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. 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. 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. 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. “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. 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. 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. 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. 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. 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. 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.
