Overall, I felt like this project was beneficial for me as a future educator as it allowed me to venture out to try and find multicultural literature. Again I did my book review on Disabilities and being that Claire had had so many on the day we discussed mental and physical impairments, I assumed it would be no problem trying to find books. Apparently I was mistaken. I went to Barnes and Noble to find my books. After searching for a long time in the Children's section, I came across a little section labeled, "Books on Special Needs." There I found some children's books on different disabilities, but the majority were informational books for parents. It saddened me that these books are not integrated with the other children's books. To make sure, I went up to the help desk to see if maybe I wasn't looking in the right place. One of the employees was helping me and also found no luck. One of the managers passed by and so the person helping me asked him if he could help me. When I explained my situation, he seemed really appalled that I would ever fathom the idea that children's books on disabilities would ever be integrated in the Mainstream children's section. I guess that was my culture shock of how uninformed and how ignorant people are still going to be towards multicultural literature.
Specifically towards the assignment, reviewing the books gave me an opportunity to retain information on how to assess a book from TE348 and then to think more critically as to what message is the book trying to make: Is the book accurately portraying the topic it is depicting? Are there large generalizations? Are they many stereotypes? Could you see yourself using this book in your future classroom? Those were some of the many questions I answered while reviewing each book. I was satisfied with the books I chose to review. While I did not stick to one main disability (I was unable to do this due to lack of resources) I did find general themes towards disabilities and that while children with disabilities have differences, all people are different and everyone should respect that.
If I were to redo the books I chose for this project, I would try and find books representing different races and gender with disabilities. I did not even realize I had picked predominately depicting white males with disabilities until I got home. Helping children understand that people with disabilities can be from any culture, race, sex will help prevent further stereotyping. All of the books I chose depicted the specific disability in a positive light that will help children feel like having a disability should not change your perspective of him or her.
I did enjoy this project. It helped me understand how much harder I will have to work to find good multicultural literature and also ways of assessing the accuracy of the disability or topic being presented. I want to develop a multicultural community of learners and in order to do that, I need to continue to educate myself to find the best books out there.
Tuesday, April 22, 2008
Scholarly Resource: Representations of Attention-Deficit/ Hyperactivity Disorder in Children's Literature
Leon, Roth. "Representations of Attention Deficit/ Hyperactivity Disorder in Children's Literature." Journal of Attention Disorders. 1997, October. Vol. 2, No. 3. 177-196
Of the books I reviewed for disabilities, one discussed ADHD and how it affects a person's ability to concentrate which causes abnormal behavior. When reading through this book, a question that I had was whether girls or children of other races or ethnicity were ever represented in books on ADHD. While I only reviewed one book, I went online and researched other books focusing on ADHD. I was surprised to find that many of the books only depict white boys. I came across this article and thought it would interesting to read through and reflect on.
In regards to gender, the article discusses how girls with ADHD are underrepresented in children's literature and this can make it seem like only boys can have ADHD. As stated in the article, "No books could be located in the present search that had female protagonists with ADHD. The observed pattern from the children's literature strongly suggests a mandate to create more children's books featuring girls with the disorder"(179). It was also found in the article that ADHD has been "largely limited to Caucasian males, and that "there is a dire need to extend the body of knowledge on this disorder to minority samples"(179). When looking through "Why Can't Jimmy Sit Still," the main character Jimmy, who has the symptoms of ADHD, is white and male. This book was written in 2004 so it is a fairly recent book. It is essential to help students see how multiculturalism is incorporated in mental and physical impairments and that every race and sex can be disabled.
Another major point to make is how ADHD as a disorder is presented in the books analyzed. It was stated in the article that, "In general, the etiological information offered by the children's books appears to be sparse and inconsistent, and may present contradictory, confusing and/ or inadequate information about the causes of ADHD to young readers" (180). While the book I reviewed did express how ADHD is neurological, it described ADHD as, "Some kids have trouble with a 'switch' that's inside, And to control their behavior they just need a guide." While there is some explanation, it doesn't describe it in a way that is thorough and useful for students to get a good grasp on ADHD. While obviously it would be beneficial to read multiple books to create a wider range of accuracy, the article discussed how many of the books contradict themselves. Therefore, it is essential to look through the book to make sure it is a good book.
