MULTICULTURAL LEARNING THROUGH CHILDREN'S LITERATURE

Author(s): TIMOTHY V. RASINSKI and NANCY D. PADAK

Source: Language Arts , October 1990, Vol. 67, No. 6, TAPPING CHILDREN'S LANGUAGE
ROOTS (October 1990), pp. 576-580
Published by: National Council of Teachers of English

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 MULTICULTURAL LEARNING

THROUGH CHILDREN'S

LITERATURE

TIMOTHY V. RASINSKI
AND NANCY D. PADAK

What we see portrayed in the media, however,

The authors propose a that
implies theoretical frame-
schools and society are failing in the
work for using children's literature
achievement of this goal. The frightening to
pro-
create a multicultural classroom and to liferation of Neo-Nazi groups and the increasing
spur students to social action . number of incidents involving racial hatred and
intolerance suggest that we are not helping stu-
dents develop respect for people of other
cultures. Howard Beach, we're afraid, is not an
The United States has long been recognized as a isolated incident. Our own local newspaper re-
home (indeed in many cases, a refuge) for peoplecently reported an incident involving a teenager
from many cultures. The traditional orientation who was beaten by four others of another race.
toward the cultural diversity of the country, how- The beaten teen suffered a fractured skull and
ever, has been characterized by the implicit as- faces the possibility of surgery because of bleed-
sumption that the dominant culture is the best ing in his brain. The motivation for the incident:
culture. New arrivals were encouraged to adopt The attacking teenagers were looking for a kid of
the dominant Anglo-Saxon, Protestant culture. another race to beat up.
Schools were places where this acculturation Unfortunately, such incidents do not seem un-
process happened to young people. common. Compounding their disturbing nature is
More recently an enlightened vision of the the fact that they are occurring at a time when
country's multicultural heritage has taken hold. schools are attempting to build more culturally
No longer is a "forced" change of culture so pluralistic attitudes in students.
widely advocated. Instead, this new vision ac- The problem is complex. It will have no simple
knowledges that a dominant culture does exist solution. However, we believe that children's lit-
within certain contexts, but it also calls for a pro-erature can be a powerful way for children to
found appreciation and fostering of the native learn about and learn to appreciate other
cultures of people not born into the dominant cultures. Literature presents readers with new
culture. worlds, new ideas, new options - stuff to reflect
This vision has had an impact on schools. In upon and to use to better themselves as people,
addition to introducing students to the milieu of as well as readers. In the context of an environ-
the dominant culture, schools have been chargedment that promotes interpersonal caring, the de-
with helping students learn tolerance and appre- velopment of prosocial behaviors and attitudes,
ciation of other cultures and persons who are selflessness, and citizenship, teachers and chil-
members of those cultures. Curricula in multi- dren can use literature to explore and act upon
cultural education, the inclusion of characters their cultural values and beliefs. In this article we
and stories from other cultures in textbooks, and present a structure for considering the use of chil-
even school integration policies are attempts todren's literature in dealing with cultural differ-
make schools places where tolerance, patience, ences. We also suggest classroom approaches
appreciation, and friendship among children of that capitalize on the power of literature to pro-
different backgrounds and cultures are fostered. mote intercultural and multicultural appreciation.

