstory, hasand a single knowingstory, only one and story knowing leads to only on

tures tures of of the the characters charactersthat thatshe shewas was reading. reading. the She She creation tells tellsofthe assumptions creation andof stereotypes. assumptions and stereo

us us that thather hercharacters characters "were "were white white and blue-eyed, and blue-eyed, Adichie's story Adichie's of the books story she read ofasthe a young books she re

played played in in the the snow, snow, ate ateapples, apples,and andtalked talkeda alot child lot about about and howchild they influenced and howthe they stories influenced she wrote the stori

the the weather." weather." Adichie Adichielived livedininNigeria Nigeria and, and, atat resonates the the time, time, with many resonates scholars'perceptions with manyand scholars'percept expe

had had never never been been outside outsideof ofher herhome home country. country. riences There There withriences story characters. with story Like Adichie, characters. Au (2011) Like Adich

was no snow in Nigeria, people ate mangoes, and they never never talked talked about about the weather the weather because, as because, she asserts,as she asserts, — ——

Fenicedrank B. Boyd is an professor of education at the "there there waswas no need noto." need Her characters to." Her alsocharacters drank a lot also a associate lot Fenice B.literacy Boyd is an associate pr

University University at Buffalo, at Buffalo, The State University The State of New University York, Buffalo, USA; of New York, B

of ofginger ginger beer because beer that's because what the that's characters what drankthe characters drank e-mail -mail [email protected]. [email protected]. in inthe the British British books shebooks read, ".. she .neverread, mind that "..I .never had mind that I had independent Lauren Lauren L. Causey L. Causey is an independent is an scholar, Minneapolis,scholar, Minnesota,

Minneapoli

USA; e-mail [email protected]. no noidea idea whatwhat ginger beer ginger was," she beer says.was," After briefly she says. After briefly USA; e-mail iaurenlcausey@

Galda is Marguerite of Children's and Young summarizing summarizing her experiences her experiences as a young reader as a and youngLeereader and Henry Lee Professor Galda is Marguerite Henry Pro

Adult Adult Literature, Literature, Emerita, University Emerita, of Minnesota, University Minneapolis, of Minnesota, USA; Minne

writer, writer, Adichie Adichie concludes concludes by stating thatby we'restating all made e-mail that we're all made e-mail [email protected]. [email protected].

impressionable impressionable and vulnerable and by vulnerable the stories weby read,the stories we read,

The Reading Teacher Vol.68 Issue 5 pp. 378-387 D0l:10.1002/trtr.1326 ©2015 International Literacy Association

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CULTURALLY DIVERSE LITERATURE: ENRICHING VARIETY IN AN ERA OF COMMON CORE STATE STANDARDS

also grew up with books that did not

also grew up with books that did not <>^s Iwe are thoughtful in selecting lit "Asawe are thoughtful literature student, doinoselecting J o

reflect she is. reflect who she who is. "As a student, I do As

not remember we add thinking to the curriculum,it we also odd must never

not remember thinking it odd never

to to come come across a book across writtena bybook an written by an Asian American or with Asian American

Asian American be thoughtful or with in considering Asian students American

characters characters or, for that matter, or,with for any that matter, with any

and their communities character but European American

but European American characters. I

assumed assumed that books were that supposed books to were supposed to represent represent another world,another not anything world, not anything 2013). The point empha are not that separate from race, ethnicity, close close to my own to experience, my sinceown that Cullinan, experience, since Cullinan, was the case with all the case books I had with sized here is significant; is important was the all the itbooks Iculture, had here is and sized language; rather, they are

ever ever read" (pp.read" 16-17). Adichie's (pp. and

2013 sign

to not just see self Adichie's and others but to rec intertwined. As not stated by just Boyd (2003), 16-17). and to see self

"Multicultural literature in the over ognize oneself in others, toup understand Au's experiences growing as young ognize oneself in Au's experiences growing up as young our commonconvey humanity (Galda etthat al., allstudents English language arts curriculum... readers readers and writers convey and that students writers our common

2013). As Rosenblatt arguedand is a long overdue and positive change shape shape their view of their the world and view of of the (1938/1995) world of 2013). Asto Rosenb so many years ago, this understanding the study of literature that offers teachers themselves themselves partly through the partly books through the books so many years ag

and students a more realistic reflection of to achieving the goal of they they read. Scholars read. and researchers Scholars such is fundamental and researchers such is fundamental an equitable, peaceful society. And withattest society, history, education, and schools asas Rosenblatt Rosenblatt (1938/1995) also attest (1938/1995) also an equitable, peac selection of excellent books to notion. tothis this notion. careful selection careful of excellent books for in for the United in the States" United States" (p. 461). (p. 461). What we choose to include in our children and young adults, adults, teachersteachers and Almost Almost5050years years ago, ago, poetpoet and critic and critic children and young and What we choose to include in our educators can prepare students curricula depends on theon students we Nancy NancyLarrick Larrick wrote wrote an article an article titled titledteacher teacher educators can prepare students curricula depends the students we andand the curricula we needwe to "The World of Children's "TheAll-White Ail-White World of Children's f°r for creating creating and and maintaining maintaining a better a betterteach teach the curricula

need to

world. Our point is that is teaching—and enact.enact. Certainly, as we are thoughtful Books," Books,"in inwhich which she she argues argues that that all chil all chilworld. Our point that teaching—and Certainly, as we are thoughtful dren need to see themselves and others especially teaching with literature—is dren need to see themselves and others especially teaching with literature—is in selecting in selecting choiceschoices about any about liter any liter ature ature we addwe to add the to curriculum, we political. The books that wethat offer in in the thebooks books they they read. read. Larrick Larrick insisted insisted political. The books wechil offer chilthe curriculum, we

dren will affect them and theirand worlds. that never see themselves in thatififchildren children never see themselves in dren will affect them their worlds. also must also be must thoughtful be thoughtful in considering in considering

books, books, theythey receive receive the subtle messages the subtle

that that they they are not are important not important enough to

students and their communities, messages students and their communities, strivstriv

to avoid differences of opinion of opinion enough Culturally to Culturally Diverse Diverse ing ingnot not to avoid differences

Literature appear appear in in books books and that andbooks thatarebooks not are not Literature

for Conversely, if children see only forthem. them. Conversely, if children seeWhat only do What we by mean by culturally we do mean culturally diverse diverse

themselves the books they read,read, they they themselvesinin the books they literature? literature? As a As social a social construct, construct, diversity diversity

PauSe PçuZe wo* ancS Ponder

come thethe conclusion that those whothose who cometo to conclusion that is complex, is complex, complicated, complicated, multidimen multidimen

sional, and fluid. In terms of literature, are are different different from from them them are not areworthy not worthy sional, and fluid. In terms of literature,

• When I select literature, what criteria am

themes centered on race, ethnicity, of appearing in books. themes centered on race, ethnicity, ^ This idea is central to the notion of

of appearing in books.

This idea is central to the notionculture, of culture, and languages and languages are commonly are commonly

I using? How am I including culturally

books mirrors and windows (Bishop, (Bishop, diverse in my classroom? booksas as mirrors and windows considered considered importantimportant characteristics characteristics of of literature K| 1990; 1998; Glazier & Seo,&2005), 1990;Galda, Galda, 1998; Glazier Seo, 2005), diversity. diversity. Hermann-Wilmarth Hermann-Wilmarth (2007) (2007) • What do I need to know and learn about aa metaphor that many of those who write metaphor that many of those who write and other and other scholars scholars advocate advocate for expand for expand about books refer to in discussions about

all of my students in order to select and

ing about the borders of culturally about books refer to in discussions ing the bordersdiverse of culturally diverse ^

the dietdiet of young readers.readers. A theliterary literary of young literature A literature beyond beyond race, race, ethnicity, ethnicity, and and

more nuanced take on that on metaphor more nuanced take that is metaphor languageistolanguage aspects such to as aspects physical such as mental disabilities, socioeconomic to to think thinkofof a window a window at twilight. at twilight. As oneAs and one and mental disabilities, socioeconomic gazes the window, it is it possible to status, gazesout outofof the window, is possible to status, language language variations, variations, dialect dialect dif dif

evaluate relevant and appropriate

high-quality, physical |§| culturally diverse literature?