While this article is only specifying how ADHD is depicted in children's literature, this article can in many ways apply to the overall representation of people with special needs in children's literature that I observed. While it is important to discuss mental and physical impairments, it is also crucial to have male and females and as well as other races represented with the disabilities. People with disabilities come in all shapes, sizes, races, genders, and ethnicity. Therefore they should be appropriately represented in special education children's books. It seems like no matter what, it still is difficult to present different races and sexes in special needs books. While I felt the books I reviewed were all pretty good, the under representation of diversity made it not as realistic as it could have been.
Overall, I found this article to be enlightening and helped open my eyes to the segregation that special needs men and women still are facing towards their representation in children's literature.
Of the books I reviewed for disabilities, one discussed ADHD and how it affects a person's ability to concentrate which causes abnormal behavior. When reading through this book, a question that I had was whether girls or children of other races or ethnicity were ever represented in books on ADHD. While I only reviewed one book, I went online and researched other books focusing on ADHD. I was surprised to find that many of the books only depict white boys. I came across this article and thought it would interesting to read through and reflect on.
In regards to gender, the article discusses how girls with ADHD are underrepresented in children's literature and this can make it seem like only boys can have ADHD. As stated in the article, "No books could be located in the present search that had female protagonists with ADHD. The observed pattern from the children's literature strongly suggests a mandate to create more children's books featuring girls with the disorder"(179). It was also found in the article that ADHD has been "largely limited to Caucasian males, and that "there is a dire need to extend the body of knowledge on this disorder to minority samples"(179). When looking through "Why Can't Jimmy Sit Still," the main character Jimmy, who has the symptoms of ADHD, is white and male. This book was written in 2004 so it is a fairly recent book. It is essential to help students see how multiculturalism is incorporated in mental and physical impairments and that every race and sex can be disabled.
Another major point to make is how ADHD as a disorder is presented in the books analyzed. It was stated in the article that, "In general, the etiological information offered by the children's books appears to be sparse and inconsistent, and may present contradictory, confusing and/ or inadequate information about the causes of ADHD to young readers" (180). While the book I reviewed did express how ADHD is neurological, it described ADHD as, "Some kids have trouble with a 'switch' that's inside, And to control their behavior they just need a guide." While there is some explanation, it doesn't describe it in a way that is thorough and useful for students to get a good grasp on ADHD. While obviously it would be beneficial to read multiple books to create a wider range of accuracy, the article discussed how many of the books contradict themselves. Therefore, it is essential to look through the book to make sure it is a good book.
While this article is only specifying how ADHD is depicted in children's literature, this article can in many ways apply to the overall representation of people with special needs in children's literature that I observed. While it is important to discuss mental and physical impairments, it is also crucial to have male and females and as well as other races represented with the disabilities. People with disabilities come in all shapes, sizes, races, genders, and ethnicity. Therefore they should be appropriately represented in special education children's books. It seems like no matter what, it still is difficult to present different races and sexes in special needs books. While I felt the books I reviewed were all pretty good, the under representation of diversity made it not as realistic as it could have been.
Overall, I found this article to be enlightening and helped open my eyes to the segregation that special needs men and women still are facing towards their representation in children's literature.
Book Review #5: Don't Call Me Special
Thomas, Pat. “Don’t Call Me Special: A First Look at Disability.” China: Barron’s. 2000.
This book discusses the differences children with disabilities face, but how they are still capable of accomplishing the same tasks as others. This book expresses how labeling students with mental or physical impairments as being “special” is outdated and not right. It discusses ways in which people with impairments adapt their lives to have long fulfilling lives just like you and me.
I personally felt this was an excellent book. It was simple in its explanations, but informative enough to where young readers are able to understand knowing that calling a person with a mental or physical impairment ‘special’ is creating a barrier that makes them seem so much more different than 'normal' people. The book ends with a positive message that reads, “We all need to work and play together. And with a little extra help, children with disabilities can learn and grow and do the things they want to – just like everybody else” (27).
