Multicultural Literature for Children and Young Adults

Bista, Krishna

doi:10.1080/00131725.2012.682203

Cited by 10 publications

(11 citation statements)

References 8 publications

(9 reference statements)

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“…Future research will need to replicate these results in larger samples. Professionals of color might be in a specifically good position to create books about characters of color in a culturally authentic manner (Bista 2012), without stereotypes, and depicting accurate cultural values and details (Yoo- Lee et al 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Most of the previously studied books (76-94%) were created by White authors and illustrators (Eisenberg 2002;Hughes-Hassell et al 2009;Koss 2015;Koss et al 2017). Authors and illustrators can inspire children as role models, and authors and illustrators of color may be particularly suited to create books portraying characters of color accurately (Bista 2012). Indeed, multicultural children's books were less often written by White authors (33%) compared to other children's books (94%; Eisenberg 2002), and almost all the authors of color had written books about their own ethnic group (Hughes-Hassell et al 2009), but the vast majority of books containing multiple ethnic groups were written and illustrated by White authors/illustrators (Hughes-Hassell and Cox 2010).…”

Section: Previous Studies On Ethnic Diversity In Children's Booksmentioning

confidence: 99%

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Ethnic Diversity in Children’s Books in the Netherlands

Bruijn

Emmen

Mesman

2020

Early Childhood Educ J

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The present study examined the representation of authors, illustrators, and characters of color in books for young children (6 years old and under) that (1) have won awards, (2) were purchased most often, and (3) were borrowed most often from libraries in the Netherlands from 2009 to 2018. Factors influencing the prominence of characters were explored. In total, 64 books and 2053 characters were coded, and representation statistics were compared to statistics of the national population. Results suggest a slight underrepresentation of authors of color as compared to population statistics, and an underrepresentation of characters of color as compared to the target audience. Results on some factors influencing prominence suggest that White characters and characters of color play an equally prominent role in the books. Results on other factors, however, suggest that characters of color, especially females, are less prominent in terms of their role in the story, whether they have a name, and in relation to the number of other characters in the book. The results provide an insight in to ethnic diversity in popular books for young children in the Netherlands, and show some room for improvement in terms of representation and prominence of characters of color, so that children of color might have more opportunities to identify with characters and that readers could be exposed to ethnic diversity as represented in society.

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Section: Discussionmentioning

confidence: 99%

Section: Previous Studies On Ethnic Diversity In Children's Booksmentioning

confidence: 99%

Ethnic Diversity in Children’s Books in the Netherlands

Bruijn

Emmen

Mesman

2020

Early Childhood Educ J

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“…Meanwhile, authors of multicultural literature for children are acting as cultural messengers. Still, they may unconsciously impose their own cultural beliefs and values on the culture they try to recreate, exhibit and locate in any fictional texts [32]. Hence, parents and teachers need to be selective in choosing multicultural literature for children because it must be suitable for their age, characteristics, and cultures and encompass accurate and authentic cultural representation.…”

Section: Discussionmentioning

confidence: 99%

“…Basically, multicultural literature is tricky to define as it includes the literary writing of groups of people from different races, colors, values, and cultures [32]. The relation among the various characters in the story can be an example for children to be a person who respects humanity in social relations.…”

Section: Integritymentioning

confidence: 99%

Multicultural Literature for Building Children’s Character

Cahyaningtyas¹

2022

Proceedings of the First International Conference on Democracy and Social Transformation, ICON-DEMOST 2021, September 15, 2021,

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This paper aims to define the advantages of multicultural literature for building Indonesian children's character. The method is library research, and the data was collected by analyzing journal articles, books, and other scientific sources. The discussion focused on the benefits of multicultural literature in helping parents and teachers teach about five character values: religious attitude, integrity, nationalism, mutual cooperation (gotong royong), and independence. Cap Go Meh, folklore Putri Bidara Putih, Upin Ipin, Battle of Surabaya, and short stories created by the Indonesian Ministry of Education and Culture such as Wisata Kuliner Bersama Nenek, Tiga Pahlawan Tanpa Tanda Jasa, and Dito dan Kisah-Kisah Teladan are some of the Indonesian multicultural stories that will be a good media in teaching and integrating character education values. Hence, parents and teachers should maximize the use of multicultural stories since it is proven to build children's character.

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“…Several studies related to the teaching of literature tend to be focused on developing elementary students on certain aspects, including appreciation of stories oriented to strengthening student character education (Apriliya, 2017) (Muktadir, 2018), regarding appreciation of stories oriented to the stability of students' social values (Muhammadi 2018), as well as stories as literary teaching materials oriented to moral education (Wahyuni 2017). In addition, more research is focused on story content, including the construction of gender in children's stories (Liliani 2015); multicultural issues (Bista 2012); Indonesian identity (Suyatno 2014) or even the theme of parental death (Corr 2007).…”

Section: Introductionmentioning

confidence: 99%

How Do Elementary School Teachers Teach Children to Appreciate Stories?

Apriliya¹,

Sunendar²,

Mulyati³

et al. 2019

Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019)

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Children's story appreciation is one of the literary material in elementary school. Stories can be selected and delivered in several different ways. This paper aims to describe how teachers teach students to appreciate children stories. Data collection was carried out through interviews with teachers of 12 elementary school teachers. The results of the study showed a variety of how elementary school teachers teach students to appreciate children stories because of the different learning objectives; differences occur in determining aspects of learning resources, determining the selection criteria for teaching materials, as well as in the selection of learning models used. Based on this, goal setting is the most important thing in teaching appreciation of children's stories. In other words, the purpose of appreciation of the story greatly determines the selection of teaching materials and learning models used by elementary school teachers.

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Multicultural Literature for Children and Young Adults

Cited by 10 publications

References 8 publications

Ethnic Diversity in Children’s Books in the Netherlands

Ethnic Diversity in Children’s Books in the Netherlands

Multicultural Literature for Building Children’s Character

How Do Elementary School Teachers Teach Children to Appreciate Stories?

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