the beauty of story, multicultural literature and its connection to social justice

The Beauty of Story, Multicultural Literature, and its Connection to Social Justice

Dr. Beth Herman-Davis National Association of Multicultural Educators Annual Conference October 1, 2015

Beth Herman-Davis, EdD. NAME Conference, 2015

ObjectivesWelcome.

Understand our changing population.

Recognize a culturally responsive approach to teaching multicultural literature.

Contact Theory. What’s the connection?

View books and participate in activities & strategies to take back to the classroom.

Leave with new ideas and a recommended readings list.


Some numbers for reflection:

According to the U.S. 2010 Census, 50.5 million or over 16% of our population is of Hispanic or Latino origin.

How does this effect our schools?

In 2011, at the pre-k-12th grade level, Latinos made up 23.9% of students in the U.S. (Pew Hispanic Center, 2012)

It's projected that by the year 2050, the Hispanic population will make up 29% of the nations' population. (Pew Foundation, 2008)


Other numbers worth considering...

Connecticut Total Graduation Rate for 2013 (students graduating in 4 years): 43,496

Rate: 85.5%

(Connecticut 2013 Four Year Cohort Graduation Rate, Public School Information System)

White graduates: 27,566 Graduation rate: 91.4%

Dropout rate: 4.5% Hispanic/Latino graduates: 7,632

Graduation rate: 70.2%

Dropout rate: 20.5%

African American graduates: 5,826 Graduation rate: 75.7%

Dropout rate: 15.1%


How can we keep kids committed to and engaged in school while meeting the needs of our changing

population?

Incorporate multicultural and diverse literature into curriculum through a culturally responsive pedagogy to connect kids to

social justice.


Challenges students’ preconceived notions about another culture.

Engages students in exploring the cultural context of the text, which fosters cross-cultural understanding and explores racial and cultural

differences.

Critically examine their experiences through multicultural literature and reflect on their beliefs.

adapted from Taking a Cultural-Response Approach to Teaching Multicultural Literature, 2005. by Yu Ren Dong. English Journal, 94(3), 55-59.

Taking a Cultural-Response Approach to Teaching Multicultural Literature


Contact Zone Theory�by Mary Louise Pratt

Social spaces where cultures meet, clash, and grapple with each other, often in contexts of highly asymmetrical relations of power, such as colonialism, slavery,

or their aftermaths as they are lived out in many parts of the world today.

What’s the connection?

The contact zone exists around us.

Allows us learn and share other countries’ histories and cultures.

Allows for us to not erase linguistic and cultural differences, but to critically examine and understand them.

Allows students and teachers to share, compare, and explore their varying views. from Negotiating the Contact Zone by J. Harris ; Transforming English with Graphic Novels: Moving toward Our Optimus Prime, by J. B. Carter


Why teach for social justice?


Zones of Comfort


Immigration Debate Activity Statements about Immigrants 1. There are too many immigrants coming to the United States. 2. The U.S. government should put more Immigration and Naturalization Service border patrol agents on the border with Mexico. 3. Illegal immigrants take away jobs from U.S. citizens. 4. U.S. immigration policy has been fair to all groups entering the U.S. 5. If a country is having economic problems, the U.S. should allow its residents to come here for a better life. 6. Immigration has helped the United States. 7. Having a variety of cultures and languages in America benefits everyone. 8. Most immigrants come to the U.S. just to get on welfare. 9. Everyone who comes to the U.S. should be required to learn English. 10. If a country is having political problems, the U.S. should allow persecuted citizens from this country to seek asylum here. adapted from: http://www.pbs.org/independentlens/newamericans/foreducators_lesson_plan_02.html#Procedure


slave hunter

capture

resisting

injured

proof

healing

coffee

sugarcane

silently

alone

Word Sort



Read aloud.

Have you heard this word before?

What do you know about this word? Write down what you think the word means.

deport



Read aloud.

Based on the excerpt above, predict what is happening and where. Do you think that there might be something happening that is unjust?

Explain. Note which of the words from the excerpt helped you make your

prediction.

“On the road behind our house, horns toot, sirens blare, and bicycle rickshaws crowd the streets. A high cement wall and a barrier of bamboo muffle the noise, making our garden seem as private as a monastery. But

it isn’t. I could be spotted from the houses nearby, and spies are everywhere. ”



Read aloud.

Look at the two pictures below, which were taken in the U.S. after a major natural disaster occurred. Make a prediction as to what

disaster this is and where this may have taken place?



Read aloud.

Rosa Claudette


Recommended readings handout Questions

Dr. Beth Herman-Davis Email: [email protected] Phone: 503.803.3668


the beauty of story, multicultural literature and its connection to social justice

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