Multicultural Education Essay

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Multicultural Children’s Literature
Multicultural education must be integrated into the curriculum and focus on the appreciation of all cultures and ethnic differences. Much research has been documented supporting the use of high quality multicultural children’s literature as a powerful medium to develop varying cross-cultural understandings of perspectives concerning cultures, roles, insights, traditions and beliefs (Au, 2001; Callins, 2006; Howrey & Whelan, 2009; Lowery & Sabis-Burns, 2007; Mei-yun, 2007) . Teachers also can use multicultural literature depicting children's worlds as a means to bridge home and school cultures personally as well that of the students. Within Howrey and Whelan’s (2009) research project, utilization of
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Great care was taken to use multicultural books that: avoided stereotypes, portrayed the values and cultural groups in authentic ways, showed people from different cultures working together, emphasized both similarities and differences, broadened children’s visions, invented reflections, and showed multiple and contradictory perspectives. Evans (2010) found that within the use of multicultural literature and activities, students’ cultural awareness, acceptance, respect, empathy, and cultural understanding was heightened. Multicultural literature should represent all groups of students within schools and classrooms in including literature about culture, race, class, language, and ability differences. It is important that teachers share a range of multicultural literature and carefully select books that are anti-biased to the fullest extent possible. As Evans (2010) found, exposure to quality multicultural literature helps children appreciate differences among ethnic groups, develop new perspectives, and eliminate ethnocentrism. It is an educator’s duty to commit to helping their students address racial, ethnic, and linguistic equality as well as fostering a respect and appreciation of diversity by means of engaging their students in dialogue with texts and society (Lowery & Sabis-Burns, 2007). Evans (2010) supports the belief that students should be taught to “read with questions, wrestle

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