It's Not on the List
An Exploration of Teachers' Perspectives on Using Multicultural Literature
Bibliographic Data
| ID | 15016939 |
|---|---|
| Authors | B Joyce Stallworth (University of Alabama, corresponding author), Louel Gibbons (University of Alabama), Leigh Fauber |
| Year | 2006 |
| Volume | 49 |
| Issue | 6 |
| Pages | 478-489 |
| Publication date | 2006-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Adolescent & Adult Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1081-3004 • E-ISSN: 1936-2706 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1598/jaal.49.6.3 |
| OpenAlex | W2055383224 |
| Language | EN |
| Citations received | 24 |
| References cited | 14 |
English teachers must consistently design high-quality and balanced curricula that involve the purposeful integration of multicultural literature. But making decisions about the content of the literature curriculum continues to be a complex and political process. Which authors are included? Which are excluded? How do teachers make these decisions? If we are to update the curriculum, individual classroom teachers must believe that significant exposure to diverse literature can positively affect students' development as readers, writers, and thinkers. This article investigates classroom teachers' practices in an effort to discover the extent to which multicultural literature is integrated within the curriculum. One major finding from this study is that although many teachers advocate the inclusion of diverse works, the practice of teaching from a dynamic and diverse literature program does not always reach English curricula at the local level. The study also reveals a degree of confusion among many teachers about the teaching of multicultural works, leading the authors to conclude that English teachers and teacher educators must work together to create a more balanced curriculum that portrays a range of people with different characteristics
Confusion · Curriculum · Curriculum development · Inclusion (mineral · Mathematics education · Multicultural education · Multiculturalism · Pedagogy · Process (computing · Quality (philosophy · Sociology · Variety (cybernetics · Computer Science · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Multilingual Education and Policy · Psychology · Social Psychology
From global texts to local voices
When Authenticity Goes Missing
Learning to be culturally responsive
The challenge of monoculturalism
Do teachers read against the text? Studying the prevalence of critical literature pedagogy through a vignette
The Tacit Censorship of Youth Literature
Racial and Ethnic Representation in Literature Taught in US High Schools
Why Not
Flipping the Coin
Reconciling Competing Missions of English Education
Egypt Education System
Exploring Names and Identity Through Multicultural Literature in K-8 Classrooms
Narratives of Nationhood
A Century of Change in High School English Assessments
Critical Conversations on Whiteness With Young Adult Literature
BookTok 's appeal on ninth‐grade students
Boundary Crossings at the Intersection of Texts and Identities
A Counterstory of One's Own
The impact of children's and young adult literature courses on teachers' selection of global and culturally diverse texts for the classroom
Reflection and projection
Shaking Off Shakespeare
Confronting Colonial Control
Young Adult Literature Research in the 21st Century
Disrupting intertextual power networks
| Citations per year | 1.6 |
|---|---|
| Citation span | 2011 - 2026 (16) |
| Highly cited | No |