Culturally Responsive Literacy Practices in an Early Childhood Community

Bennett, Susan V.; Gunn, AnnMarie Alberton; Gayle-Evans, Guda; Barrera, Estanislado S.; Leung, Cynthia B.

doi:10.1007/s10643-017-0839-9

Cited by 64 publications

(48 citation statements)

References 24 publications

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“…Furthermore, educators considered cultural and linguistic diversity to only relate to children, who were "visually different" and/or had limited English language proficiency. This focus on visual difference is consistent with the evidence that cultural diversity is often defined as relating to "people of colour" (Bishop 1997, p. 35) This shows a restricted understanding of diversity inconsistent with that of the EYLF (DEEWR 2009) and much narrower than more widely accepted definitions which include aspects such as family structures, ethnicity, lifestyle choices, race, gender, ability and social background (Bennett et al 2018;Boutte et al 2008;O'Neill 2010).…”

Section: Construction Of Diversity As Visual and Linguistic Differencsupporting

confidence: 75%

“…Using inclusive literature that represents diversity helps to engender a sense of pride in children and affirms their identity, their families and their communities (Bennett et al 2018). Texts are a powerful means of helping children to understand themselves and others as they act as both a 'mirror' of personal identity and experiences and a 'window' onto the diversity of the world (Cox and Galda 1990), thus potentially supporting cross-cultural understanding (Harper and Brand 2010) and helping children to "make connections, form relationships and create community with others" (Short 2012, p. 9).…”

Section: The Role Of Literaturementioning

confidence: 99%

“…These linked components of the EYLF direct educators to respect and value all children and their families and backgrounds when implementing both the planned and unplanned curriculum. Such an approach assists educators to meet the challenge of preparing children to live in a society that is rapidly changing and where issues such as race, ethnicity, gender, ability and social background impact the benefits enjoyed by different groups (Bennett et al 2018;Boutte et al 2008;O'Neill 2010). The authors recognise, that as outlined by Bennet et al (2018) and others (Boutte et al 2008;O'Neill 2010), diversity encompasses many aspects, all of which deserve equal and equitable attention and inclusion in educational policy and practice.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

“Portray cultures other than ours”: How children’s literature is being used to support the diversity goals of the Australian Early Years Learning Framework

2019

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Catering for diversity within birth to 5-year-old settings continues to be an on-going concern for policy makers and educators worldwide. This research contributes to discussion on the value of children’s literature in achieving international principles of diversity and, in particular, the Principles, Practice and Outcomes outlined in the Australian Early Years Learning Framework. The article considers the selection and use of children’s literature related to diversity, as well as what influences these processes. Seventeen educators from five long day care centres located in or near the Perth metropolitan area participated in the study. Data were drawn from interviews and a book audit. The findings revealed educators had limited understandings of the role of literature in acknowledging and valuing diversity and rarely used it to promote the diversity-related outcomes of the EYLF. The key challenges which emerged from the findings concerned beliefs of educators, professional learning and the application of the EYLF in practice.

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Section: Construction Of Diversity As Visual and Linguistic Differencsupporting

confidence: 75%

Section: The Role Of Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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“Portray cultures other than ours”: How children’s literature is being used to support the diversity goals of the Australian Early Years Learning Framework

2019

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“…This strategy has been shown to be a facilitator of inclusion and social cohesion (Valls and Kyriakides 2013;Reid et al 2015), as it increases the presence of the child's home culture and family values in the classroom (Souto-Manning and Mitchell 2010). Along these lines, including books, materials or print environments that reflect cultural diversity stimulates peer dialogues that help children affirm their identities and that show them they are a part of the community in which they live (Bennett et al 2017;Kim 2016). In the print environment, which includes posters and decorative artifacts, picture books also contribute to the creation of a supportive literature environment in which children share their experiences from their diverse social backgrounds.…”