Language Arts , Vol. 67, October 1990

576

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 Multicultural Learning

Cultural Awareness, Appreciation, estimated. Rudman (1976) notes that, left on their
and Children's Literature own, children tend to drift toward familiar sto-
ries. That is, they choose stories and books that
Literature has long been seen as a vehicle for fos-
tering cultural awareness and appreciation. As areflect their own cultures. Thus, it is critical for
teachers
general rule, however, literature use stops at pre- to expose children to the stories of other
cultures.
sentation. That is, teachers and students read sto- One of the first steps in this process is
to
ries of or from various cultures, but beyond brief stock the classroom with books about a variety
of peoples, cultures, lifestyles, and points of view
post-reading discussions, little else comes of con-
sideration of cultural values and beliefs. (Rudman, 1976).
Banks (1989) describes four curricular models
for integrating ethnic/multicultural content into
Because it tells the stories of
regular curricula. The models are hierarchically
arranged in terms of their sophistication in mak- human events and the human
ing multicultural issues a central part of the cur- condition, and not simply the
riculum. At the lowest level is the "contributions
approach," a focus on the highlights, heroes, and
facts, literature does more than
holidays of a particular culture. Single lessons change minds; it changes
may address discrete cultural elements, for exam- people's hearts.
ple. Through literature, children may encounter
descriptions of the lives and contributions of
important persons or special customs in different The additive and contributions models seem to
cultures. Biographies about important figures in a be common forms of addressing multicultural
cultural group or narratives set within the contextcontent in the classroom. On the positive side,
of important holidays of a group lend themselves such lessons are relatively easy to design and im-
to the contributions approach. In one classroom, plement. And they do make substantive contribu-
for example, the teacher might read a biography tions to the multi-ethnic/multicultural curriculum.
of Martin Luther King, Jr. to the class in JanuaryOn the negative side, these approaches can rather
and Singer's (1980) The Power of Light: Eight easily be perceived as forms of tokenism. Super-
Stories for Hannukah in December to note the ficial treatment of different cultures can lead to a
contributions and traditions of African American reinforcement of stereotypes and misconceptions,
and Jewish American cultures. including the notion that ethnic cultures are not
At the second level of Banks' hierarchy is the integral parts of the dominant culture. To move
"additive approach." Like the "contributions ap- beyond these problems, greater effort is clearly
proach," the basic structure of the curriculum is required.
unchanged at this level. However, content, con- The two higher levels of Banks' hierarchy ad-
cepts, and themes that reflect other cultures are dress these potential obstacles. In the "transfor-
added to the set curriculum. For example, Roll of mation approach" students are encouraged to
Thunder , Hear my Cry (Taylor, 1976) might be view problems, themes, concerns, and concepts
added to the literature curriculum; or Journey tofrom the perspective of different cultural groups.
Topaz (Uchida, 1971), the story of the forced For example, students might study the American
evacuation and internment of a Japanese Revolution from the points of view of Anglo rev-
American family during the Second World War, olutionaries, Anglo loyalists, African Americans,
might be included in the study of twentieth cen- Indians, the French, and the British. Similarly,
tury American history. Similarly, Politi's (1976) students could explore government policies and
Three Stalks of Corn may be the Hispanic addi- actions toward Native Americans from the per-
tion to an elementary-level unit about food or spectives of members of that culture as well as
folktales and legends. At this level literature or from that of the white settlers and entrepreneurs
information about other cultures is added to the who sought to benefit from exploiting them. Ac-
curriculum but not woven through it. tivities like these allow students to see the inter-
Although these represent the lowest levels of connectedness of various ethnic groups with the
Banks' hierarchy, the importance of these sorts dominant culture. Moreover, Banks argues that
of multicultural explorations should not be under- this sort of perspective-taking helps empower cul-

