Pirofski Argumentative Analysis

Although standardized texts will allow the majority of the students an easier understanding of literature; it defeats the purpose of encouraging students to go beyond their comprehension. Leaning away from the canon of literature, students will be exposed to works written by women, and be given a glimpse of lives and cultures in a diverse group. As men were publishing their works in the late 18th and early 19th centuries, literature became a symbol of the connection of individuals with truths and ideas in a society. Yet, women were not expected or encouraged to voice their works in public. As an illustration, if one takes a look at the table given in source B, only one out of ten the books read in both public and private schools was written …show more content…
To “enhance language and thought processes” and respecting not only the students’ culture but other people’s lifestyle. Pirofski points out the value of “multicultural literature” as a “valuable learning tool” in reading programs. In addition, Pirofski expresses the “lack of multicultural literature in the children’s literature” and “excursions of culturally authentic reading in the canon,” which gatekeepers of publications and chief enforcer of the canon know many students will not relate to the texts. They rather have interesting texts about quests or hero versus villain in contrast to historical information of minorities culture and background. The benefits of multicultural literature are that one can feel “self-worth” and explore their own identity and challenge themselves in cultural experiences. Also, students can acknowledge people significant contributions to history, politics, society, and culture. Students are often given stereotypical and bias message about almost everything we see in our daily life. This cause a hazardous part of our thinking on situations or the world itself. By incorporating multicultural literature in students’ lesson, students diversify their knowledge and fit in with our globally connected