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• W263873388 abstract "When discussing stereotyping with my students, the hotly debated and highly politicized issue of immigration reform seems to creep its way into my language arts classroom. And along with this discussion comes the unpleasant reality of intolerance and evidence of hidden biases against minority groups. It is important to note that teach in a rural school district where the minority population is only 1.5%. My students have limited opportunities to meet, let alone really get to know someone from another culture. sometimes hear colleagues ask, How do we expect our students to understand what it's like to be from another My answer... literature! In her book The Invisible Child: On Reading and Writing Books for Children, Katherine Paterson provides a rationale for using multicultural literature with children. In discussing her novels set in Japan, she writes, I wanted to give children friends in Japan - friends in another time and place that they would care about - a sort of shield against propagandist lies and cultural and racial prejudice (p. 66). This is the reason am hopeful about using multicultural literature in my classroom; it provides a window to understanding. My primary goal is for students to think critically about texts in order to better understand themselves and their world. After all, isn't this how they discover a love of reading? In the spring of 2005,1 was nearing the end of a two-year loop with 28 language arts students. In seventh grade, my students were immersed in project-based learning and literature circles. By the end of seventh grade, they had become adept at questioning text and conducting small group discussions about the literature we were reading in class. continued to structure my language arts class this way during theneighth grade year. Throughout the two years with these students, the literature at the center of my curriculum reflected various cultures: Jewish, African American, and Native saw a definite need for Latino/Mexican literature when forced to confront issues regarding illegal immigrants in our county. A local company was in the news for hiring undocumented workers, and as a result, hidden biases surfaced in my classroom. It was evident that many students believed that the immigrants they encountered in surrounding communities were illegal, criminals, and to blame for unemployment in the area. In addition, several of my students were planning to participate in a mission trip to Mexico the following summer. There was undoubtedly a need for literature and discussion to foster understanding and to challenge ethnocentric sentiments. began the unit by building background knowledge through reading a brief history of Mexico from a mini-unit entitled Neighborhood: Hispanic Americans. This opened a discussion about Americans who identify themselves culturally as Mexican American, African American, Italian American, etc. One girl, Stacey, innocently asked, not just call themselves This question created an opportunity to discuss and helped to form the essential questions for the unit: Can we identify an culture? What makes us American? and Why is identifying with a particular important to many people? asked my students to free-write about their cultural identity. Typical responses were, I'm just American. Students identified thenancestries as European (Irish, Italian, German, Slavic, etc.) or Native but could not identify anything in their daily lives, which made those connections significant to their identity. This provided the chance to discuss whether an American culture exists and if so, how do we define it? In this brief discussion, we identified the influence hip-hop has had on teen language and fashion. This opened the door for considering the impact that cultural identity has on the lives of average Americans. For the remainder of the unit, students engaged in literature circle discussions about novels and short stories depicting experiences of Mexican Americans and Mexican immigrants to the United States. …" @default.
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• W263873388 date "2006-10-01" @default.
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• W263873388 title "Fostering Cultural Awareness in a Rural District" @default.
• W263873388 hasPublicationYear "2006" @default.
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