Another great thing about this book is that it provides some ways to use this book (found at the end of the book). It portrays different scenarios that can make the book more helpful for students. There is a glossary also found at the end of the book as well as further resources to use to inform students about disabilities.
I would definitely use this book in my classroom because it helps students understand how everyone is different and that does not mean that they should be treated differently by being labeled ‘special.’ Everybody has their own strengths and weaknesses and this book emphasizes this point very well. I feel this book would be beneficial to read to the students to help them see this point… that everyone is valuable and important.
Book Review #4: We'll Paint the Octopus Red
Stuve-Bodeen, Stephanie. Illustrator: Pam DeVito. “We’ll Paint the Octopus Red.” Maryland: Woodbine House. 1998.
This book is an introductory book on Down syndrome. Emma’s new baby brother Isaac was born. When she first found out her mother was going to have a new baby, she was hesitant on the matter. She began asking questions about things she could do with her new baby brother or sister and the more things she thought of to do, the more she liked the idea of having a new sibling. After the baby was born, Emma’s father informs her that Isaac has Down syndrome. She does not know with this means and her father explains that it may take Isaac a little longer to learn things etc. Emma becomes discouraged and believes she will never be able to do all of the crazy things with her brother now. Her father ensures her that she will be able to; Isaac will just need a little extra help on the way.
I really enjoyed this book. My cousin Johnny has Down syndrome and when I first was told he had it, I did not understand what that meant. I feel reading this book may have helped me understand a little bit about the differences someone with Down syndrome has in comparison to me. While it does not go into great detail about Down syndrome, the book does provide how it may be a little different than had Isaac not been born with it. This book is centered towards children ages 3-6 which I feel is very appropriate for this book. When looking at it is that regards, the information is not overwhelming for the child.
Another great thing about this book is that at the end of the book there is a questionnaire which discusses some of the major characteristics of Down syndrome to provide further education on the disorder. The questions are basic questions that children want to know and the answers are formulated in a way which the children will understand. I believe I would use this book in my classroom to present the idea that a child with Special Needs can do the same things as us, it may just take a longer or with some assistance to get it done. Overall, I really enjoyed this book and feel it portrays special needs in a positive way.
Book Review #3: Why Can't Jimmy Sit Still
Tunis, Sandra L. Illustrator, Maeve Kelly. “Why Can’t Jimmy Sit Still?” New Jersey: New Horizon Press, 2004.
This book talks about a very hyperactive boy named Jimmy. Throughout the book the reader sees many of the symptoms of ADHD and how this disorder affects his behavior, ability to do homework, and just sit still. The book is narrated through the eyes of Jimmy’s best friend Michael Lee. The main objective of this book is to help children understand ADHD and how it affects their siblings, peers, parents etc. The author hopes that this book will create a better awareness for ADHD and how it is caused through the brain. I have worked with numerous students with different levels of ADHD and I feel this book does a good job presenting ADHD in a way where children see that it is not that the boy/ girl is bad, but that their brain is wired a little differently then ours.
While I do like the book and feel the context is necessary to discuss with students, I was not a big fan of the illustrations. I felt the complexity of the pages took away from what is being stated in the text. It could be that the illustrator meant to do this. Nonetheless, it caused a distraction for me. The book discusses possible solutions to helping people with ADHD. I personally know that having the child eat a well balanced meal can help the performance of them in the classroom. I wish the book had talked about some ways the doctors and parents can help. Another aspect of the book that I really enjoyed was the information at the back of the book with “Tips for Kids with ADHD” and “Tips for Parents.” I feel this is a great to help children with ADHD and parents work together to find healthy solutions.
I feel I would incorporate this in my classroom because ADHD is a commonly seen disorder and it is important for students to understand what it is and how it can affect a person.
