Dialoguing on the Interactions between Racially/Ethnically Identifiable Characters in Children's Books.
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| Title: | Dialoguing on the Interactions between Racially/Ethnically Identifiable Characters in Children's Books. |
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| Language: | English |
| Authors: | Vilscek, Elaine |
| Peer Reviewed: | N |
| Page Count: | 21 |
| Publication Date: | 1994 |
| Document Type: | Opinion Papers Guides - Classroom - Teacher Speeches/Meeting Papers |
| Descriptors: | Childrens Literature, Class Activities, Cultural Awareness, Elementary Education, Literature Appreciation, Multicultural Education, Reading Games, Reading Instruction, Reading Material Selection |
| Abstract: | Children's understandings about people of color are enhanced when they have opportunities to dialogue. Similarities and differences between people can be identified, appreciated, and celebrated. Jerome Bruner, among others, has indicated that stories lure readers into thinking that what they are receiving is a transparent description of the real world; therefore educators must be careful in selecting a balanced and authentic sample of books about people of all races, ethnic conditions and cultures. All children need to see themselves as authentically and positively reflected as part of humanity. As multicultural literature comprises only about 2% of all books written for children, however, educators may find it difficult to find literature appropriate to these purposes. Books that depict more than one race interacting are particularly hard to find. "Subject Guide to Children's Books in Print" (R. R. Bowker Publishers) and "Collected Perspectives" (Christopher Gordon Publishers) are two helpful resources. An important part of teaching multicultural literature is encouraging dialoguing about that literature before, during, and after the reading. This dialoguing could take several forms: (1) spontaneous whole-class input after listening to a story or while looking at illustrations; (2) literature study groups; (3) individual conferences; (4) journaling; (5) opportunities for children to respond to characters by recording messages on tape; (6) improvised role plays based on situations from the book; and (7) play writing based on situations from the book. ("Overlays" are included, as well as small group activity sheets.) (TB) |
| Entry Date: | 1995 |
| Accession Number: | ED374426 |
| Database: | ERIC |
| Abstract: | Children's understandings about people of color are enhanced when they have opportunities to dialogue. Similarities and differences between people can be identified, appreciated, and celebrated. Jerome Bruner, among others, has indicated that stories lure readers into thinking that what they are receiving is a transparent description of the real world; therefore educators must be careful in selecting a balanced and authentic sample of books about people of all races, ethnic conditions and cultures. All children need to see themselves as authentically and positively reflected as part of humanity. As multicultural literature comprises only about 2% of all books written for children, however, educators may find it difficult to find literature appropriate to these purposes. Books that depict more than one race interacting are particularly hard to find. "Subject Guide to Children's Books in Print" (R. R. Bowker Publishers) and "Collected Perspectives" (Christopher Gordon Publishers) are two helpful resources. An important part of teaching multicultural literature is encouraging dialoguing about that literature before, during, and after the reading. This dialoguing could take several forms: (1) spontaneous whole-class input after listening to a story or while looking at illustrations; (2) literature study groups; (3) individual conferences; (4) journaling; (5) opportunities for children to respond to characters by recording messages on tape; (6) improvised role plays based on situations from the book; and (7) play writing based on situations from the book. ("Overlays" are included, as well as small group activity sheets.) (TB) |
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