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Language Arts

turai groups that may have been victimized or ex- rural colonists in My Brother Sam Is Dead (Col-
ploited. lier & Collier, 1974). One book takes the perspec-
The highest level in Banks' hierarchy is the tive of the dominant cultural group while the
"decision-making and social action approach." other presents views that can be seen as more
At this level students identify social problems and amenable to loyalists, pacifists, and the less em-
concerns, make decisions, and take actions to powered among the American colonists. Stereo-
help resolve the problems they have identified. typical visions of unprovoked savagery and
Students may decide to study problems in dis- attacks on Anglo settlers, as in The Matchlock
crimination within the school itself, for example, Gun (Edmonds, 1941), can be juxtaposed with
or the treatment of certain groups by the local Hickman's (1979) The Valley of the Shadow ,
newspaper. Students are challenged to identify, which portrays the true account of the massacre
critically analyze, and work to resolve problems of peaceful Indians at the hands of whites.
related to cultural/ethnic differences. Similarly, glorious accounts of immigration to
At these two higher levels students are moved the United States in the late 19th and early 20th
to use their cognitive abilities and to solve prob- centuries can be compared to the plight of the
lems. When we think of the nature and goals of young girl in The Hundred Dresses (Estes, 1944).
schooling, these latter two models embody much This daughter of a Polish immigrant must contend
of what we want students to become: thinking with the taunts and vicious teasing of other chil-
and caring people who can be moved to act on dren because she has a name that seems odd, she
values and beliefs that are developed through dresses differently from the other children in
thoughtful analysis. school, and she speaks with an accent. In Fe lita
(Mohr, 1979) a family of Hispanic Americans
Transformation, Social Action, must contend with bigotry when it moves away
and Literature for Children
from an Hispanic neighborhood.
The questions then become ones like these: How Clearly, literature can provide students with
does literature for children fit into these unmistakable contrasts in perspective and can
schemes? How can literature help students view help them to understand their own cultural
important societal events from the points of viewheritages and those of others within and outside
of groups not a part of the dominant culture? the classroom. Discussions and response activi-
How can literature help children from all culturalties should be thoughtful, critical, and touched
groups see their cultures and historical figures with a sense of true empathy. In this way, all
within their cultures as important contributors tochildren can come to realize their own cultural
our national heritage and history? And how can values and beliefs and can appreciate the contri-
literature be used as a catalyst for defining, ana- butions of various cultural groups to our heritage
lyzing, and acting upon problems related to vari- and history. Seeing their own experiences re-
ous ethnic groups in society? flected in literature is an additional benefit, espe-
These questions tend not to be addressed in cially for children from minority groups.
schools, so we have few models to look at. Literature for children can also play an impor-
Teachers who wish to use literature in this way tant role in the decision-making and social action
need not be sociologists or cultural historians, model. This level is marked by identifying, ana-
however. They do need a broad knowledge of lyzing, and acting upon problems related to a
books, an understanding of important issues of multicultural society. Although there is no sub-
the past and present facing various cultural stitute for analysis and action, literature can in-
groups, and a willingness to entertain and be a troduce students to problems that may need to be
part of diverse explorations and calls for social addressed. Literature can provide the "raw mate-
action. rial," so to speak, for the analysis of hypothetical
At the transformation level, books can provide cases and can become a part of children's plan
or contextualize diverse perspectives in very per- for action.
sonal and concrete terms. For example, children Journey to Topaz by Yoshiko Uchida (1971)
might contrast the highly sympathetic view of the provides a fictional account of a Japanese
American Revolution in Johnny Tre main (Forbes, American family's evacuation and internment in
1946) with the more ambivalent orientation of the concentration camps during World War II. This

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 Multicultural Learning

book could introduce the problems of Japanese The racism facing African Americans is strongly
American internment and the differential treat- portrayed in Mildred Taylor's (1976) Roll of
ment of Asian Americans in contemporary soci- Thunder , Hear my Cry. Not only a good story,
ety. The book could be a starting place for further the book can become part of the study of discrim-
intensive study of these issues through expository ination and violence against African Americans in
books, newspapers, magazines, personal inter- their own country. The scenes of night-riders ter-
views, and so forth. rorizing the black community, lynch mobs com-
Beyond this, however, students can analyze ing after a black youngster, and unjustified job
and evaluate the actions that are portrayed in the actions taken against black working men and
book. Was the United States government justified women can inspire students to act. Textbooks
touch the mind with sanitary descriptions of
events; stories, told from the points of view of
Once the heart and the mind
persons who lived through the events, have the
have been moved, teachers may power to touch the hearts of readers and move
encourage children to react in them to the type of action that characterizes the
highest level of multicultural study. As Harding
positive fashions. (1978) points out, "Responding adequately to a
great work means becoming something different
in arresting the father or in forcibly relocating the from your previous self' (p. 215).
family? What should or could the family have Roll of Thunder could be followed by other
done at that time to address the unjustified ac- stories and texts that portray the same theme.
tions taken against it? At a higher level of ab- Once the heart and the mind have been moved,
straction, students might consider what the teachers may encourage children to react in
Japanese American community and other con- positive fashions. One cannot predict how differ-
cerned citizens might do today to redress the ent groups of children may act in response to sto-
grievances of those interned and to insure that ries, so teachers need to be open to diverse
such unjust actions are not allowed to be repeat- responses. Actions might include class spon-
ed. And, students can decide what they can do in sorship of a "Freedom Day" in the school to cel-
response to the issue of unwarranted and unjust ebrate how far the nation has come and to
treatment of a cultural subgroup. accentuate how much remains to be done in
Indeed, literature itself can be the basis for theterms of true freedom and equality for all cit-
type of action that Banks describes. Literature izens. Students might organize a school-wide
response activities can be directed toward social essay contest on equality in America. They might
activism. Let us continue to focus on Journey to help to keep public attention on the issue by writ-
Topaz as an example. The class may decide to ing letters to the media or to government repre-
share and discuss the story with their parents. sentatives. Groups of students might read
Class members may wish to create a skit or dra- different books and, as a class, prepare an anno-
matic interpretation of the story or a key event to tated book list to be distributed to parents and li-
share with their schoolmates. Newspaper or mag-brarians. Indeed, students could even survey
azine accounts of attempts to redress this in- local libraries to make sure that books on the
justice can be read and discussed to provide African American experience are available and
students with additional information about the that librarians make positive efforts to direct their
issues. The class could decide to use its study ofpatrons to those books. Students' actions need
not be confrontational. They do, however, need
the book and the underlying issues to write letters
to the editor of the local newspaper or to govern-to be of students' own design and for their own
ment representatives arguing for an end to ac- purposes.
tions of this type. Or, the class could respond
through art, poetry, or prose and then display Empowerment and Literature for Children
their work in the school or another public placeLately the term empowerment has become some-
to share with others. thing of a buzz word. Teachers need to be em-
Many other books detail the difficulties and powered so that they can become part of the
concerns facing cultural groups in our society. educational reform process. When students be-

