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Barb Davis
4-23-2009
     W200
 Souto-Manning    Article
 Souto-Manning Reflection
 Hassett Article
 Hassett Reflection
 Brindley Article
 Brindley...
Over a period of two years, Ms. Souto-

  Manning, a first grade teacher in year one
  and a second grade teacher in year...
 She  used different versions of the story
  Three Little Pigs to demonstrate the use
  of different cultures.
 By parti...
I liked how this educator chose a
 popular story with different versions to
 educate her students on perspectives. It
 wa...
This article discusses the importance of

  multicultural and relevant literature
  introduced to students at a young age...
 “A teacher using a multidynamic literacy
  pedagogy understands that this type of
  vocabulary helps to bridge the gap
 ...
 Thisarticle intrigued me because the
 author stated the need for teachers to
 be more involved in forming their
 curricu...
 This article describes the importance of
  educating future teachers the need to
  be cultural sensitive.
 A study was ...
 Study   used different “dramatic
  techniques with children’s and juvenile
  literature.”
 Preservice teachers conclude...
 Thisstudy took another approach and
 forced future educators to reevaluate
 their cultural sensitivity. This study was
 ...
 Although  I do not have plans to be an
 elementary education teacher, these
 articles have in turn made me more
 sensiti...
Souto-Manning, M. (2009, April). Negotiating

    culturally responsive pedagogy through multicultural
    children's lit...
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  1. 1. Barb Davis 4-23-2009 W200
  2. 2.  Souto-Manning Article  Souto-Manning Reflection  Hassett Article  Hassett Reflection  Brindley Article  Brindley Reflection  Conclusion
  3. 3. Over a period of two years, Ms. Souto-  Manning, a first grade teacher in year one and a second grade teacher in year two, conducted a study by recording 19 children’s reactions to current school programs.  Each student had a very different background and each voiced the unfairness of special programs. (Privileged children taken out of class for extra activities.)  Ms. Souto-Manning tried to prove that by incorporating multicultural literature in youth curriculums, students will receive a better education.
  4. 4.  She used different versions of the story Three Little Pigs to demonstrate the use of different cultures.  By participating in discussions with her students, each perspective is heard and understood.  “The children started questioning their previous assumptions of right and wrong, understanding authorship and valuing, or at least respecting, different voices; multiple perspectives.”
  5. 5. I liked how this educator chose a popular story with different versions to educate her students on perspectives. It was wonderfully supported by the discussions she had with her students, and each with their own dialect and opinion, they shared with their classmates.
  6. 6. This article discusses the importance of  multicultural and relevant literature introduced to students at a young age to help shape their education.  Discusses the urgency of teachers sculpting their classrooms and not following the restricted, required material.  “Scientific based” reading, or the key elements in early reading, is just as important as interactive reading, where students interact with one another as in reading a play
  7. 7.  “A teacher using a multidynamic literacy pedagogy understands that this type of vocabulary helps to bridge the gap between academic language and children’s home languages in powerful ways…”  Developing critical thinking at a young age can leave a positive, lasting impact.
  8. 8.  Thisarticle intrigued me because the author stated the need for teachers to be more involved in forming their curriculum based on each classroom. Different students with different cultures may not benefit from the same story that a student did 10 years previously.
  9. 9.  This article describes the importance of educating future teachers the need to be cultural sensitive.  A study was conducted with college students, and three themes appeared throughout the study.  “increase in reflection and sensitivity”  “self-examination”  “the importance of promoting multiple perspectives”
  10. 10.  Study used different “dramatic techniques with children’s and juvenile literature.”  Preservice teachers concluded that teachers should assign students activities to take on different perspectives, such as multiple characters from a story.  Study proved the students became aware of their own cultures as well as other cultures.
  11. 11.  Thisstudy took another approach and forced future educators to reevaluate their cultural sensitivity. This study was successful since it prepared young adults to empathize with their own future students. How else is it better to connect with another perspective than in the grand old saying, “place yourself in someone else’s shoes.”
  12. 12.  Although I do not have plans to be an elementary education teacher, these articles have in turn made me more sensitive to a topic that is important in teaching. However, I am interested in teaching literature, and I can extend the multicultural hand from the youth literature and incorporate different readings at a secondary level.
  13. 13. Souto-Manning, M. (2009, April). Negotiating  culturally responsive pedagogy through multicultural children's literature: Towards critical democratic literacy practices in a first grade classroom. Journal of Early Childhood Literacy, 9(1), 50-74. Retrieved April 20, 2009, from IUPUI library. Hassett, D. (2008, December). Teacher flexibility  and judgment: A multidynamic literacy theory. Journal of Early Childhood Literacy, 8(3), 295-327. Retrieved April 20, 2009, from IUPUI library. Brindley, R., & Laframboise, K. (2002, May). The  need to do more: promoting multiple perspectives in preservice teacher education through children's literature. Teaching & Teacher Education, 18(4), 405. Retrieved April 20, 2009, from IUPUI library.

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