R OSEMONT C OLLEGE SCHOOLS OF GRADUATE AND PROFESSIONAL STUDIES
EDUCATION 4565: MULTICULTURAL LITERATURE Fall 2016 — Wednesday, 4:30-‐7:00 — Lawrence Hall 337 Rachel Skrlac Lo, Ph.D. Office hours by appointment
[email protected] or 610-‐517-‐7415 COURSE DESCRIPTION Multicultural Literature addresses ILA Standard 4 (Diversity) through readings and discussion of writings by and about diverse cultures, ethnicities, religions, genders, and socioeconomic groups. We will critically examine K-‐12 literature and the context in which it is read. Categories of differences will be considered to explore relationships between ourselves and others including interpersonal and institutional relationships. This course is designed to engage us as critical readers and consumers of K-‐12 literature. MISSION & PHILOSOPHY
My philosophy: The best learning occurs through dialogic inquiry. This class is designed as a workshop class: you are expected to participate in all activities. To create a Community of Learners, we will engage with the materials and with one another. Through our dialogues, we will come to respect and value different perspectives. Graduate Education Philosophy: Rosemont College prepares those seeking to be professional educators to make a difference in and through the classroom. The program of studies develops reflective thinkers with scholarly habits of mind and the values and attitudes necessary for responsible, ethical leadership in educating future generations. Graduates will possess a balance of practical and theoretical knowledge to function successfully in schools and classrooms at any educational level. Rosemont College provides resources for students to achieve success including the Student Academic Support Center (http://www.rosemont.edu/campus-‐life/student-‐services/academic-‐support/index.aspx). Rosemont College Mission: Rosemont College is a community of lifelong learners dedicated to academic excellence and fostering joy in the pursuit of knowledge. Rosemont College seeks to develop in all members of the community open and critical minds, the ability to make reasoned moral decisions, and a sense of responsibility to serve others in our global society. Rooted in Catholicism, Rosemont welcomes all faiths and is guided by the principles of Cornelia Connelly and the Society of the holy Child Jesus to meet the needs of the time. Rosemont College values: trust in and reverence for the dignity of each person; diversity with a commitment to building an international community; persistence and courage in promoting justice with compassion; care for the Earth as our common home.
Approved by the Board of Trustees Feb., 2016 Office of Mission May, 2016
EDU4565 Multicultural Lit. (Fall ‘16, Skrlac Lo)
COURSE OBJECTIVES A spirit of collaborative and critical inquiry will permeate the course in order to build connections among a range of theories that inform our ways of reading and sharing literature with children and adolescents. Everyone is encouraged to share their experiences as readers, writers, artists, teachers, and knowers. This reflective practice provides space to consider how our perspectives can limit or enhance interactions with students, particularly when using multicultural literature. Through the readings, discussions, exercises, and activities, you will: ! Discover, evaluate, and integrate into your teaching practices literature that represents a diverse range of human conditions; ! Apply multiple theoretical and pedagogical lenses to the study of children, adolescent, and young adult literature; ! work together to create a working definition of multicultural literature, taking into consideration voice, position, and power to better understand the complex and dynamic nature of the term; and ! Use professional resources and websites to contribute to your growing collection of educational resources that will be foundation in your teaching and professional practice. COURSE MATERIALS The following materials will be used for this course. Do assigned readings prior to class and be prepared to ask and answer questions during class. Required: Bothelo, Maria J., & Rudman, Masha K. (2009). Critical multicultural analysis of children’s literature: Mirrors, windows, and doors. New York, NY: Routledge. Additional scholarly materials will be provided in class and/or posted on Moodle. Because this is a multicultural literature course, you are expected to spend time reading and reviewing a wide selection of children’s and young adult literature, which you will share in class. Recommended: You should spend time exploring these publications, organizations, and online resources for children’s & YA literature. Seek out additional resources as well. • • • • • • • • • • •
American Indians in Children’s Literature (AICL) http://americanindiansinchildrensliterature.blogspot.com United States Board on Books for Young People (USBBY) & International Board on Books for Young People (IBBY): Bookbird journal; Hans Christian Anderson Award American Library Assn.: www.ala.org: Coretta Scott King, Caldecott, Newberry Medals, etc. International Literacy Association (www.literacyworldwide.org): Literacy Today National Council for Teachers of English (www.ncte.org): Language Arts, The ALAN Review, Orbis Pictus Award and Honor Books: www.ncte.org/awards/orbispictus Children’s Literature Research Collections, Kerlan Collection, University of Minnesota: https://www.lib.umn.edu/clrc Américas Book Award: http://wwww4.uwm.edu/clacs/aa/index.cfm Horn Book (www.hbook.com): Horn Book Magazine, Boston Globe-‐Horn Book Awards Kirkus Reviews: https://www.kirkusreviews.com/book-‐reviews/childrens-‐books/ Goodreads online reading community #WeNeedDiverseBooks (www.weneeddiversebooks.org)
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EDU4565 Multicultural Lit. (Fall ‘16, Skrlac Lo)