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language Arts

come empowered, they share responsibility for Banks, & C. A. McGee Banks (Eds.), Multicultural
their own learning. Empowerment implies action. education: Issues and perspectives (pp. 189-207).
This fourth level of a multicultural curriculum, Boston: Allyn & Bacon.
Collier, J. L., & Collier, C. (1974). My brother Sam is
because of its emphasis on student action, works dead. New York: Four Winds Press.
to empower students.
Edmonds, W. D. (1941). The matchlock gun. New
Any action needs an impetus. In a multi- York: Dodd, Mead.
cultural curriculum there are few stimuli with
Estes, E. (1944). The hundred dresses. New York:
greater potential to move people to action than Harcourt, Brace, Jovanovich.
literature. Because it tells the stories of human Forbes, E. (1946). Johnny Tremain. New York:
events and the human condition and not simply Houghton Mifflin.
the facts, literature does more than change Harding, D. W. (1978). The author as creator of a so-
minds; it changes people's hearts. And people cial relation. In M. Meek, A. Warlow, & G. Barton
(Eds.), The cool web (pp. 201-215). New York:
with changed hearts are people who can move the Atheneum.
world.
Hickman, J. (1974). The valley of the shadow. New
Although literature for children has long been York: Macmillan.
recognized as a powerful aspect of a multicultural
Mohr, N. (1979). Felita. New York: Dial Press.
curriculum, its real potential for multicultural Politi, L. (1976). Three stalks of corn. New York:
learning and sensitivity has not yet been realized.Scribner.
Multicultural learning achieves its pinnacle whenRudman, M. K. (1976). Children's literature: An issues
students are inspired to challenge and act upon approach (2nd ed.). New York: Longman.
their beliefs and values about people who are dif-
Singer, I. B. (1980). The power of light: Eight stories
ferent from them or from the mainstream. Liter- for Hannukah. New York: Farrar, Straus, &
Giroux.
ature for children conveys knowledge about a
Taylor, M. (1976). Roll of thunder , hear my cry. New
subject while simultaneously providing an impe- York: Dial.
tus for action. Teachers interested in using liter-
Uchida, Y. (1971). Journey to Topaz . New York:
ature in a multicultural curriculum need to Scribner.
expand their vision of its purpose or role. Liter-
ature can do more than help children develop an
awareness and internal value system about multi-
Timothy Rasinski is an Associate Professor at
cultural events and issues. Literature can provide
Kent State University in Ohio who teaches
the impetus for acting in a positive fashion on
that awareness and those values. courses in Reading and Language Arts Educa-
tion. Nancy Padak is an Associate Professor and
References Director of the Reading and Writing Center at
Banks, J. A. (1989). Integrating the curriculum with Kent State University in Ohio who teaches Read-
ethnic content: Approaches and guidelines. In J. ing
A. and Language Arts Education.

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