• What informed decisions about culturally

diverse literature do I need to make see another world. If one looks long and ferences, and religion. Various family see another world. If one looks long and ferences, and religion. Various family in order |j. to help my students meet structures, suchsuch as foster families, and carefully carefully enough, enough, when when the sun thesinks sun sinks structures, as foster families, and the Common Core State Standards and skysky darkens, one willone begin to begin andthe the darkens, will sexual toand sexual gender andidentity genderare identity also cul are also cul- ljt

for reading literature? see reflected in that in window seeoneself oneself reflected that window turally turally diverse diverse characteristics characteristics included included literature. All of these characteristics on onthe theworld world (Galda, (Galda, Sipe, Sipe, Liang, Liang, & &inin literature. All of these characteristics

www. read ing .org

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CULTURALLY DIVERSE LITERATURE: ENRICHING VARIETY IN AN ERA OF COMMON CORE STATE STANDARDS

but toto include them in classroom population of any race compris but rather rather include them in Latina classroom Latina population ofDue any to race the passage comprisof time, Due teach to the passage discussions of the of literature read. discussions the we literature

ing read. 16.3%. Seventy-two of the we ing 16.3%.percent Seventy-two erspercent now have aof significant the ers amount now have a sign

Smolkin and Young argue(2011) that respondents identify as white. Smolkin and (2011) Young argue that respondents identify of quality as children's white. and of young quality adult children'

multicultural literature from which to "[w]e "[w]e know know it is difficult it is difficult to move pastto move Bookpast publishing Bookstatistics publishing have notstatistics have not multicultural literatu

long held personal positions to represent much changed in the past much 30 years,in with long held personal positions to changed represent thechoose past to 30develop years, a rich with andchoose varied to develop collection for their classroom and school society fully, but for children's sakes, we society fully, but for children's lesssakes, than 5%we of books less than published 5%being of books published being collection for thei libraries. must work to do so. In the end, we must must work to do so. In the end, by we or about must parallel by or cultures. aboutThese parallel per cultures. These per- libraries.

But, when There we look at theBut, text exem support support our our preservice preservice teachers' prep teachers' centages preponlycentages pertain to race. only There pertain are to race. are when we loo aration for for working with all children by children even fewerby books that fewer depict charac aration working with all even books that plars depict presentedcharacin Appendix plars B ofpresented the in

Coredisability, State Standards (CCSS; bringing high-quality, diverse children's bringing high-quality, diverse ters children's with exceptionalities ters with like exceptionalities disability, Commonlike Common Core S books intointo our classrooms and foster books our classrooms

National Governors Association and LGBTQ fostercharacters, LGBTQ variouscharacters, religious various religious National Govern

Center forsuch Best Practices [NGAfor Best Prac ing inclusive discussions" ingthoughtful, thoughtful, inclusive discussions" beliefs, and beliefs, regional cultures and regional such as cultures as Center Center] & Council Book of Chief State (p. TheThe implementation of cultur of (p.224). 224). implementation rural. culturThe Cooperative rural. Children's The Cooperative Book Children's Center] & Counci

School [CCSSO], 2010), with ally diverse literature in the classroom ally diverse literature in the classroom Center (CCBC) Center reports on(CCBC) the state reports of on Officers the state of School Officers [C

only occurs whenwhen teachers are willingare to the literature In 2013, CCBC only occurs teachers willing to each the year. literature each year. respectIn to2013, a wide CCBC variety respect of culturally to a wide v

make happen. makechange change happen.

received approximately 3,200 diverse books. received approximately 3,200 books. literature, diverse literature, the choices the choices are just are just Of those: Of those: as limited as reported as limitedby as reported the CCBC. by the CCBC. In In Availability of Culturally fact, in Appendix B overall, more liter Availability of Culturally .• 93 93books books had significant had significant African or African or fact, in Appendi

Diverse Literature

ature from the canon is recommended Dwerse Literature Afrkan African American American content content ature from the cano

Thestate state literature for young read- , , ,, , , and far less and modern, contemporary, The of of literature for young read far less modern, contemporary, , ... , • 67 books black ... t . . If « i look i • 67were books wereby by black authors authors diverse literature selections. ers ersinin terms terms of cultural of cultural diversity diversity today today J diverse literature selections. If we we look and/or illustrators

has both pros and cons. One concons. has both pros and

One con an °r 1 ustrators at the suggestions for atgrades suggestions 4-5,10 f • 34 books had American Indian is gains have been isthat—although that—although gains have been * ^ books had American stories, 8 poems, Indian and 13stories, informational 8 poems themes, topics, or characters made—there are still enough made—there arenot still notbooks enough books themes, topics, texts orare characters presented as examples textS for are present teachers to use in their classrooms to • 18 books were American Indian being being published published that are that outside are of outside of # 18by books were by American Indian teachers to use authors and/or illustrators the middle-class, heterosexual thewhite, white, middle-class, heterosexual authors

and/or support illustrators Standards implementation. support Standar Of those: world. world. ToTo educate educate all children all children appro • 61approbooks had•significant 61 books Asian/ had significant Asian/ Of those:

Pacific or Asian/Pacific American priately, teachers teachersneed needmore more books that Pacific or Asian/Pacific American . c . i u j • -c- ,»;• priately, books that r 1 *5 books had significant • 5 books African had significant African content depict diverse lifestyles, opportunicontent .American content depict diverse lifestyles, opportuni r ; rr American content ties, beliefs, choices, and and worldviews ties,,,v beliefs, choices, worldviews • 88 were books byand/or authors 0 ... .American • 88 books bywere authors • 3 and/or authors are„African . , i w Ll J • 3 authors are African American in addition to books that focus on the in addition to books that focus on the illustrators o illustrators of Asian/Pacific heritage • 1 author is Guyanese status quo. Today, as in the past, the status quo. Today, • 57 books hadas significant inLatino/ the past, the . 57 • 2 books had significantpeople American number of books by and about of people number books Latina content by and about content inwhat what Virginia Hamilton content in Virginia Hamilton called "par called "par- . „, , , T ■ ■ IndianIndian , • 48 books •were bywere Latino/Latina 48 books by Latino/Latina • 1 author is American Native American allel cultures not begin to . • 1 author is Native allel cultures" does not does even begin to even authors and/or illustrators „ , ,. , TT authors and/or illustrators

reflect the census figures forfigures the Unitedfor reflect the census

the United • i book had significant • 1 book had significant Asian/Pacific Asian/Pacific States; even worse whenwhen we Islander content States;ititgets gets even worse we Although Although the the CCBC CCBCreport report causes causes Islander content

look look at at global globalliterature. literature.Today, Todayabout about one oneto topause, pause, the the good good news news isisthat, that,over over 80% of teachers are still female, white 80% of teachers are still female, white time, time, we we have havebeen beengiven givena anumber number ofof (Goldring, Gray, & Bitterman, 2013), (Goldring, Gray, & Bitterman,

magnificent books bybooks authorsby andauthors illus 2013), magnificent and illus- "TUp imnlpmpntn+inn

"The implementation

and The 2010 andmiddle-class. middle-class. The census 2010 data census trators data trators who havewho created have literature created thatliterature that r

reveals that 12.6% of the U.S. popu

gives children who are not white and

reveals that 12.6% of the U.S. popu- gives children who are not white and of CU of culturally diverse

lation identifies as black as or African lation identifies black

or African middle-class middle-class books that "offer books them that "offer them J ™

American, 0.9% American Indian and affirmation, visibility, and insight into American, 0.9% American Indian and affirmation, visibility, and insight into HtCTCltUTC IyI clclSS literature in classrooms Alaska 4.8% Asian, 0.2%0.2% Native AlaskaNative, Native, 4.8% Asian, Native the world the world in which inthey which live" they (Horning, live" (Horning, Hawaiian andand otherother Pacific Pacific Islander, Islander, Lindgren, & Schliesman, 2014). For chil 2014). Hawaiian Lindgren, & Schliesman, occurs For when chil- OCCUTS teachers WHCTI t6(ZCh 6.2% 6.2% "some "some other otherrace," race,"and and2.9% 2.9% dren who dren are whowhite, are white, thesethese books books offer offer biracial, with the the Hispanic or Latino/ different perspectives from their world. biracial, with Hispanic or Latino/ different perspectives from

their make world.itmake happen." it happen."