COURSE REQUIREMENTS Your final grade is determined by your general participation (50%) and an independent inquiry project (50%) that you will work on throughout the semester. Participation -‐ 50% Because this class follows a seminar format, it is vital that you come to class having read the assigned material and also prepared to discuss them. The heavy weight that participation has on your final grade reflects the importance of being an active contributor in our classroom community. Strong participation is more than talking in class—it means listening carefully and respectfully to others and responding constructively to their ideas with questions and interpretations of your own. I encourage you to share insights and critical interpretations of the readings, to make connections to materials from this and other courses, and to relate the readings to your own experiences in schools and other educational settings. Recognizing that not everyone feels comfortable participating in the same way, I will vary opportunities to participate, including: whole group, small group, paired, and individual activities; verbal and written responses; and in-‐class and online environments. Your participation grade will be comprised of your contributions to class discussion and in-‐class activities, as mentioned above, as well as the following: • Book sharing (3 times, sign-‐up will take place in week 2). How well do the books you share address the theme and address issues raised in weekly readings? What is the overall quality of the books? • Read alouds (2 times). How does the book you selected “fit” with the class? What aspects of your read aloud do you want us to pay attention to? • Online participation (3 times). The quality of your contributions will be assessed based on the timeliness of contributions, connections to class discussions and readings, responsiveness to others. • In-‐class participation (weekly). This participation is the same as online participation, above, plus demonstrated engagement in class activities. All students will receive a midterm review of participation. You are welcome to request additional feedback at any point in the semester. Points will be deducted from your participation grade if you miss class for any unexcused reason, text during class, or engage in other recreational online activity, such as checking U-‐Mention, Tinder, Yik-‐Yak, etc. or reading emails. Portfolio Project -‐ 50% The portfolio project consists of a series of activities and exercises to engage you in critical reflection about the roles of literature in classrooms and your own methods for evaluating and incorporating multicultural literature into your lessons. The culminating project will be a unit of lesson plans around a theme that incorporates multicultural perspectives discussed in the readings and class discussions. You are expected to give a short presentation to the class and hand in the complete lesson plan at the end of the semester. The goal of the portfolio project is to have completed a set of lesson plans by the end of the semester. The project involves multiple steps designed to create thoughtful exploration into
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EDU4565 Multicultural Lit. (Fall ‘16, Skrlac Lo)
ways multicultural literature is shared in classroom settings. This includes reflective journaling, developing booklists, sharing and workshopping lesson plans in class, conducting scholarly literature reviews (i.e., how do other educators and researcher discuss the theme/author/ subject?), and creating a final outline of lesson plans to be shared at the end of the semester. The goals of these exercises and activities are as follows: • Demonstrate how you are thinking about and reading children’s and YA literature; • Demonstrate how you are integrating the scholarly reading from the textbook and classroom readings into your own understanding of children’s and YA literature; • Demonstrate how you are integrating these ideas into your teaching practices; and • Encourage you to reflect on your own understanding of the complexity and diversity of children’s and YA literature and consider how this changes throughout the course. Your work will be evaluated based on how well you achieve each of these goals and the quality of work (e.g., quality of writing). Feedback will be ongoing and provided on each of the Modules below. Your grade will be based on overall effort and quality. Module 1 -‐ Due 9/14 • In a short essay, answer the question: What is multicultural literature? Pick one of the books you have selected to bring to class and write briefly about why you think it’s a good book. Sketch out how you (would) use this book in your classroom. This informal paper should be about 750-‐1000 words. • Complete and include Anticipation Guide. Module 2 – Post by 9/28 @4:30, all responses due by 10/1 @midnight • Introduce your preliminary ideas for the lesson unit. Your informal presentation should include a theme, guiding questions for the unit, copies of books you are considering using, and any outstanding questions you would like us to brainstorm. • Give feedback to others. The purpose of this is to collectively consider the purpose of these exercises, to brainstorm ideas, and to generate excitement about respective topics. Module 3 – Due 10/12 • Return to the book you wrote about in Module 1. Reread the book and jot some notes about it. Reread your reflection and respond to it. Do you still feel the same way about the book? Have your perspectives changed? In what ways? Explain why you think your perspective has changed or been affirmed. How have the class readings and discussions affected how you read the book? Would you still use this book? Why or why not? • This paper should be about 750-‐1000 words. Don’t forget to cite all sources following APA 6th ed. style. Questions about citing resources? Please ask or see https://owl.english.purdue.edu/owl/resource/560/01/. Module 4 – Post by 4:30 10/26, all responses due by 10/29 @midnight • Describe a readaloud and/or booktalk for a focus text with a child or group of children. How did the readaloud affect how you are thinking about your lesson plan ? Or your understanding of how children respond to literature? • Respond to other’s experiences. What additional information do you need to know to understand each person’s experiences? How can your experiences help others?
