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Annotated Bibliography on Multicultural Education

Cochran-Smith, M. (2001). Multicultural Education. Journal of Teacher Education, 52(2), 91-92.


In this article, Cochran-Smith explains the contrasting viewpoints of Geneva Gay
and Sandra Stotsky on the need for multicultural education in schools. Gay
believes that multicultural education is important for a childs success because all
children learn best when curriculum and instruction are congruent with a cultural
and language background. Stotsky, on the other hand, believes that the school
system should revert to the past because teachers were more culturally neutral and
the installation of multicultural education is anti-White, anti-capitalistic, and antiintellectual. After noting points back and forth between the two, Cochran-Smith
finds that the past was not neutral, and that Gay was right with the idea that
diversity provides learning opportunities for all.
Huang, S., & Kowalick, M. (2014). The use of multicultural literature to support literacy learning
and cultural literacy. Literacy Learning: The Middle Years, 22(1), 1-5.
Huang and Kowalick show in this article that if a teacher can provide meaningful
multicultural reading and writing opportunities, then the students will have the
power to be critical readers and writers and also be more culturally aware. To
prove this, they chose an elementary class of 23 (12 boys and 11 girls) to read a
multicultural book, Now is the Time by Michael Williams. By use of a KWL
chart, literature circles using Daniels model (discussion director, literacy
luminary, event planner, vocabulary enricher, conductor), drawing, writing poetry
and a group letter, an online blog, and then a dramatic play, the students were able

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to relate the story of Doe and Innocent to the world we live in now. Thus, Huang
and Kowalick were able to prove how to effectively incorporate multicultural
literature into the classroom.
Landt, S. M. (2006). Multicultural Literature and Young Adolescents: A Kaleidoscope of
Opportunity. Journal of Adolescent & Adult Literacy, 49(8), 690-697.
In this article, Landt sought to provide teachers with information on quality
multicultural literature and strategies for including it in the curriculum. She stated
that including multicultural literature will give richer, clearer, and a more accurate
window of culture to adolescents and young adults. She also said that it should be
included in the curriculum so that teachers do have to struggle to find time to find
quality multicultural literature. Unfortunately, that isnt the case yet, so she gives
advice on guidelines for selecting multicultural literature and some high-quality
examples. According to Landt, the best way to find quality multicultural literature
is to go by the authors credentials. You need to look for the awards the author has
won as well as the websites that feature the author. Finally, she provides some
high-quality examples of multicultural literature that can help young adults relate
to the story of one from a different culture, which then creates culture
connectedness. She recommends The Friends by Yumoto, Tangled Threads by
Shea, and The Jacket by Clements. All these books deal with concepts any young
adult may face, so again, that helps to unite all cultures together.

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Schoorman, D., & Bogotch, I. (2010). Conceptualisations of multicultural education among
teachers: Implications for practice in universities and schools. Teaching and Teacher
Education, 26(4), 1041-1048.
Schoorman and Bogotch seek to study multiculturalism as a whole-school
construct and in terms of how universities teach multicultural education according
to teachers perceptions in this article. By studying a universitys laboratory
school serving kindergarten to eighth grade, they found that the goal for
multicultural education (MCE)for teachers to be grounded in social justice and
view their roles as activists and whose range of concern extend to issues of
inequality in and outside of the classroomis not necessarily met. After
surveying 33 teachers and conducting 27 interviews, they found that all teachers
collectively agree on the central principles of MCE, all teachers used the word
diversity when speaking of MCE and believe that social justice is found at the
university-level and not the school-level, MCE is a strategy for differentiated
instruction and teachable moments, and that MCE is culture-based, not powerbased. From all these, Schoorman and Bogotch concluded that teacher education
programs and educational leadership programs needs to learn together what MCE
truly is and how to implement in school-wide, rather than just in individual
classrooms.
Yoon, B. (2010). Assimilation ideology: Critically examining underlying messages in
multicultural literature. Journal of Adolescent and Adult Literacy, 54(2), 109-118.
Multicultural literature is widely misunderstood. So, Yoon sought to help teachers
understand how to correctly use multicultural literature in the classroom that

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would promote pluralism rather than assimilation. He, along with two others,
conducted a randomized study of twelve picture books labeled multicultural. They
found that 33 percent were assimilationist, 17 percent were pluralistic, and 50
percent were neutral. So, they took the four assimilationist picture books and did a
more in-depth study. All four of these books had one or both of these themes: the
immigrant transitioned from resistance to assimilation and/or the United States is
the land of opportunity. After these findings, Yoon determined that teachers are
inadvertently teaching their students that equity and excellence can only be gained
if these immigrants assimilated into the dominate culture. So, Yoon says that
teachers need to look for the ideology through inferred messages, the
representation of all people, and the promotion of critical pedagogy before
picking a multicultural text for their students.

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