The Reading Teacher Teacher Vol.68 Vol. 68Issue Issue5 5February February2015 2015

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CULTURALLY DIVERSE LITERATURE: ENRICHING VARIETY IN AN ERA OF COMMON CORE STATE STANDARDS

most well-known are the Caldecott and

"When 'When choosing culturally diverse literature the Newbery Awards, administered by the American Library Association (ALA). to toteach teach students students to meet tothe meet CCSS,the for the CCSS, American for Library Association (ALA). While excellent books that reflect diver sity can certainly be found among the the instructional instructional support, support, it is imperative it is imperative that sity can certainly that be found among

ranks of theCaldecott Newbery and Caldecott , 7 t ■ r r • 7 // ranks of the Newbery and winwin

ners and honor books, there and are manyhonor boo teachers teacners consult consult multiple multipleand andvaried variedsources!' sources. ners other other books books that express that diversity express while diversity while

also also being being outstanding outstanding in literary in quality. literary quality In Table 1, we present a list of authors • 1 author is Asian/Pacific Island In Table 1, we present Awards other a than listthe of Newbery authors and Awards American and illustratorsof of culturally diverse litCaldecott American and illustrators culturally diverse have been litexpressly Caldecott created to have b

• 1 author is Asian/Pacific Island

erature (Galda, Sipe, Liang, & Cullinan, praiseLiang, books for & their depiction of non ••1 1 book book had significant had significant Latino/ Latino/ erature (Galda, Sipe, Cullinan, praise books f 2013). The list is not it is Latina content content 2013). Latina The list isexhaustive; not exhaustive; white cultural itgroups. is white Including books cultural grou intended tointended be a starting point and a a ••2 2 authors authors are Latino/Latina are Latino/Latina to be

from the following award categories is starting point and a from the fol

resource for for teachers seeking to enhance resource teachers seeking keyto to enhance any classroom key and school to any library classroom and

the text exemplars of Appendix B of thecollection:of Appendix B of the collection The The positive positive side of this side snapshot of this is snapshot is the text exemplars that the text exemplars in Appendix B

CCSS (NGA Center & CCSSO, 2010).

The Coretta& Scott King Award and that the text exemplars in Appendix B CCSS (NGA •Center CCSSO, 2010). # The C Galda et al. (2013) argue that literature

recommend culturally diverse authors' recommend culturally diverse authors' Galda et al. (2013) Honor argue recognizes that authors literature and illus Ronor re

work for fourth- and fifth-grade students. for readers should be culturally rich and

work for fourth- and fifth-grade students. for readers should tratorsbe whose culturally work portrays rich well the and trators w excellent literary While there literary And although the evidence that ofsuggests And although thesuggests evidence thatquality. of excellent experiencesquality. of African Americans. While there experi

weneed need many more culturally are qualities that mark excellent litera- „ „ „ , , . ,. are qualities that mark excellent litera we many more culturally diverse diverse J J • The Pura Belpre Award • The Purais Belprégiven Award is given stories,poems, poems, informational ture, when ture,we when also consider we also consider readers, the readers, the . , , , * . , . T .* stories, andand informational selec selec-

,

.

'

.

to

books

that

celebrate

tothe books that celebrate the Latino Latino

tionsfrom from which to choose among theofnotion whatquality is a "good" tions which to choose among the notion what is of a "good" book quality book ,, , . . b b n J cultural experience; cultural the experience; Americas the Américas exemplars, the ones that we present in varies according to a reader's needs and varies according to a reader exemplars, the ones that we present in Book Award recognizes books for our example here and as reported by the experiences. Our cultural values and their portrayal of Latin America, our example here and as reported by the experiences. Our cultural values and t°°r portTayaToffatinAmerica" CCBC are are of of the the highest highestquality. quality.The Theconcon practices practicesalso also complicate notion of Caribbean/ CCBC complicate thethe notion of the the Caribbean, or LatinosorinLatinos the in the verse is is that that many many more more diverse diverse examples examplesthe thequality qualityand and features a good verse features of of a good bookbook United States United States. to be be included included in inAppendix AppendixB.B.(Stevenson, need to (Stevenson, 2006). Keeping 2006).inKeeping mind that in mind that • The Tomas Rivera Mexican

Therefore, when when choosing choosingculturcultur opinions opinions Therefore, about quality about canquality vary, there can vary, there American Children's Book Award ally diverse literature to teach students ally diverse literature to teach students respected texts are respectedare texts (Galda et al., 2013;(Galda et al, 2013; 'V . , . honors good books about lives honorsthe good books about the lives to thethe CCSS, for instructional tomeet meet CCSS, for instructional Kiefer & Tyson, 2013) that represent r„ . Kiefer & Tyson, 2013) that represent of Mexican Americans. ... . , 1 r of Mexican Americans. support, it is imperative that teachers support, it is authoritative imperative perspectives on universal that teachers aut • The American Indian Youth consult multiple and varied resources. consult multiple varied resour aspects of excellent books. and Literature Literature Award is given for the Award

Selecting Selecting Culturally Diverse

Literature Literature

Awards and Resources. Criteria for Culturally

best writing and illustrations by Diverse Award

and about American Indians. excellence span different excellence span genres different (e.g., genres and (e.g.,about American Indians.

• The Asian Pacific American Award fantasy and science fiction,fiction, poetry, con Teachers Teachersmight mightask, ask,"How "How should should I select I select fantasy and science poetry, con• The Asian Pacific American Award for Literature was created for realistic fiction, culturally culturallydiverse diverse literature literature for my forstu mytemporary stu- temporary realisticnonfic fiction, nonfic- for Literature was created for

tion and biography, folklore, historical dents? Where should should II begin?" begin?" We We offer offer tion and biography, folklore, historical fiction) andof formats (e.g., and picture books, several suggestions: (a) study workthe of several suggestions: (a) the study work fiction) formats (e.g., picture books, //^ *x • r ii authors and illustrators to determine the authors and illustrators to determine readers, the early readers, chapter early books, chapter novels) in books, novels) in criteria JOr CXCCllCnCC

"Criteria for excellence

which literature for young people exists. people exists. GTintl Hiffprpri f QPTIYPG. quality rich books, including qualityof ofculturally culturally rich books, including which literature for young

span genres in different various genres r JJ o

Determining excellence in variousexcellence genres style, style, topics, topics, themes, themes, and perspectives; and perspectives; Determining

thenontopic of comprehensive text (b) from award categories of non isof (b)draw draw from award categories is most the topic of most comprehensive textbooks on children's (Kiefer &literature (Kiefer & white whitecultural cultural groups groups as well as as various well as various booksliterature on children's

andin formats and formats ^

resources; and (c) learn to determine theTyson, 2013; Galda et al, 2013). Further,

in

resources; and (c) learn to determine the Tyson, 2013; Galda et al., 2013). literature Further, literature for young for young

there are many awards that that nominate authenticity authenticity of of authors' authors' work. work.We Weexplain explain there are many awards nominate

books as examples excellence. The in the following sections. books as ofexamples of excellence. people." The people."

in the following sections.

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CULTURALLY DIVERSE LITERATURE: ENRICHING VARIETY IN AN ERA OF COMMON CORE STATE STANDARDS

Table 11 Authors Authorsand and Illustrators Culturally Diverse Literature Table Illustrators of of Culturally Diverse Literature outstanding outstanding books books in this in this cultural cultural Authors Authors Illustrators Illustrators

group. group.

• The Arab American Book Award is

African American American African African American American African

presented for presented books for that books preserve that preserve Maya McKissack Ashley Bryan Kadir Nelson Maya Angelou AngelouFrederick Frederick McKissack Ashley Bryan Kadir Nelson and advance and advance the understanding, the understanding, Tanya Patricia McKissack R. Gregory Christie Brian Pinkney TanyaBolden Bolden Patricia McKissack R. Gregory Christie Brian Pinkney knowledge and resources of the knowledge, and resources of the Gwendolyn Gwendolyn Brooks Brooks Walter Dean Walter Myers Bryan Dean Collier Myers Jerry Bryan Pinkney Collier Jerry Pinkney . , . . , Arab American community and Lucille Lucille Clifton Clifton Marilyn Nelson Marilyn Floyd Cooper Nelson Sean Quails Floyd Cooper Sean Quails Arab A Christopher Christopher Paul Curtis Paul Curtis Vaunda Micheaux VaundaNelson Micheaux Donald Crews Nelson James Donald is Ransome given Crews to one children's James and one Ransome Tanita S. Davis Davis Pinkney Leo Dillon Synthia Saint James Tanlta S. Angela Davis Angela Davis Pinkney Leo Dillon young Synthia adult title annually. Saint James y Sharon Draper Connie Porter Tom Feelings Charles R. Smith Schneider Award Ernest Ernest J. J. Gaines Gaines Lesa Cline-Ransome Lesa Cline-Ransome E.B.Lewis Javaka E.B. Steptoe Lewis Javaka• The Steptoe * Family 1 he Book Schneider Fami Sundee Christopher Myers Sundee T. T. Frazier FrazierJewell JewellParker ParkerRhodes Rhodes Christopher Myers is given to is a given book to that a book embodies that embodies an an Nikki Giovanni Faith Ringgold Nikki Giovanni Faith Ringgold artistic expressionartistic of the expression disability of the disability Eloise EloiseGreenfield Greenfield Margaree Margaree King Smith King Smith experience for children and Nikki Grimes Mildred D. Taylor adolescent audiences. Virginia Virginia Hamilton Hamilton Carole Boston Carole Weatherford Boston Weatherford adolescent audiences. Angela Johnson Rita Williams-Garcia Angela Johnson Rita Williams-Garcia • ^he Batchelder • The Award Batchelderis Award for is for books books Julius Lester Jacqueline Woodson originally originally published in published counties i Latino/Latina Latino/Latina