Book Review #2: Since We're Friends
Shally, Celeste and Harrington, David. “Since We’re Friends: An Autism Picture Book.” Hong Kong: Awaken Specialty Press. 2007
In this book, there are two boys who are friends. The narrator’s best friend is named Matt. He has autism. Throughout the book, the reader is taken through activities the friends partake in and how Matt sometimes has difficulty understanding and how the friend helps him get through the problem “Since We’re Friends.” The first thing that caught my eye with this book was the use of color depicted on each page. For a child, pictures help him/ her visualize what is being said in the text. The authors did a good job connecting the text and pictures together to help readers see what is going on in the story. Another great aspect of the book is there is a foreword written by Alison Singer, Executive Vice President of Autism Speaks. It is informative and helps introduce Autism and what Singer hopes the readers will get out of the book.
Overall, I did like the book. A major stereotype of Autism is that it is the “blonde hair blue eyed boy” syndrome since there have been many cases with blond hair, blue eyed boys having been diagnosed with Autism. This is the first time I have seen a black boy having autism in a children’s book which I feel is helping break stereotypes. The book portrays Matt’s need for routine and how breaking the routine may cause confusion and an episode. The major theme of the book is that one person can make a difference. While I like that the friend (narrator) can help Matt through his episodes, the authors make this boy a savior which is not always the case. While it is important to show friends understanding and respecting their friends’ differences, the friend was always able to solve the problem. Realistically, that is not always the case. It may have been more realistic to have parents in the book to assist when Matt’s episode were not so easily solvable.
As I mentioned earlier, I did like the book. I don’t think I would use this book in my classroom mainly because I myself didn’t really like the message the book created; you can solve all of your friend’s problems. I believe the book doesn’t depict Autism as well as it could. I like the theme, but not how it laid out.
Book Review #1: All Cats Have Aspergers Syndrome
Hoopman, Kathy. “All Cats have Asperger Syndrome.” 2006. London and Philadelphia: Jessica Kingsley Publishers, 2006
This book discusses Asperger Syndrome, a form of Autism, in a way that may make understanding the disorder easier for students. Author Kathy Hoopman uses cats as a way to illustrate the complexity of Asperger Syndrome while creating an entertaining book. I personally really enjoyed this book because it helps students visualize what exactly is going on in the head of some with Asperger Syndrome. The text connects very well to the photographs of the cats to help the students again better visualize. This book presents Asperger’s in a way that is easily obtainable to children and presents it a way that is engaging and entertaining.
If there was one thing that I did not enjoy about the book was the fact that it was rather lengthy and it could be hard for students (especially at the younger ages) to sit through the entire book. Nonetheless, this book helps its reader understand some of the differences that men and women, boys and girls face with Asperger’s and how that does not mean they cannot live normal lives. I feel that it is such an important message to stress, because so often do children feel like people with disabilities cannot do anything because of that ‘title.’ This book helps address this stereotype and presents the few alterations people with Asperger’s needs to do to live a relatively normal life. As stated in the book, “Sure, he may need a little help following fashionable trends, but don’t forget, everyone is different in his own way and there is a little bit of Asperger in all of us” (61). There was an ongoing usage of ‘he’ which could create stereotypes for students that only people with Aspergers can be male.
Overall, I feel this book depicts Asperger’s in a way that is insightful and humorous (but not too humorous). I feel I would use this book in my classroom to help educate the students on how everyone has his/ her own differences that makes them special in every way.
My Very Own Philosophy
There are multiple reasons why I decided to take TE448. One was that I really enjoyed TE348 and wanted to continue to learn more about children's literature and what books entail. Another reason was because as a future educator I feel it is my duty to educate myself on children's literature to establish a diverse, appropriate, and stimulating collection of books in my classroom library. Providing a community where differences are tolerable and acceptable is a goal I have as a future teacher. While I know that is easier said than done I want to help my students create a community where everyone is an important asset to the classroom; where no one is left out. Providing a diverse collection of children's literature I feel will better the students.
When I was in elementary school, the idea of multicultural literature was nonexistent. We would read books on African Americans throughout Black History Month and that was the extent of our multicultural learning. I do not want that to be the case. I want to present effective information on various multicultural literature as well as presenting books where men, women, boys, and girls are depicting in various appearances (black, white, Latino/a, Asian, Intuits, Native Americans etc.) in a way that will help the students understand how it should not matter if I am reading a book about a white person, a dog, a black person etc. What should really matter is the context of the book and what the author is hoping to have the reader get out of the book. I want to establish racial norms where it is common for the students to be presented with various races and ethnicities and that be okay. I want to help educate the students' parents and help them understand the importance of teaching their children acceptance and equality.