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EDU4565 Multicultural Lit. (Fall ‘16, Skrlac Lo)
Module 5 – Due 11/9, in class • Workshop a lesson. During the workshop you should bring copies of the lesson plan and any materials needed to execute the lesson. Module 6 – Due 11/15 • Return to the question what is multicultural literature and your earlier reflections. Complete the Anticipation Guide again and note any changes. Comment on any changes in this checklist. Do you read the book your wrote about in the first reflection the same way? What other books would you use in addition or in place of this book? • This paper should be about 750-‐1000 words. Don’t forget to cite all sources following APA 6th ed. style. Questions about citing resources? Please ask or see https://owl.english.purdue.edu/owl/resource/560/01/. Final presentation – Due 12/7, in class • 20 minutes plus ~10 for questions. • Overview of project: you are not required to present entire for this in-‐class presentation. The goal is to present your idea and connection to critical multicultural literature, and then find a way to share a lesson or part of a lesson with us. Final project – Due 12/12, 9:00 a.m. online • The structure for the final project should include the final sections: o Part 1 -‐ 1-‐2 page overview of your idea, the purpose of the lessons, and the connection to critical multicultural analysis. This is your introduction and should orient the reader to the rest of the project. o Part 2 -‐ 5-‐7 page essay on how a critical multicultural perspective informed your decision making process, including book selection and lesson design. o Part 3 -‐ 1-‐2 page list of books (8-‐12 books should be included) that were used in the lessons, including a brief description of them. This should include full bibliographic citation (APA, 6th ed., style). Include 1-‐2 sentences describing each story, 1-‐2 sentences describing how each story connects to the theme or topic you have picked for the lessons, and 1-‐2 sentences evaluating each book. o Part 4 -‐ 3-‐5 mini-‐lessons. This section should include an introductory paragraph or two that describes how lessons would be given. Would they tie into a bigger unit? Would they be given in the same day? This information should provide others with enough information to replicate these lessons. Each lesson should also provide enough information that others would know how much time to allocate, what supplies to prepare, what products to expect from students, and the connection to any professional or state standards. o Part 5 -‐ 1-‐2 page evidence of lessons (optional, but encouraged). Did you use these lessons with your students? If so, how did it go? What worked and what didn’t? Did another teacher observe, and did she/he provide feedback? o Part 6 -‐ 3-‐4 page outcome and conclusion. This should include a reflective statement by you that describes how the process of designing lessons using critical multicultural analysis impacted (or not) your understanding of teaching reading. Support your position by giving evidence from your own practice. When possible, situate it or reference other people who have done similar work. I want to know how are you thinking about multicultural literature as a reading specialist.
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EDU4565 Multicultural Lit. (Fall ‘16, Skrlac Lo)
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Additional notes on assignments Please turn in all written assignments at the time due via Moodle (do not email your work) AND bring a hard copy to class. Digital filename should read: LASTNAME_AssignmentName.docx (e.g., SKRLACLO_Module1.docx) Requests for extensions must be received no later than one week before the due date. Late assignments may receive a 10% penalty for each day they are late. This is a graduate level course. As such, you are expected to seek out professional and scholarly resources that supplement course materials. The textbook and additional readings for the class as well as in-‐class activities serve as a starting point for seeking out these materials. Please use our Moodle page or email me directly if you would like assistance finding additional sources. I recognize that 21st literacies are multimodal and I encourage you to use a variety of modes in this classroom. If you would like to propose an alternative format for any of these assignments, please feel free to share your ideas with me. Any alternative formats should be proposed to me at least one week before the assignment’s due date. Assignments should be formatted according to APA, 6th edition. If you are unfamiliar with this citation style, please see: https://owl.english.purdue.edu/owl/resource/560/01/. Paper page lengths do not include reference lists of scholarly works cited, picturebooks cited, or appendices. You do not need to include a title page for any assignments. Assignments should be handed in at the start of class on the due date. Requests for extensions must be received no later than the Friday before the due date. Late assignments will receive a 10% penalty for each day they are late. For example, if the assignment is due on Wednesday at 4:30 p.m., but you do not submit the assignment until 6:30 p.m. on Thursday, then this will be considered two days late and will receive a 20% penalty.