outside of the United States and

Alma Flor Ada Meg Medina George Ancona Susan Guevara translatedLopez to English. Francisco Francisco X. Alarcön X. Alarcon Nicholasa Möhr Nicholasa Robert Casilla Mohr Rafael Robert Lopez Casilla Rafael rans a e 0 ng1S • • The Stonewall Book Award Julia Julia Alvarez Alvarez Patricia Patricia Mora Mora Joe JoeCepeda CepedaYuyi YuyiMorales Morales • The Stonewall Book Award George Ancona Nancy Osa Raul Colon Sara Palacios George Ancona Nancy Osa Raul Colon SaraPalacios Barbara Gittin Barbara Gittings Literature Award Anilü Anilu Bernardo Pam Munoz Ryan David Diaz Enrique 0. Sanchez honors books about LGBT identity. Carmen Carmen T. Bernier-Grand T. Bernier-Grand Gary Soto Gary Lulu Delacre SotoDuncan Lulu Tonatiuh Delacre Duncan Tonatiuh honors books abou

Diane Bertrand Ana Veciana-Suarez Enrique Flores-Galbes Eric VelasquezEric Velasquez , DianeGonzales Gonzales Bertrand Ana Veciana-Suarez Enrique Flores-Galbes Award-winning books been have been Garza Award-winning books have Carmen Adeline YenYen MahMah considered by experts CarmenAgra AgraDeedy Deedy Adeline consideredand by experts judged and for judged for Margarita Engle Ken Mochizuki Margarita Engle Ken Mochizuki cultural authenticity and accuracy, cultural authenticity and accuracy, Sandra SandraCisneros Cisneros Lenore Lenore LookLook Carmen Carmen Lomas Garza Lomas

Julia Ortiz Cofer An Na

Ina Cumpiano Lensey Namioka

Francisco Jimenez Francisco

Victor Victor Martinez Martinez

among other determinants determinants of of quality. quality.

Jimenez But assessing the quality But assessing of children's the quality of children's

Guadalupe Guadalupe GarciaGarcia McCall McCall Asian and Pacific Island American Asian and Pacific Island American

and and young young adult literature adult literature as teachers as t who know their own students is cru

of of the the excellence in the in world Asian and Pacific Island American Asian and Pacific Island Americancial. dal All A11 excellence the world

Debjani Chatterjee Thanhha Lei Yan Nascimbene will not matter if the readers are not Sook Nyul Choi Grace Lin Allen Say into account, and in classrooms, Ying Ying ChangChang Compestine Linda Compestine Sue Park Ed Young Linda Sue Park Edtaken Young taken into account Demi Yoshiko Uchida Demi Yoshiko Uchida it is the astute, observant it is the astute, teacher observant teacher whowho

Chen Chen Jiang Jiang Hong Hong Janet JanetWong Wong links links excellence excellence and young and young readers. This readers. Th Ji-Li Jiang Lisa Yee takes takes judicious judicious use of use others' of others' exper exper Cynthia Kadahota Wong Herbert Yee Marie Lee Lee Laurence Yep Marie Laurence Yep tise and one's own tiseknowledge and one's own knowledge andand

Ed Young resources. Certainly, consult resources. Certainly, award consultlists, award lists,

Ed Young

NativeAmerican American Native American Native Native American but also build abut cohort also buildof a cohort critical of critical friends friends

Sherman Alexie Alexie Shonto Shonto Begay Begay who know you and Sherman who know your you and students your students Joseph Bruchac Christopher Canyon Joseph Bruchac Christopher Canyon and can ! k for and can serve as extra Michael Michael Dorris Murv Dorris Jacob Murv Jacob y eyes to look for stereotyped images, appropriations, Louise Louise Erdrich Erdrich George George Littlechild Littlechildstereotyped images, appropriations, or or Cynthia Leitich Smith Leo Cynthia Leitich Smith LeoYerxa Yerxa inaccuracies. Just inaccuracies. as everyJust excellent as every excellent bookbook

Virginia Driving Hawk Sneve ma not; further an may agenda for diversity, not further an agenda for diversity, ,

Virginia Driving Hawk Sneve

Gayle RossGayleRoss

Arab ArabAmerican American

Randa RandaAbdel-Fattah Abdel-Fattah Naomi Naomi Shihab Shihab Nye Nye

Ibtisam IbtisamBarakat Barakat Mariane Marjane Satrapi Satrapi

every every culturally diverse book may not be

excellent. As authors in Fox and Short's

(2003) edited volume demonstrate, since

HenaKhan ■■—j-" viewpoints on cultural viewpoints authenticity on cultural authenticity areare

Hena Khan

not consistent even within the same

The Reading Teacher Vol.68 issue5 issues February 2015

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CULTURALLY DIVERSE LITERATURE: ENRICHING VARIETY IN AN ERA OF COMMON CORE STATE STANDARDS

to young readers: "It is important, too, understanding ofof cultural authentic "Classroom and "ClCLSSTOOTH UTld understanding cultural authenticto young readers: "It is importa

to have theto cultural be right, details be righ ity" ity"(p.(p. 5);5); ambiguous ambiguous though though that may that may have details the cultural

although just what is right is not alwaysis right is a reader's sense of candor may School school libraries libraries seem,seem, a reader's sense of candor may although just what

easy seal to determine" 420). be bejust just as valid as valid as a gold as a orgold silver or seal silver easy to (p. determine" (p. 420).

We know that every book contains an stamped on the cover of a book. With should should reflect reflectmultiple multiple stamped on the cover of a book. With We know that every book

ideology assumptions how the respect respect to to accuracy, accuracy, Isaacs (2007) Isaacssum (2007) sum- and ideology and about assumptions about ho marizes the need for, and sometimes the world operates. Classroom and school marizes the need for, and sometimes the world operates. Classroom

ideologies ideologiesthat that parallel parallel libraries should multiple reflect multiple ideolo difficulty of, assessing truth versus mis ,. j difficulty of, assessing truth versus mislibraries should reflect ideolo diverse student gies, since our classrooms are populated UlVerSe SlUCieril information information before before presenting presenting books booksgies, since our classrooms are populated

populations! populations Table Table22Resources Resources to Locate to Locate Culturally Culturally DiverseDiverse Literature Literature Recommended Texts

Bishop,Sims, Rudine Sims, Free Within Ourselves: Vie Development AfricanAmerican American Children's Children's Literature cultural culturalgroups, groups, there there is a is great a great deal of deal Bishop, of Rudine Free Within Ourselves: The Development of of African Literature Brooks, & Wanda, Jonda McNair, Embracing, Evaluating, ExaminingAfrican African American American Children's andand room roomfor forargument. argument. Nevertheless, Nevertheless, there Brooks, there Wanda, Jonda& McNair, Embracing, Evaluating, andand Examining Children's Young Adult Literature are three three broad broad categories categories to to which whichwe weYoung Adult Literature

Fox, Dana, & Kathy Short, Stories Matter: The Complexity of Cultural Authenticity in Children's Literature

can canlook lookfor for guidance guidance on how on to how deterto Fox> deter Dana' & Kathy ShorL Stories Matter: The Complexity of Cultural Authenticity in Children's Literature Harris, Violet, Teaching Multicultural Literature in Grades K-8 mine mine aa quality quality book: book: Harris, Violet, Teaching Multicultural Literature in Grades K-8

• Visual and and verbal verbal sensitivity sensitivity •• Authenticity Authenticity and and accuracy accuracy

, Using Multiethnic Literature in the K-8 Classroom

Seale, Doris, & Beverly Slapin, A Broken Flute: The Native Experience in Books for Children and Young Adults Adults

Webber, Carlisle, Gay, Lesbian, Bisexual, Transgenderand and Questioning Teen Literature: to •• Ideology Ideology Webber, Carlisle, Gay, Lesbian, Bisexual, Transgender Questioning TeenA Guide Literature: A Guide to Reading Reading Interests Interests

There There are are variedvaried and quality and resources quality

Culturally-Specific Book Awards resources Culturally-Specific Book Awards

ScottScott King Award andAward Honor (ALA) that thatmay may be be beneficial beneficial to teachers to teachers while while •• Coretta Coretta King and Honor (ALA)

BelpréBelpre Award (ALA) making literature selections. In Table 2,• Pura * Pura Award (ALA) making literature selections. In Table 2,

,, , t • Americas Book Award (Consortium • Américas Book Award of Latin (Consortium American of Latin American Studies Studies Programs) Programs)

we offer some of these resources to assist • Tomas Rivera Mexican Children's Book Award (Texas StateBook Univ.-San Marcos)(Texas State Univ.-San Marcos) we offer some of these resources to assist # jQm^s RjveraAmerican Mexjcan American Children's Award in a culturally inclusive col in developing developing a culturally inclusive col- • • American American IndianIndian Youth Literature YouthAward Literature (American Indian Award Library (American Association) Indian Library Association) lection lection ofof literature. literature. We now We turn now to our turn to our •• Asian Asian Pacific Pacific American American Award for Literature Award (American for Literature Pacific American (American Librarians Pacific Association)American Librarians Association •• Arab Arab American American Book Award Book (Arab Award American (ArabNational American Museum) National Museum) •• Carter Carter G. Woodson G. Woodson Book Awards Book (National AwardsCouncil (National for theCouncil Social Studies) for the Social Studies)

discussion discussionofofauthenticity. authenticity.

