Why Is Children's Literature So Monolithic?

• In Event: 34.034 - From Vygotsky to Critical Multiculturalism: A Call for Education Equity in San Antonio Schools

Abstract

Objectives or Purpose

Multicultural education should be included in all aspects of school practices, policies and organizations to ensure the highest level of academic achievement for all students. Students will develop a positive self-concept, as they are knowledgeable of the histories, cultures and contributions of diverse groups in society. In addition, students will critically analyze oppression and power relations in their communities therefore calling for multicultural education (Ball, 2006).

Perspective(s) or theoretical framework

Vygotsky (1978) states that learning takes place through social interaction, through the social environment. In most of today’s schools, adults hold the power as the most knowledgeable other. We expect students to socialize with us only through receiving the knowledge as the banking model. Therefore, students bringing in their own funds of knowledge as Moll (1992) suggests, is considered inadequate. Students could bring their cultures from home and their communities into the classroom, which we could reinforce with multicultural literature. Providing multicultural literature would help provide the social interaction needed in order to improve cognition.

Methods and Data sources

The paper draws upon the evidence in literature that reflects a systematic power structure in the publishing of multicultural children’s literature. A multicultural children’s book is a product of the author, editor, publisher, distributor and consumer, therefore becoming a social issue. Publishers control the first gate of children’s books production. Review journals are the second gatekeeper since they provide vital publicity. The librarians and schools requests titles that are believed to be in popular demand based on their preferences in books (Hill, 1998).

Results and/or substantiated conclusions

The additive approach is a contributor to the social injustices and educational inequities in our schools today. Sonia Nieto (as cited in Lake 2013) states multicultural education must be more than tacos on Tuesday. True multiculturalism celebrates the rich variety of experiences and culture across our society. Students from diverse racial, ethnic, and language backgrounds are seeking access to quality educational opportunities.

Scientific or scholarly significance

This paper provides insight about ways in which teachers can provide an equitable educational opportunity, while encouraging students to critique society. It is important because it uncovers the inequalities of traditional textbooks and helps readers to thinking about children books that focus on social justice and inclusion in schools.

Author

• Socorro Garcia-Alvarado, The University of Texas - San Antonio