I understand it is not going to be an easy task of integrating such a diverse collection of literature in my classroom. I understand that there will be much criticism from possible other teachers, parents, friends etc. When it comes down to it though, I must think about my students and how I am going to help them open their eyes to a world of possibility and open mindedness. My personal philosophy, while there are many layers and ideas, can be summed up in this quote, "Love me for who I am and I will do the same for you." It is a dream yes, but it is a dream and a mentality that I will incorporate in my teaching until my dream has come true.
When I was in elementary school, the idea of multicultural literature was nonexistent. We would read books on African Americans throughout Black History Month and that was the extent of our multicultural learning. I do not want that to be the case. I want to present effective information on various multicultural literature as well as presenting books where men, women, boys, and girls are depicting in various appearances (black, white, Latino/a, Asian, Intuits, Native Americans etc.) in a way that will help the students understand how it should not matter if I am reading a book about a white person, a dog, a black person etc. What should really matter is the context of the book and what the author is hoping to have the reader get out of the book. I want to establish racial norms where it is common for the students to be presented with various races and ethnicities and that be okay. I want to help educate the students' parents and help them understand the importance of teaching their children acceptance and equality.
I understand it is not going to be an easy task of integrating such a diverse collection of literature in my classroom. I understand that there will be much criticism from possible other teachers, parents, friends etc. When it comes down to it though, I must think about my students and how I am going to help them open their eyes to a world of possibility and open mindedness. My personal philosophy, while there are many layers and ideas, can be summed up in this quote, "Love me for who I am and I will do the same for you." It is a dream yes, but it is a dream and a mentality that I will incorporate in my teaching until my dream has come true.
Boy Meets Boy Reaction
I really enjoyed reading this book. Of all of the multicultural issues we have discussed in class, GLBTQ is the least tolerable (in my opinion). Therefore, I feel BOY MEETS BOY is a much needed book to present the inequality of gays and lesbian in our current society. In the book, the setting takes place in a society where being gay and lesbian is accepted; it is in this society where gays and lesbians can be their true selves. While this book is unrealistic, not all multicultural books have to be 100% realistic in order to be effective. Our society is no where near to the point where being gay is not such a shock factor; therefore, these books help students see how life would be different if people didn't categorize being gay or lesbian as 'immoral' and just let them live their lives the way others let straight people live theirs. While it would be prevalent to present a more realistic book to illustrate the reality of the intolerance of homosexuality, it is important to present students with how the world would be like if people weren't so stubborn and allowed people to be open and true to themselves.
Growing up a Catholic, there was a time at the beginning of high school where I was a 'homophobic.' My church made it seem like it was a disease and that those who were gay were going right to hell. My sophomore year of high school, one of my sister's close friends came out. He was aware of my uncertainty to gays and lesbians and therefore wanted to tell me in person so we could discuss it. It was probably the most amazing talk because it was at that time that I stopped categorizing gays and lesbians as sinners and started classifying them as men and women who want to live their life just like I want to live mine. Throughout the years, I have become more open minded and less opinionated regarding topics that don't have anything to do with me. My new philosophy in life is, "Live your life, I'll live mine." I really think this book presents being gay and lesbian in that way; you are you and I am me and that's okay.
I have read books where there are gay characters but not main characters. I felt the book presented gay and lesbian relationships in a way where students will be able to see that gay and lesbians fall in love just like straight people do. While there were certain things in the book that I did not particularly like (when he realized he was gay in kindergarten because his teacher told him so), I felt this book is needed for students to see what life would be like if people stopped categorizing gay and lesbian people as 'immoral' or 'wrong' and let them live their lives they way they let us live ours.