Authenticity. Authenticity.Visual Visual stereotyping stereotyping and and tokenism tokenismcan canbebe spotted spotted in books in books and and should be the basis for their removal

•• Stonewall Stonewall BookBook Awards Awards (ALA) (ALA) Additional Book Awards

• Schneider Family Book Award (ALA) • Mildred L. Batchelder Award (ALA)

from any any collection. Similarly, a Similarly, book's from collection.

a book's Additional Additional Resources Resources

language language should should also also be be aa feature feature to to # International • International Children's Children's Digital Digital Library Library (en.childrenslibrary.org): (en.childrensiibrary.org): An Internet Anresource Internet of bilingual resource of bilingual address. between a dialect and and picture address.The Theline line between a dialect picture books books and and picture picture books books in languages in languages other thanother English.than English. • AmericanIndians Indians in Literature (americanindiansinchildrensliterature.net): A blog stereotypical stereotypical speech speech may may not not be be easily easily• American inChildren's Children's Literature (americanindiansinchildrensliterature.net): A blog

j u u . . i i by Debbie Reese (Nambe Pueblo). ReeseReese provides wealth ofprovides resources for selecting by Debbie (Nambe a Pueblo). Reese a wealth of resources for children's selecting children's drawn, but but this should certainly be drawn, this should certainlyliterature be |iterature aboyt m jsandand free about American Indians that Ame^ is culturally|ndigns authentic, accurate, free from bias.from

considered. considered.

• Kaleidoscope: A Multicultural • Kaleidoscope:Booklist A Multicultural forBooklist Grades for K-8. GradesNCTE. K-8. NCTE.

bjas

There are a multitude multitude of of differ differ- • Adichie,• Adichie, Chimamanda. Chimamanda. "The Danger "The Danger of a of Single a Single Story." Story." TED TEDTalk, Talk,October October 2009. 2009.[Video [Video filmed filmed in in

July 2009], ing opinions opinionsabout about what makes a book fuly 2009], ing what makes a book

• Teaching Tolerance (www.tolerance.org): project of the Southern Poverty Law Center,Teaching Teaching , • Teaching Tolerance (www.tolerance.org): A project of the A Southern Poverty Law Center,

culturallyauthentic. authentic. However, culturally However, Fox Fox and and Tolerance offers Tolerance lesson offers plans, lessonbibliographies, plans, bibliographies, and other and other curriculum curriculummaterials materials for forteaching teaching respect respect for and appreciation of diversity. It also offers resources for parents, teens,and and children. children. Use Short Short (2003) (2003)argue argue that that "the "the reader's reader's for and appreciation of diversity. It also offers resources for parents, teens, Usethe the

website's feature locatespecific specific types materials. sense website's searchsearch feature to to locate typesofof materials. sense of of truth truthin inhow howa aspecific specificcultural cultural , , . • Paper Tigers • Paper (www.papertigers.org): Tigers (www.papertigers.org): Sponsored Sponsored by Pacific by Pacific Rim Rim Voices, Voices, this thiswebsite website provides provides experience has been represented within experience has been represented within excellent information excellent information on books on from books from and about and about the the Pacific Pacific Rim Rimand and South South Asia. Asia.Check Check outout the the bookbook aa book, book,particularly particularly when when thethe reader reader is reviews, is essential reviews, essential readingreading list, interviews list, interviews with with book bookcreators, creators, and andmore. more.

• Reading Out (www.readingout.org): A searchable online databasefor for LGBTQ LGBTQ young an an insider insiderto tothe theculture culture portrayed portrayed in •in Reading Out (www.readingout.org): A searchable online database youngreaders readersand and their allies.

that that book, book,isisprobably probably thethe most most common common ^e'r a"'es'

www.reading.org

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CULTURALLY DIVERSE LITERATURE: ENRICHING VARIETY IN AN ERA OF COMMON CORE STATE STANDARDS

outside [her] neighborhood," the books

"While CCSS include an appendix to outside [her] neighb "Whilethe the CCSS include an appendix to ' ' that reflected her that reality reflected her aid reality notdid exist, not exist, so she created them herself (MF 2449,

text thethe examples are limited 80 she created them h text exemplars, exemplars, examples are limited

Folder Folder 1). 1). Likewise, Likewise, Mr. Cason's Mr. stu Cason's stu

as as related relatedtoto modern modern andand contemporary contemporary dents are in the sam readers who seldom see their home dents are in the same demographic of

lives reflected them through culturally culturally diverse diverse literature. literature." lives reflected backback totothem through literature. In My Man Blue, the ideals

that undergird the story are trust,

by by young young people people whowho are different are different and point point of and view, of view, RL.2.6, RL.2.6, and author's and author's craft kinship, craft kinship, and collective and collective responsibil responsibil and structure, RL.2.7, Mr. Cason uses who who"know "know differently" differently" in the in sense the sense of andof structure, RL.2.7, Mr. Casonity, useswhich ity, are which all encompassed are all encompassed in the in the Gonzales Gonzales and and colleagues' colleagues' (2005)(2005) writMy My writ Man Man Blue. Blue. In the Instory, the story, which is which African is African proverb proverb "It takes "It a village takes atovillage to a nontraditional family and isand toldis raise of how of promi ings ingsabout about the the "many "many waysways of being" of about being" about a nontraditional family tolda child." raise a Because child." Because how promi

thatshape shape individuals. In sum, no matter nently nently these ideals areideals featured in the that individuals. In sum, no matter through through poetry, poetry, an African an African American American these are featured in the book and because of how the book what whataspect aspect of of diversity diversity a teacher a teacher might boy develops might boy develops a relationship a relationship with a with father a father book and because of how the book acts as aacts rareas "mirror" his students' want wanttoto introduce introduce to students to students through through figure figure in an in urban an urban neighborhood. neighborhood. When When a rare to "mirror" to his students' Damon, the main character, meets Blue,urban lives, Mr. Cason confident literature, literature,quality quality criteria criteria for for LGBT, LGBT, Damon, the main character, meets Blue, urban lives, Mr.isCason is confident

that My the criterion of disability, disability, religion, religion, region, region, socioecosocioeco aa person personin inhis hisneighborhood, neighborhood, he he is wary is wary thatMan MyBlue Manmeets Blue meets the criterion of nomic status, and so forth are the same. nomic status, and so forth are the same. at first. at first. Damon Damon feels like feelsBlue likeis Blue goingis being going culturally being culturally authentic. authentic. In In the thenext next section, section, we present we present a to encroach encroach a on onhis hisrelationship relationship with with his his Another Another indication indication of quality of quality is theis the hypothetical scenario ofMan MyBlue Man Bluewho's author's craft. After a Google hypothetical scenario of My mother, mother, who's raising raising Damon Damon by herself. by herself. author's craft.doing After doing a Google search, Mr. learned that that authori by by Nikki NikkiGrimes Grimes as as an an example example of Being of Being second second graders, graders,the the chil chil- search, Mr.Cason Cason learned authori

ties ties in many circlescircles have lauded choices choicesMr. Mr. Cason, Cason, a second-grade a second-grade dren's dren's knowledge knowledge ofof character's character's point point in many have Grimes' lauded Grime teacher, made in selecting an excellent, of of view waswas emerging. Mr.Mr. Cason knew poetry for decades. In the year of year its of its teacher, made in selecting an excellent, view emerging. Cason knew poetry for decades. In the culturally culturally rich rich book book thatthat is authentic, is authentic, it was it was critical critical to purposely to purposely selectselect a textpublication, a text publication, My Man My BlueMan was Blue desig was desig nated a Newsweek Best Children's some children relatecould to accurate, accurate,and and free free of stereotypes of stereotypes to where help towhere help some could children relate to asnated as a Newsweek Best Children's Book of the Year and a Bank Street the characters and others could learn with withinstruction instruction around around two reading two reading the characters and others could learn Book of the Year and a Bank Street literature Standards. literature Standards.