ASSESSMENT, EVALUATION, AND GRADING Successful completion of the course will be based on: • Regular attendance and participation in class; • Thoughtful and on-‐time participation in class, online, and assignments; and • Holistic evaluation and grading of participation and the portfolio project. Grading Scale A = 94-‐100% C = 73-‐76%
A-‐ = 90-‐93% C-‐ = 70-‐72%
B+ = 87-‐89% D+ = 68-‐69%
B = 83-‐86% D = 63-‐67%
B-‐ = 80-‐82% D-‐ = 60-‐63%
C+ = 77-‐79% F = Below 60
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EDU4565 Multicultural Lit. (Fall ‘16, Skrlac Lo)
PA CORE AND COROLLARY STANDARDS & COMPETENCIES PDE Standards Addressed I. Knowledge of Literacy Content including: historical and current research, theory and methods; literacy at all levels and all content areas; process reading and writing; alignment of assessment and instruction; analysis and assessment of reading and writing difficulties; the interrelationship of reading, writing, listening, and speaking; the role of schema theory and metacognition in instruction; and an ability to teach literacy skills to diverse populations. III. Professionalism, including evidence that candidates demonstrate knowledge and competencies that promote professionalism in school and community settings including: belonging to professional organizations; keeping abreast of developments in literacy via publications and attendance at literacy conferences; collaborating with other educators, allied professionals and the wider community; serving as a resource to teachers, administrators, community, and allied professionals; communicating with parents to make them effective partners in the literacy development of their children; and integrity, ethical behavior, and professional conduct as stated in Pennsylvania’s Code of Professional Practice and Conduct for Educators, and also local, state, and federal laws and regulations.
International Literacy Association (ILA) Standards Addressed I. Foundational Knowledge – demonstrating knowledge of: psychological, sociological, and linguistic foundations of reading and writing processes and instruction, reading research and histories of reading, language development and reading acquisition and the variations related to cultural and linguistic diversity, major components of reading (phonemic awareness, word identification, phonics, vocabulary and background knowledge, fluency, comprehension strategies and motivation, and their integration for fluency. IV. Diversity – valuing and understanding that students come to us with a diversity of cultural and linguistic backgrounds, celebrating those differences and constructing an instructional design to meet the needs of all students. V. Creating a Literate Environment – using students’ interests, reading abilities, and backgrounds as foundations for reading and writing instruction; utilizing a large supply of books, technology-‐based information, and non-‐print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds; modeling reading and writing enthusiastically as valued lifelong experiences; and motivating learners to be lifelong readers. VI. Professional Learning & Leadership – displaying positive dispositions related to teaching reading and writing; developing professional knowledge and dispositions; collaborating with colleagues to observe, evaluate, and provide feedback on instructional practices; and participating in, initiating, implementing, and evaluating professional development programs. Pennsylvania Common Core Standards Addressed ! Foundational Skills to develop interdisciplinary reading ability. ! Reading & Responding to Informational Text ! Reading & Responding to a Wide Variety of Literary Texts ! Writing in a variety of genres including informational, persuasive, narrative, multimodal as well as engaging in evidenced-‐based analysis of texts and research. ! Speaking & Listening skills that enable effective presentation of ideas and critical listening.