Growing up a Catholic, there was a time at the beginning of high school where I was a 'homophobic.' My church made it seem like it was a disease and that those who were gay were going right to hell. My sophomore year of high school, one of my sister's close friends came out. He was aware of my uncertainty to gays and lesbians and therefore wanted to tell me in person so we could discuss it. It was probably the most amazing talk because it was at that time that I stopped categorizing gays and lesbians as sinners and started classifying them as men and women who want to live their life just like I want to live mine. Throughout the years, I have become more open minded and less opinionated regarding topics that don't have anything to do with me. My new philosophy in life is, "Live your life, I'll live mine." I really think this book presents being gay and lesbian in that way; you are you and I am me and that's okay.
I have read books where there are gay characters but not main characters. I felt the book presented gay and lesbian relationships in a way where students will be able to see that gay and lesbians fall in love just like straight people do. While there were certain things in the book that I did not particularly like (when he realized he was gay in kindergarten because his teacher told him so), I felt this book is needed for students to see what life would be like if people stopped categorizing gay and lesbian people as 'immoral' or 'wrong' and let them live their lives they way they let us live ours.
Bronx Masquerade... my perception
I thought I had made a post on this book, but I guess I was wrong. I enjoyed this book. I especially liked how every poet has a different style that reflects their own personal life/ experience. There are some stereotypes found in the book (lower class black students, an inspiring teacher that saved them from their turmoil etc); however, no matter what book we read and analyze, every reader is going to find some stereotype. There are black students who live in inner city schools and these students could maybe find some comfort from the book. While I don't want to generalize, there is a possibility that it could help. As we have discussed in class, it is apparent to have multiple representations of each multicultural literature as every book depicts some stereotype of a person. I find myself acknowledging the stereotypes, but understanding that you can't rewrite the books, so use this to your advantage when presenting the book in the class.
I am torn if whether or not I would use this book in the classroom, because it does depict African Americans in that they are poor and need a white teacher to save them. If I were to use the book, it would be in portions and I would mainly just use the poems depicted in the book instead of using the entire book. There is a lot of great things going for this book. Nonetheless, this book could present generalizations of how all black people live and how all black people are.
Overall, while I felt the book was good, I would only use bits and pieces of the book and not teach the entire book to the classroom to present the diversity of poems and to prevent further stereotypes of African Americans.
I am torn if whether or not I would use this book in the classroom, because it does depict African Americans in that they are poor and need a white teacher to save them. If I were to use the book, it would be in portions and I would mainly just use the poems depicted in the book instead of using the entire book. There is a lot of great things going for this book. Nonetheless, this book could present generalizations of how all black people live and how all black people are.
Overall, while I felt the book was good, I would only use bits and pieces of the book and not teach the entire book to the classroom to present the diversity of poems and to prevent further stereotypes of African Americans.
Reaction to Confessions...
I found this book to be much different from the other books we have read. It could be partly because this book discusses religion, Judaism specifically, and not race. Religion is an internal culture and a person cannot be identified by simply looking at a person. This book focuses on self-identity and finding oneself through experiencing other religions or cultures. When I was a freshman in high school, I ventured out to explore other religions to make sure Catholicism was the religion for me. I think the author presents this life experience in a really interesting way that I feel many students would be able to relate to. Despite the religious differences, I felt myself mirroring Justine many times throughout the book and felt empathy towards the obstacles she endured. It is a book I feel children need to read because it puts these struggles into simple perspective.
When looking at this in terms of Judaism, I feel it did not focus enough on the actual religion to be an educational book for students to read to learn about Judaism. While there are some aspects of Judaism thrown in there, it is not enough to where it really gives students a grasp for what Judaism is, what their belief system is, and how it is important to them. While at the end of the book, Jussy realize that she doesn't want to be Catholic and instead realized that she wanted to remain Jewish, I as the reader didn't get enough understanding for why that was and what really changed her.
I did like that the Holocaust was not a huge theme of the book. While Jussy's grandmother was a Holocaust survivor, the book did not dwell on the horrific events of it, but it turn discussed how it made her grandmother a stronger person. I feel like this would be a great way to introduce the Holocaust to students because it introduces the event, but does not overwhelm them. Another book would follow that would discuss more about the logistics of the Holocaust. While I understand Judaism is not all about the Holocaust, the Holocaust was an event that affected millions, killed millions, and still affects many today.