about nontraditional about nontraditional family strucfamily College struc Children's College Children's Book ofBook the of Year. the Year. It It tures; would learn about tures; all allchildren children would learn about received receivedthe the Marion Marion Vannett Vannett Ridgway Ridgway

author's craft andstructure. structure. ForFor examexamAward, and it alsoit made list the list Evaluating EvaluatingNikki Nikki Grimes' Grimes' author's craft and Award, and alsothe made

Booklist Editor's ChoiceChoice and All/ ManBlue Blue pie, as Mr. Cason ple, as examined Mr. Cason examined My Man My Man ings ings forfor Booklist Editor's and My Man to determine its relevance and the the Riverbank Review Children's Mr. Mr.Cason Cason is is a second-grade a second-grade teacher teacherBlue Blue to determine its relevance and Riverbank Review Books Children's Books of Distinction. The numerous awards who who works worksatat anan urban urban elementary elementary appropriateness appropriateness for forhis hissecond secondgraders, graders, of Distinction. The numerous awards that Grimes has received, such as ansuch as an U.S. Theheheused used authenticity authenticity and and the author's the author's that Grimes has received,

school in in thethe northeastern U.S. The school northeastern

school's population comescomes craft Award for for Excellence in Poetry school'sstudent student population craft as asmarkers markers of of quality. quality. Grimes Grimes Award Excellence in for Poetry for Children (National Council of Teachers from fromneighboring neighboring communities communities and and wove wove 14 14poems poemstogether together toto tell tell a story a story Children (National Council of Teachers is is approximately approximately 85%85% black, black, includinclud-about about inner-city inner-city life—a life—a storystory whichwhich of English) of English) in 2006, inthe 2006, University the University of Minnesota's 2003 Kerlan Award,Award, ing ing refugees refugees from from Somalia; Somalia; 8% Latino/ 8% Latino/ waswas rooted rooted in her in her childhood childhood experi experiof Minnesota's 2003 Kerlan Latina; andand 5% 5% Asian/Pacific Scott King Award Award Latina;3% 3%white; white; Asian/Pacific ences ences with with a "black a "black guardian guardian angel angel ina Coretta in a Coretta ScottAuthor King Author Islander. Islander.

a leather jacket" (MFa 3404, leather Folder jacket" (MF 5). 3404, in 2002, Folder and 5). four in 2002,Coretta and four Coretta Scott Scott King King

Honor Awards, boostAwards, Mr. Cason's While Whilethe the CCSS CCSS include include an appendix an appendix As an African As an American African growing American up in growing up inalso Honor also boost

(2010) to to text exemplars, as we explained confidence that heconfidence was choosing that a (2010) text exemplars, as we explained the boroughs theof boroughs New Yorkof City, New being York City, being he was ch

shuffled from home from to home home as she earlier, earlier, the the examples examples are limited are as limited as shuffled to home high-quality, as shesuperbly high-quality, written piece superbly of wri hisliterature students. related related to to modern modern and contemporary and contemporary was inwas her formative in her formative years, Grimes years, did literature Grimesfor did for his students.

see herself herherself home environ culturally culturally diverse diverse literature. literature. Mr. Cason Mr.not Cason not or see or her home In environaddition to these In addition markers of to qual these marke ments in the books she wants wants to to teach teach his second his second graders to graders to reflected ments reflected in read. the books ity,she Mr. read. Cason recognized ity, Mr. how Cason Jerome recognized h

meet meettwo two of the of reading the reading literature literature CCSS. While CCSS. she valued While reading she valued otherreading liter Lagarrigue's other literhazy Lagarrigue's paintings gently hazy depict paintings To the the children about characters' Toteach teach children about

Blue within their natural characters' ature andature "learning and about "learning the world aboutDamon the and world Damon and Blue within thei

»015 The Reading Teacher Teacher Vol.68 Vol.68 Issue Issue 55 February February;2015

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CULTURALLY DIVERSE LITERATURE: ENRICHING VARIETY IN AN ERA OF COMMON CORE STATE STANDARDS

setting. He identifies the poem "Damon

setting. He identifies the 'Teachers poem "Damon "TeacherS should go theShould titles 00 beVOfl which reads: ° beyond J

&& Blue" as an example, which reads: Blue" as an example, "Damon & Blue / Just us two / Cruising

"Damon & Blue / Just us two / Cruising and content suggested in Appendix BCOTLtent

up the avenue. / You strut, you glide / up the avenue. / You strut, you glide / But mark our stride / Can't beat us when

But mark our strideof/the Can't CCSS tobeat enrich us the learning when of the CC

we're / side side." by "Damon & Blue" "Damon we're /byside side." appears by itself by on theitself left-hand page appears on

& Blue" r

the left-hand page pOSSWiHtieS JOr 3.11 possibilities for all students

upon backdrop of sea-green acrylic acrylic upona a backdrop of sea-green painted paper. The The opposing page shows painted paper. opposing page shows

Damon dressed in a yellow jacket, cran thejacket, book is an authentic of the is Conclusions Damon dressed in a yellow cran- portrayal the book an authentic portrayal of the Con

ing his neck to look at his father figure,

of manyfigure, children who grow up in many ing his neck to look at hislives father lives of Selecting children and evaluating who high-quality, grow up in Meetin tall and stocky with cool shades on. The homes with no father; he recognizes that culturally diverse literature for that stu tall andstocky with cool shades on. The homes with no father; he recognizes cultura two hold hands while they stride down this is a fact of several children in his is essential, but it is not two hold hands while they stride down this is a factdents of several children in an his dents is the sidewalk past storefronts, and the classroom. The characters exemplify realThe he sidewalk past storefronts, and the classroom. exactcharacters science. We have exemplify discussed the real exact thick yellow stripe painted in the middle family structures and relationships that importanceand of high-quality, diverse that lit thick yellow stripe painted in the middle family structures relationships imp0r of the street divides the spread in half. young readers do not often encounter. erature in classrooms, noting some of of the street divides the^spread in half. young readers do not often encounter. eratur Illustrations of the neighborhood are In sum, Grimes tells the story of Illustrations of the neighborhood are In sum, Grimes the story of the cur the current tells scholarly literature on this portrayed as a bold, urban landscape Damon and Blue in a free-verse col

portrayed as a bold, urban landscape Damon and Blue inofaselect free_verse topic, and suggested ways with a subdued mood, brushed through With a subdued mood, brushed through lprh'nri nf nnpms Thpsp rharartprs lection of poems. These characters •intense, . , •bright v,. colors, , . •symbolizing lection ot poems, inesecnaracters ingliterature. and evaluati ing and evaluating diverse with realistically portrayed and offer are realistically portrayed an with intense, bright are colors, symbolizing , , • .. Pushing past the single Pushing story and the past the "single story" and the dreams andand aspirations. readers the opportunity to witness dreams aspirations. readers the opportunity to witness „ nof }A ( , ubooks" } „ "all-white world children's Mr. Cason likes the fact that the book

two . all"whl e world of chfen s b°oks Mr. Cason likes the fact that the bookananemerging emergingfriendship friendship between between two is crucial to shaping a broad collection features a relationship, which isn't often African American males; Damon, features a relationship, which isn't often African Lerican males; Damon, fT*1 of books that reflect the multiple ways seen in children's literature, and it adds who isadds a boy without aboy father, and seen in children's literature, and it who is a without a father, and °! ^ ^ ^ ^ that students can experience the world to the book's relevance. The second lost hishis own son son to the to the book's relevance. The secondBlue, Blue,who who lost own to the to ^ Sf?entS ^ the W°/ find themselves, and others, in the opening of the book reveals the first streets. Blue deliberately cultivates

opening of the book reveals the first streets. Blue deliberately cultivates ^ 6mSe^oters,inte

time that Damon met Blue. His mother,

books they read. We have also argued

a friendship with Damon to fill a a ° S Y \ l have_a'so argued time that Damon met Blue. His mother, a friendship with Damon to fill

that our understanding of diversity a young woman in a summer dress and likewise, Blue fillsina ^at void a young woman in a summer dress VOid, void, and likewise, Blue fills a void ourinunderstanding of diversity should be expanded to include the and Damon's life. Lagarrigue's and sandals, sandals, keeps keeps aa steady steady hand hand on on Damon's life. Lagarrigue's paintingspaintings should be expanded to include the voices of different ethnic, cultural, Damon's shoulder while Damon stews

