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29 sty 2020 · Research has indicated how diverse books contribute to a more culturally responsive pedagogy, allowing children to identify themselves in the stories they read and gain an appreciation for others whose lives are different from theirs.
educators can use multicultural literature to create learning environments that honor the multiple identities students bring to the classroom. We begin with an overview of why multicultural literature and multiple identities have a place inside our elementary and secondary classrooms. Why Multicultural Literature in the Classroom?
Multicultural literature creates a sense of belonging, forging a connection between home and school environments, and across cultures. Multicultural literature serves many purposes, but its greatest accomplishment is its ability to bring people closer together, regardless of culture and ethnicity.
multicultural literature provides meaningful experiences for students to investigate society and acknowledge and interrogate their own beliefs and biases. While many teachers acknowledge the importance of incorporating literature that reflects the diverse populations of schools,
As you bring diverse, inclusive, and culturally relevant materials into children’s reading experiences, this diverse books toolkit from Teaching Books (opens in a new window) can help analyze collections, identify and bring to life diverse texts, and encourage reflection on cultural representation. Registration required.
The books we use offer a valuable opportunity to bring our students' languages, cultures, histories, and voices into our classrooms. They also provide the opportunity to introduce students to a wide range of diverse stories that reflect different perspectives and experiences — both theirs and others.
Literacy teachers, in particular, need to broaden their knowledge and understand-ing how to infuse quality literature in their curriculum to help students who are cultural-ly and linguistically diverse to acquire effec-tive literacy skills across the curriculum (Comber, 2011).