Section: Discussionmentioning

confidence: 99%

A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education

Khalfaoui

García-Carrión

Villardón-Gallego

2020

Early Childhood Educ J

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The risk for many young children from minority backgrounds of being excluded from a quality education might be reduced through the creation of a positive classroom climate. A systematic review was conducted to gain a better understanding of the pedagogical and structural aspects that foster a positive classroom climate in multicultural early childhood education settings. Following a systematic review procedure, 14 articles were selected and included in the analysis. The findings indicate that eight aspects contribute to a positive climate in these settings: on the one hand, pedagogical practices, including increased instructional time, teacher-student supportive interactions, peer interactions and friendship, child engagement, teacher training on emotionally supportive environments and teacher-family trust-based relationships, and on the other hand, structural aspects, including small peer groups and materials shared among children. This evidence may be used to foster a classroom climate that enhances learning processes and social development in multicultural preschool groups. However, more research is needed to better understand the particular role that cultural diversity plays in the classroom climate.

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“…They found that these books are designed to empower immigrant and minority children, but they are not often appropriately utilized in schools. Bennett et. al.…”

Section: Response Tomentioning

confidence: 99%

Chinese Transnational Adolescents’ Responses to Multicultural Children’s Literature in Culture Circles

Chen¹

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an American philosopher, said, "Life is a journey, not a destination." My respected boss and professor, Dr. Wen-Rey Bosco Lee at Wenzao Ursuline University, gave me a card with this quote for blessing before I left for studying abroad. This quote has been carved in my heart since August 8, 2011, the date I waved goodbye to my family, friends, and respected teachers in Taiwan for graduate studies in the United States. As eight years have passed, I have come to realize a deeper meaning of this quote rather than a literary meaning. I was a shortsighted and aggressive person. Everything I planned to do was to earn applause, approval and validation from others. However, during these eight years of my graduate and doctoral journey, I realized that I need to be humble. Everything has happened in my life has reasons for each season, which made the journey meaningful and initiated personal growth in different areas of my life. I could not have completed my doctoral dissertation and received a degree of Doctorate in Education without the professional, emotional, and spiritual support from my professors, family, and friends. Recalling the people I have met in the past and now, I do not know how to express my gratitude to them whose support has made me become a better version of myself. First of all, I deeply appreciate my co-chair advisors, Dr. Eun Hye Son and Dr. Stan Steiner for their belief in me while I was growing as a teacher and a researcher during my Ed.D journey. Floods of tears overflowed my cheeks at every other virtual meeting and their words strengthened me with hope. Inspired by Dr. Son's PhD xi your support, I can stay calm and move on. To my dearest big sister, Ching-Li (Yvonne) Meng, I do not know how to express my gratitude to you. Thank you for walking with me when I was in difficult times. This helped me continue to write my dissertation with hope. To my dear friend and sister, Tiffany Tu, I feel so blessed to meet you. Thank you for sharing parenthood and womanhood with me and proofreading my writing. To my child's schoolteacher, Mrs. Humera Ahmed and principal, Mrs. Nilda Beauchamp, thank you for your partnership with me and providing me with professional resources. Without your partnership, I could not play mama's role well during this critical time. Moreover, I would like to express my appreciation to my good friends and professional editors: Jaqueline (Jackie) Castine, Moira May, and Laurie Grapperhaus. Thank you for editing my dissertation papers and sharing what American culture is like with me. Because of working with you in these past years, I have been growing my interest in writing. I believe that completing this dissertation project is not the end. We will continue to work on other writing projects together in the near future. My gratitude also goes out to my teachers during my schooling time in Taiwan. Dr. Wen-Rey Bosco Lee, thank you for teaching me to work wisely and always having a blueprint in mind before acting. Dr. Mei-Hua Margaret Chen, your teaching style inspires me. Thank you for a...

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Culturally Responsive Literacy Practices in an Early Childhood Community

Cited by 64 publications

References 24 publications

“Portray cultures other than ours”: How children’s literature is being used to support the diversity goals of the Australian Early Years Learning Framework

“Portray cultures other than ours”: How children’s literature is being used to support the diversity goals of the Australian Early Years Learning Framework

A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education

Chinese Transnational Adolescents’ Responses to Multicultural Children’s Literature in Culture Circles

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