enhance Damon's shoulder while Damon stews enhance Grimes' Grimes' story line,story depict-line, voicesdepict of different ethnic, cultural,

socioeconomic, and linguistic groups inside. a restricted, uncompromising inside. Damon Damon narrates, narrates, "My "My flash flash- ing aing restricted, uncompromising socioeconomic, and linguistic groups as well as additional nonmainstream ing urban landscape, making this ing eyes eyes warn warn 'Do 'Do not not trespass trespass here,' here,' / / urban landscape, making this culas cul wel1 as addltlonal nonmainstream

groups. We believe that a deliber 'Cause in this this family familyI'm I'mthe theonly onlyman." man." turally diverse a compelling and We believe that a deliber 'Cause in turally diverse text atext compelling and groups. ate and sustained effort to enrich Testosterone levelsrecede recede the two convincing arc. hisand care Testosterone levels as as the two getget convincing story story arc. Given hisGiven care- ate sustained effort to enrich classroom and school libraries with to know each other, but Grimes does ful research and analysis, Mr. Cason

to know each other, but Grimes does ful research and analysis, Mr. Cason classroom and school libraries with

culturally diverse literature is vital. not over the thegenuine genuinefeelings feelings decided that a high not gloss gloss over ofof decided that My ManMy BlueMan was aBlue high-was culturally diverse literature is vital. her characters. Mr. Cason believes that Equally importantly, quality text and an appropriate one her characters. Mr. Cason believes that quality text and an appropriate one Equally importantly, the inclu the inclu sion of culturally diverse literature in that facilitate discussion discussionand andsion of culturally that would facilitate diverse literature in of the text exemplars learning amonghis hisstudents. students. learning among He He AppendixAppendix B of the BCCSS textCCSS exemplars

is extremely limited (Boyd, 2012/2013). In

to use this culturally diverselimited (Boyd, 2012/2013). In "A and and decided to use decided this culturally diverse is extremely "ArjpliV)pYnfp deliberate

our example, Mr.selected Cason selected a cul text to give givehis hissecond second graders a piece text to graders a piece our example, Mr. Cason a cul turally diverse text that enabled students of literature they could relate to and effort to of literature theycould relate to and turally diverse text that enabled students to meet theLike Standards. Like Mr. in order to meet reading litera J J enjoy in orderenjoy to meet reading literato meet the Standards. Mr. Cason, it Cason, it

sustained sustained

effort to Standards RL.2.6 and RL.2.7. In is up to to all to go the well beyond the enrich libraries with enrich libraries with ture Standardsture RL.2.6 and RL.2.7. In is up to all teachers go teachers well beyond titles and suggested content suggested Table offer examples of culturally Table 3,3,wewe offer examples of culturally titles and content in Appendixin Appendix B of the CCSS to enrich diverse literature to use with reading literature to use with reading B of the CCSS to enrich the teaching the andteaching and literature Standards 6 and 7 from kin learning possibilities for all students, as literature Standards 6 and 7 from kin- learning possibilities for all students, as

culturally diverse culturally diverse diverse

literature is vital." dergarten throughgrade. seventh grade. by the Standards. Literature IS Vital. dergarten through seventh suggested bysuggested the Standards.

www.readirig.org www.reading.org

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CULTURALLY DIVERSE LITERATURE: ENRICHING VARIETY IN AN ERA OF COMMON CORE STATE STANDARDS

Table Diverse Literature for Reading LiteratureLiterature Standards 6 Standards and 7 Table3 3Culturally Culturally Diverse Literature for Reading 6 and 7 Common Core State Standards

Reading Standards for Literature K-7 Craft and and Structure Structure RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

• Appropriate picture books illustrated by James A. Ransome, E.B. Lewis, Bryan Collier, Floyd Cooper, Donald Crews, Ashley Bryan, Jerry Pinkney, Javaka

Steptoe, Alan Say, Ed Young, Joe Cepeda, Susan Guevara, and Eric Velasquez RL.2.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. • My Man Blue by Nikki Grimes RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters.

• The Other Side or Coming on Home Soon by Jacqueline Woodson RL.4.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

• Morning Girl by Michael Dorris (This standard can be addressed by any number of picture books or novels, taking care to select them based on point of view.) RL.5.6: Describe how a narrator's or speaker's point of view influences how events are described.

• Guests by Michael Dorris • Year of Impossible Goodbyes by Sook Nyul Choi RL.6.6: Explain how an author develops the point of view of the narrator or speaker in a text.

• One Crazy Summer by Rita Williams-Garcia • The Friendship Fhendship or or Mississippi Mississippi Bridge by Mildred Mildred D. D. Taylor Taylor RL.7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. • Roll Roll of of Thunder, Thunder, Hear HearMy MyCry Cryby byMildred MildredD.D.Taylor Taylor

• Keesha's House by Helen Frost • Seedfolks by Paul Fleischman Common Core State Standards

Reading Reading Standards Standards for forLiterature LiteratureK-7 K-7

Integration Integration of of Knowledge Knowledgeand andIdeas Ideas RL.K.7: RL.K.7: With With prompting promptingand andsupport, support,describe describethe the relationship relationship between between illustrations illustrations andand the the story story in which in which theythey appear appear (e.g.,(e.g., whatwhat moment moment in a story in a story an an illustration illustration depicts). depicts).

• Appropriate Appropriate picture picturebooks booksillustrated illustratedby byJames James A.A. Ransome, Ransome, E.B. E.B. Lewis, Lewis, Bryan Bryan Collier, Collier, Floyd Floyd Cooper, Cooper, Donald Donald Crews, Crews, Ashley Ashley Bryan, Bryan, Jerry Jerry Pinkney, Pinkney, Javaka Javaka

Steptoe, Steptoe, Alan Alan Say, Say, Ed EdYoung, Young,Joe JoeCepeda, Cepeda,Susan Susan Guevara, Guevara, and and Eric Eric Velasquez Velasquez RL.1.7: RL.1.7: Use Use illustrations illustrationsand anddetails detailsinina astory story toto describe describe itsits characters, characters, setting, setting, or events. or events. • Grandfather's Grandfather's Journey Journeyby byAllen AllenSay Say RL.2.7: RL.2.7: Use Use information informationgained gainedfrom fromthe theillustrations illustrations and and words words in in a print a print or digital or digital texttext to demonstrate to demonstrate understanding understanding of itsof characters, its characters, setting, setting, or plot, or plot.

• The Bat Bat Boy Boy and and His HisViolin Violinby byGavin GavinCurtis Curtis

RL.3.7: RL.3.7: Explain Explain how how specific specificaspects aspectsofofa atext's text'sillustrations illustrations contribute contribute to to what what is conveyed is conveyed by the by the words words in a in story a story (e.g.,(e.g., create create mood, mood, emphasize emphasize aspects aspects of a of a character character or or setting). setting). • Little Uttie Night Night by byYuyi YuyiMorales Morales

• Hot Day Day on on Abbott Abbott Avenue Avenueby byKaren KarenEnglish English RL.4.7: RL.4.7: Make Make connections connectionsbetween betweenthe thetext textofofa story a story oror drama drama and and a visual a visual or or oraloral presentation presentation of the of the text,text, identifying identifying where where each each version version reflects reflects specific specific descriptions descriptions and and directions directionsin inthe thetext. text.

• March March On! On! The The Day DayMy MyBrother BrotherMartin MartinChanged Changed the the World World byby Christine Christine King King Farris Farris andand the the Carnegie Carnegie Medal-winning Medal-winning videovideo of the ofsame the same title produced title produced by by

Paul Gagne Gagne and and Melissa MelissaReilly, Reilly,Weston WestonWoods. Woods.(Note: (Note: For For Standard Standard 7 in 7 in grades grades 5 and 5 and up,up, use use the the ALA's ALA's media media award award lists lists to determine to determine outstanding outstanding mediamedia presentation presentation of of outstanding outstandingdiverse diverseliterature.) literature.)

RL.6.7: RL.6.7: Compare Compare and andcontrast contrastthe theexperience experienceofof reading reading a story, a story, drama, drama, or or poem poem to listening to listening to or to viewing or viewing an audio, an audio, video, video, or live or version live version of theoftext, the text, including including contrasting contrasting what what they they"see" "see"and and"hear" "hear"when whenreading reading the the text text to to what what they they perceive perceive when when they they listen listen or watch. or watch.