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EDU4565 Multicultural Lit. (Fall ‘16, Skrlac Lo)
COLLEGE POLICIES, PROCEDURES, AND STUDENT RESPONSIBILITIES
Attendance: Students are expected to attend all classes as scheduled. Students should notify me in advance if you cannot attend class for extenuating circumstances. Lack of punctuality and unexcused absences will negatively affect a student’s grade for the course. Students absent from classes are responsible for the lesson content and missed assignments. Technology: Because we only have a short amount of time together, I ask that we “disconnect” from technology during class. Cell phones may be left on vibrate only during class in order to receive campus-‐ wide safety alerts. This ensures we can all engage fully and maximize our learning time together. Late Assignments: All assignments must be completed and submitted on the due date. The grade on late assignments will be lowered unless prior arrangements have been made with the professor. Make-‐ up assignments, papers, presentations, reports, projects, exams, and quizzes may be permitted at the discretion of the professor. There is no extra credit. Student Academic Support Center: Assistance is available to help all students with reading, writing, technology and study skills or APA style required in written work. The Support Center is located in the Science Building, Room 116, and offers a wide range of advising, experiential learning, and learning support services to enhance students’ educational experiences. Incomplete Grade: If a serious reason prevents a student from completing the requirements for a course, the student may request a grade of “Incomplete” from the Professor of the course. The student must initiate this request and complete the required form before the last day of the term (session or semester). Supporting documentation must accompany the request and signatures of the student and faculty member are required on the form. An approval or denial of the request will be rendered by the Program Director. Failure to complete the outstanding work to resolve the Incomplete grade in the allotted time will result in the grade converting to an “F.” Withdrawals: Students are required to submit a completed Course Withdrawal form to the Student Services Office before the last day of the term (session or semester) in which the withdrawal is requested. The student will receive a “W” on their transcript and this may impact their eligibility for student loans and financial aid. Outstanding tuition and fees associated with this course are due immediately and no tuition refunds will be issued. Academic Integrity: This is a graduate level course and the highest standards of academic integrity and professional ethics are expected. Violations of academic integrity will not be tolerated and may result in the student’s failure of the course and/or suspension from the program and college. See also Statement about plagiarism. Special Needs: Students approved for accommodations under the provisions of ADA/504 should notify the Professor prior to the start of the first class. This is necessary so appropriate arrangements are made to address your disabilities and to meet your documented needs in the classroom for course assignments, projects and activities as necessary. Inclement Weather: Announcements concerning delays, class cancellations, dismissals, or closings are posted on Rosemont’s website and a voice message is recorded here: 610.527.0200. You may also receive email or text messages if you have subscribed to these services. Statement about plagiarism: I take plagiarism very seriously. Plagiarism involves copying materials from any oral, written, or visual texts, including websites without proper citation. Students are expected to submit original work that they have produced on their own. If a student is found to have submitted plagiarized work, consequences for course grading are at the professor’s discretion and may include receiving a zero for the assignment and/or receiving a major reduction in the course grade. All plagiarism will be reported to department heads.
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EDU4565 Multicultural Lit. (Fall ‘16, Skrlac Lo)
COURSE OVERVIEW Week Date Readings Due 1 9.7 Introduction & overview of course Sign up for read # Larrick, Nancy. (1965, Sept. 11). The all-‐white world of alouds children’s books. Saturday Review, 63-‐65. # Koss, Melanie. (2015). White, White and Read All Over. http://newsroom.niu.edu/2015/06/02/white-‐white-‐and-‐read-‐ all-‐over/ (summary of her research published in Journal of Children’s Literature). Part 1: What is multiculturalism and multicultural literature? (defining) 2 9.14 Ch. 1 Bothelo & Rudman (1-‐16). Module 1 # Freire, P. & Macedo, D. (1987). Literacy: Reading the Word and the World, Ch. 1, (pp. 29-‐36). Westport, CT: Bergin & Garvey. Sign up for book # Sims Bishop, Rudine. (1990). Mirrors, windows, and sliding glass shares doors. Perspectives: Choosing and Using Books for the Classroom, 6(3). Accessed via: https://www.psdschools.org/webfm/8559. 3 9.21 Ch. 2 B&R (17-‐36) # Kohl, H. (1995). Should we burn Babar? Essays on children’s literature and the power of stories, Ch. 1: Should we burn Babar? Questioning power in children’s literature (pp. 3-‐29). New York, NY: The New Press. 4 9.28 Ch 3. B&R (37-‐70) Module 2, online Online discussion 5 10.5 Ch. 4. B&R (71-‐100) # Short article and video by Paula Moya on importance of close readings of texts. Should include contextual information (which is different from traditional close reading theory) https://news.stanford.edu/2016/05/05/close-‐reading-‐ multicultural-‐literature-‐expands-‐racial-‐literacy-‐stanford-‐ scholar-‐says/ Blogs: Identify 3 or more blogs about children’s books. How do they contribute to your understanding of literature? # Gender Matters? http://blog.leeandlow.com/2014/09/30/swedish-‐picture-‐ books-‐and-‐gender-‐ambiguity/ # Race & Representation is Asian American Kid Lit http://www.zettaelliott.com/race-‐representation-‐in-‐asian-‐ american-‐kid-‐lit/ Part 2: Discovering diverse literature (exploring) 6 10.12 Ch. 5 B&R (101-‐125) Module 3 # Sun, Chyung-‐Feng. (2011). Mulan’s mixed message: Disney’s film drags Chinese civilization through the mud. In E. Marshall & Ö. Sensoy (Eds.), Rethinking popular culture and media (pp. 106-‐109). Milwaukee, MI: Rethinking Schools . # McNair, Jonda. (2003). “But The Five Chinese Brothers is one of my favorite books!” Conducting sociopolitical critiques of children’s literature with preservice teachers. Journal of Children’s Literature, 29(1), 175-‐199.