Overall, this book highlighted a lot of great points and is a great book to help students understand that it is through experience where we can find our true selves.
When looking at this in terms of Judaism, I feel it did not focus enough on the actual religion to be an educational book for students to read to learn about Judaism. While there are some aspects of Judaism thrown in there, it is not enough to where it really gives students a grasp for what Judaism is, what their belief system is, and how it is important to them. While at the end of the book, Jussy realize that she doesn't want to be Catholic and instead realized that she wanted to remain Jewish, I as the reader didn't get enough understanding for why that was and what really changed her.
I did like that the Holocaust was not a huge theme of the book. While Jussy's grandmother was a Holocaust survivor, the book did not dwell on the horrific events of it, but it turn discussed how it made her grandmother a stronger person. I feel like this would be a great way to introduce the Holocaust to students because it introduces the event, but does not overwhelm them. Another book would follow that would discuss more about the logistics of the Holocaust. While I understand Judaism is not all about the Holocaust, the Holocaust was an event that affected millions, killed millions, and still affects many today.
Overall, this book highlighted a lot of great points and is a great book to help students understand that it is through experience where we can find our true selves.
Monday, April 21, 2008
My thoughts on BECOMING NAOMI LEONE
I really enjoyed reading this book. After reading "Esperanza Rising" in TE348, I really took a liking to the author Ryan. She really does a great job visualizing the setting and making it so easy to relate with the main characters. This was definitely a different young adult novel. A lot of problems were presented in this book: family, biracialism, self-identity. It was great seeing Naomi grow stronger as a person as she began to understand more of her Mexicans roots; it's almost as if the trip to Mexico completed the puzzle piece for Naomi to just be her true self. The many issues that were apparent of the book at sometimes seemed a little overwhelming. We have read a few multicultural books thus far and so far, each book has so much going on in each. Are we trying to read an entertaining novel or are we doing our best help children find relatable characters who they can mirror or window. While there was some Mexican culture in the book, I don't know if I would have it on my shelvese completely representing the Latino/a Americans. I don't know if there is enough culture to help the readers visual and relate. While the book did present Spanish words within the context of the book, in some ways I felt it was just thrown in at time sand not really clearly identified. As stated in Barrera on page 247, "Historically in English-based text, Spanish words and phrases often have been added only for cultural flavor, or worse yet, to stereotype and disparage Latinos peoples and culture." I do not feel the author did this purposely, but sometimes I felt like Spanish words were incorporated simply because Naomi was Latina. I didn't get that feeling all the time, but sometimes the Spanish felt forced and not natural.
Overall, I felt the book was really interesting and while there were some concerns I had regarding the book, they were minor compared to how much I felt connected to Naomi. Again, if I were to use this book in my classroom, a more culturally aware book of Latino/a Americans is available to help students learn about the actual concepts within a text and to help the students see differences in portrayals.
Overall, I felt the book was really interesting and while there were some concerns I had regarding the book, they were minor compared to how much I felt connected to Naomi. Again, if I were to use this book in my classroom, a more culturally aware book of Latino/a Americans is available to help students learn about the actual concepts within a text and to help the students see differences in portrayals.
The Real Little House on the Prairie
I found this reading to be very interesting as someone who read all of those books growing up, it had never dawned on me how wrongly the books depict Native Americans. In the books, I remember the Indians being "like savages," not bright, and scary. Wilder never did present them in a positive light and while her books were in some ways based on her life, I feel a lot of why Native Americans were seen that way were due to the societal views at the time. As stated on 389, "Throughout the story, Ma continues to use Indians as a synoymn for dangerous (at least in part because of racial impurity), uncultured, hated, and just plain bad." Everytime I hear the word 'savage' my thoughts immediately trace back to Pocahantas and how the Pioneers so wrongly categorized the Native Americans, because they were unfamiliar. I understand that these thoughts were not nice and even at a young age I understood that the pioneers were wrong. I feel like Native Americans are still receiving only a slim amount of acceptance in the United States. Especially after watching the film on the Illini, my whole definition of what it means to tolerate and what it means to accept as totally reshaped itself.