• The The Watsons Watsons Go Go to to Birmingham—1963 Birmingham—1963by byChristopher Christopher Paul Paul Curtis Curtis • The Watsons Watsons Go Go to to Birmingham—1963 Birmingham—1963movie, movie, directed directed byby Kenny Kenny Leon Leon RL.7.7: RL.7.7: Compare Compare and and contrast contrasta awritten writtenstory, story,drama, drama, oror poem poem to to itsits audio, audio, filmed, filmed, staged, staged, or multimedia or multimedia version, version, analyzing analyzing the effects the effects of techniques of techniques uniqueunique to to

each medium medium (e.g., (e.g., lighting, lighting,sound, sound,color, color,ororcamera camera focus focus and and angles angles in in a film). a film). • Warriors Warriors Don't Don't Cry Cryby byMelba MelbaPatillo PatilloBeals Beals

o Eyes Eyes on on The The Prize Prize (documentary) (documentary) o Crisis Crisis at at Central Central High High(docudrama) (docudrama) o ° Hazel Bryan Bryan and and Elizabeth Elizabeth Eckford Eckford (photograph) (photograph) • I Have Jr. Have aa Dream Dream Speech Speechby byMartin MartinLuther LutherKing King Jr.

(www.youtube.com/watch?v=smEqnnklfYs) (www.youtube.com/watch?v=smEqnnklfYs)

The Reading Heading Teacher' Teacher Vol.68 Vol.68 Issue Issue55 February 2015

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CULTURALLY DIVERSE LITERATURE: ENRICHING VARIETY IN AN ERA OF COMMON CORE STATE STANDARDS

REFERENCES National Governors Association Centerfor for REFERENCES Glazier, J., & Seo, J. (2005). Multicultural literaNational Governors Association Center Glazier, J., & Seo, J. (2005). Multicultural litera ture and discussion as mirror and window? as mirror Best Practices & Council of Chief State Au, Au,K.H. K.H. (2011). (2011). Literacy Literacy achievement achievement and diversity: and diversity: ture and discussion and window? Best Practices & Council of Chi School Officers. (2010). Common Core State Journal Adolescent of and Adolescent Adult Literacy, and Adult Keys Keys to success to successfor for students, teachers, students, and teachers, andofJournal Literacy, School Officers. (2010). Common 48(8), 686-700. English language arts and schools. schools. New New York,York, NY: Teachers NY: Teachers College Press. College Press. 48(8), 686-700. Standards forStandards Englishfor language arts and Goldring, R., Gray, L., & Bitterman, A. (2013). Boyd, Boyd, F.B. F.B.(2012/2013). (2012/2013). The The Common Common Core Core StateState Goldring, R., Gray, L., & Bitterman, A. (2013). literacy literacy in history/social in history/social studies, studies, science, science, and and Characteristics of and private elementary Appendix B: B: Text exemplars Standards Standardsand anddiversity: diversity: Unpacking Unpacking thethe text text Characteristics ofpublic public and private elementarytechnical technicalsubjects. subjects. Appendix Text exemplars secondary school teachers in the United performance tasks. Washington, exemplars exemplarspresented presented in in Appendix Appendix B. Reading B. Readingand and secondary school teachers in the Unitedand andsample sample performance tasks. Washington, DC: Authors. States: Results the 2011-12 schools Today, Today, 16-17.16-17. States: Results from the from 2011-12 schools DC: Authors.

and staffing survey (NCES U.S. survey Boyd, Boyd, F.B. F.B. (2003).(2003). Experiencing Experiencing things not seen: things not seen: and 2013-314). staffing Rosenblatt, (NCES L.M.2013-314). (1938/1995). Literature U.S. Rosenblatt, as explo L.M. (1 ration (5th ed.). New York, NY: Noble & of Education. Washington, Educative Educative events events centered on centered a study of on a Department study of Department of DC: Education. Washington, DC: ration (5th ed.). N Shabanu. Shabanu. Journal Journal of Adolescent of Adolescent and Adult and

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L., & C. Amanti, (Eds.) Literacy, Literacy, 46(6), 46(6), 460-474. 460-474. Gonzalez, N.,Gonzalez, Moll, L.,N., & Moll, Amanti, (Eds.) C. Smolkin, L.B. Smolkin, & Young, L.B. & C.A. Young, (2011). C.A. (2011). Missing Missing Bishop, Bishop,R.S. R.S. (1990). (1990). Mirrors, Mirrors, windows, windows, and and (2005). (2005). Funds Funds of knowledge: of knowledge: Theorizing Theorizing mirrors, mirrors, missing missing windows: windows: Children's Children's liter liter in households, communities, and sliding slidingglass glass doors. doors. Perspectives: Perspectives: choos choos- practices practices in households, communities, and ature ature textbooks textbooks and LGBT andtopics. LGBTLanguage topics. Language Arts, 88(3), 88(3), 217-225.217-225. classrooms. New York: Routledge. ing ingand and using using booksbooks for thefor classroom, the classroom, 6(3), 6(3), classrooms. New York: Routledge. Arts, ix-xi. Hermann-Wilmarth, J.M. (2007). Full inclusion:D. (2006). ix-xi. Hermann-Wilmarth, J.M. (2007). Full inclusion: Stevenson, Stevenson, Finding D. (2006). literary Finding literary goodgood Fox, & Short, K. (Eds.). matter: nessand in a lesbian pluralisticness world. Horn Book Fox,D.,D., & Short, K. (2003). (Eds.).Stories (2003). StoriesUnderstanding matter: Understanding the role of gay and thelesbian role of gay inThe a pluralistic world. The Ho texts and in films in teacher education Magazine, 82(5), 511-517. The The complexity complexity of cultural ofauthenticity cultural in authenticity chil chiltexts and films in teacher education Magazine, 82(5), 511-517. dren's Urbana, IL: National Council Council dren'sliterature. literature. Urbana, IL: National classrooms. classrooms. Language Arts, Language 84(4), 347-356. Arts, 84(4), 347-356. of ofTeachers Teachers of English. of English. Horning, K.T., Horning, Lindgren, K.T., Lindgren, M.V., &M.V., Schliesman, & Schliesman, M. M. CITED Galda, Galda,L.,L., Sipe, Sipe, L.R.,L.R., Liang,Liang, L.A., & Cullinan, L.A., & Cullinan, (Eds.). (Eds.). (2014). (2014). A few observations A few observations on publish LITERATURE on publish- LITERATURE CITED B.E. Literature and the child ed.). (8th ed.). ing in 2013. from ccbc.education Grimes, N. (2002). man Blue. B.E.(2013). (2013). Literature and the(8th child ing in Retrieved 2013. Retrieved from ccbc.education Grimes, N. (2002).My My man Blue. NewNew York, York NY: Puffin Books. .wisc.edu/books/choiceintrol4.asp Belmont, Belmont,CA: CA: Wadsworth Wadsworth Cengage Cengage Learning. Learning. .wisc.edu/books/choiceintrol4.asp Puffin Books. Galda, Galda, L. L. (1998). (1998).Mirrors Mirrorsand andwindows: windows: Reading ReadingIsaacs, Isaacs,K.T. K.T.(2007). (2007). Building Building bridges bridges from from as as transformation. transformation. In In T.E. T.E. Raphael Raphael & K.H. & K.H. Au Au both bothsides. sides.The The Horn Horn Book Book Magazine, Magazine, 83(4),83(4), 419-426. Reshaping 419-426. UNPUBLISHED UNPUBLISHED MATERIAL (Eds.), (Eds.), Literature-based Literature-based instruction: Reshaping instruction: MATERIAL the curriculum (pp. 1-11). (pp. Norwood, MA: Norwood, Kiefer, B.Z.,MA: & Tyson, C.A. (2013). Charlotte the curriculum 1-11). Kiefer, B.Z., & Tyson, FROM C.A. THE (2013). UNIVERSITY Charlotte FROM THE UNIV Christopher-Gordon. Huck's children's A literature: A brief guide OF MINNESOTA'S KERLAN Christopher-Gordon. Huck's children's literature: brief guide York, NY:NY: McGraw-Hill. Galda, Galda,L.L. (1980). (1980). Three Three children children reading reading sto sto-(2nd (2nded.). ed.).New New York, McGraw-Hill.COLLECTION Larrick, N.N. (1965). "The all-white world of of ries: ries:Response Response to literature to literature in pre-adoles in pre-adolesLarrick, (1965). "The all-white world Grimes, N. My man Blue, MF 3404. cents. fromfrom Dissertation Abstracts Abstracts cents.Retrieved Retrieved Dissertation children's children's books." books." Saturday Saturday Review Review 48 48 Grimes, N. My man Blue, MF 3404. International (8027440). 11):84-85. 63-65, 84-85. International (8027440). (September(September 11): 63-65, Grimes, N. My Grimes, man Blue, N. My MFman 2449. Blue, MF 2449.

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