Books to bring"
EVERYONE: 1-‐3 “multicultural” books
3-‐5 books about cultural holidays and traditions 3-‐5 books about families EVERYONE: 2 blogs to share in class: one that is useful; one that is troubling
3 biographies and/or historical books
You are expected to spend time seeking out diverse and interesting books. You do not need to buy books, but Iou are expected to share books or sections with the class. Review REQUIRED MATERIALS for more details. "
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10.19 Ch. 6 B&R (127-‐152) # Yokota, Junko, & Teale, William. (2016, May/June). International Books Matter. Literacy Today, 6-‐7. # McKoy Lowery, Ruth, & Baglier, Tiffany. (2016, May/June). “And the winner is…” Literacy Today, 10-‐12. # A piece on graphic novels: To be determined Professional resources: Identify two or more professional organizations relevant to your work. Who is served? How are books positioned? What is the purpose of reading? 10.26 Ch. 7 B&R (153-‐190) Module 4, online # Martin, Michelle M. (2014). “Best batch I ever fried”: Food and Online discussion family in Jacqueline Woodson’s picture books. Bookbird, 52(4), 107-‐112. # Oslick, Mary Ellen. (2013). Reactions to a criminal justice issue picture book. The Reading Teacher, 66(7), 543-‐552. Part 3: Critical Multicultural Analysis (applying) 11.2 Ch. 8 B&R (191-‐220) # Pantaleo, Sylvia. (2014). The metafictive nature of postmodern picturebooks. The Reading Teacher, 67(5), 324-‐332. 11.9 Ch. 9 B&R (221-‐240) Module 5, in class # Christensen, Linda. (2011). Unlearning the myths that bind us: Critiquing fairy tales and cartoons. In E. Marshall & Ö. Sensoy (Eds.), Rethinking popular culture and media (pp. 189-‐200). Milwaukee, MI: Rethinking Schools Ltd. 11.16 Ch. 10 B&R (241-‐259) Module 6 # Characters in children’s books are almost always white, and it’s a big problem https://www.washingtonpost.com/posteverything/wp/2014/12 /08/characters-‐in-‐childrens-‐books-‐are-‐almost-‐always-‐white-‐ and-‐its-‐a-‐big-‐problem/ 11.23 Ch. 11 B&R (259-‐276) # Naidoo, J. C. & Quiroa, R. E. (2016). Beyond Calavera and Quinceañeras: Fostering bilingual latino students’ identity development with culturally relevant literature. In E. R. Clark, B. B. Flores, H. L. Smith, and D. A. González (Eds.), Multicultural literature for Latino bilingual children: Their words, their worlds (pp. 51-‐68). Lanham, MD: Rowman & Littlefield. # What if we talked about monolingual White children the way we talk about low-‐income children of color? https://educationallinguist.wordpress.com/2015/07/06/what-‐ if-‐we-‐talked-‐about-‐monolingual-‐white-‐children-‐the-‐way-‐we-‐ talk-‐about-‐low-‐income-‐children-‐of-‐color/ 11.30 Further Dialogue B&R (277-‐292) Online discussion Part 4: Celebrating Knowledge 12.7 Presentations Final project due @ 9:00 a.m. on Monday, Dec. 12, 2016
3-‐5 graphica (graphic novels) EVERYONE: 2 professional resources you use to inform your instruction 3-‐5 on “difficult” topics
3-‐5 postmodern books 3-‐5 fairy tales
3-‐5 award-‐winning books
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