Kuhlman's article brought to light the fact that students are reading these stories and not given another perspective to what Native Americans were like and therefore, the readers believe Native Americans deserved all of the turmoil they received. s stated on page 391, Kuhlman emphasizes that, "Literature is a powerful tool for fostering understanding and influencing beliefs. And all texts come from social and political positions that are not neutral. Nor do readers comes from culturally neutral stances." It is up to me as an educator to present these social problems with these books. Ingalls' should not be completely removed from the libraries and book shelves, but a better portrayal of Native Americans should be presented at some point so students understand that the depiction of Native Americans is inaccurate. There is always two sides to a story and it is up to me to make sure both sides gets vocalized to better the students' cultural understanding and acceptance.
Kuhlman's article brought to light the fact that students are reading these stories and not given another perspective to what Native Americans were like and therefore, the readers believe Native Americans deserved all of the turmoil they received. s stated on page 391, Kuhlman emphasizes that, "Literature is a powerful tool for fostering understanding and influencing beliefs. And all texts come from social and political positions that are not neutral. Nor do readers comes from culturally neutral stances." It is up to me as an educator to present these social problems with these books. Ingalls' should not be completely removed from the libraries and book shelves, but a better portrayal of Native Americans should be presented at some point so students understand that the depiction of Native Americans is inaccurate. There is always two sides to a story and it is up to me to make sure both sides gets vocalized to better the students' cultural understanding and acceptance.
AL CAPONE DOES MY SHIRTS - Reaction to book
As the semester progresses, I am beginning to truly understand the value of incorporating multicultural books in my classroom library. A form of multiculturalism that I have worked hands on many times is students with mental and physical disabilities. For the last three summers, I have worked at a summer camp with predominately 'mainstream' students. Behavioral problems are usually the main problems with we see. Nonetheless, we had a boy (I'll call him Tony) who came for the good part of one summer who had many of the symptoms of Autism. He had not been diagnosed at that time and I don't even know if the Directors presented this to Tony's parents. The camp staff was not trained to work with students with severe disabilities, but this boy was such a great camper and provided so much happiness and joy. When there would be a change in the camp schedule, Tony would always have a breakdown because the change in schedule was abnormal to him.
In many ways, I can see a parallel between Natalie, Moose's sister who portrayed many of the symptoms of Autism, and Tony. They are both bright students who at times seemed so lost because the symptoms were unidentified. I have worked with other students who had been diagnosed with Autism (twin boys actually) and while it was a struggle for the parents to grasp, they were able to work with specialists to figure out a system to better their boys' lives. Autism was not classified until 1935 and it just pains me to think of all of the men and women, boys and girls who were wrongly labeled as 'crazy' or 'not fit to live a normal life.' This book in many ways helps students understand the struggles people with physical and mental disabilities had to endure and how many are working so hard to bestow upon them the respect they deserve.
Tony attended camp for the better part of two summers, but after excessive amounts of name calling and labeling, the parents felt it was necessary to find another camp. After Tony left camp, I felt disappointed in myself. At that time, I knew I wanted to be an educator and yet I didn't know what to do to better the situation. Now that I have become the director, I took it upon myself to create presentation that we show the incoming staff regarding mental and physical disabilities: what some common disabilities that are seen in children (common characteristics and symptoms), what accommodations are needed, and the importance of helping educate the campers. That is the one thing I want to present to the campers and my future students; I want them to understand that discrimination is wrong.
Reading this book helped me understand the importance of educating students on mental and physical disabilities so they are educated, aware, and understanding of the people's differences.
In many ways, I can see a parallel between Natalie, Moose's sister who portrayed many of the symptoms of Autism, and Tony. They are both bright students who at times seemed so lost because the symptoms were unidentified. I have worked with other students who had been diagnosed with Autism (twin boys actually) and while it was a struggle for the parents to grasp, they were able to work with specialists to figure out a system to better their boys' lives. Autism was not classified until 1935 and it just pains me to think of all of the men and women, boys and girls who were wrongly labeled as 'crazy' or 'not fit to live a normal life.' This book in many ways helps students understand the struggles people with physical and mental disabilities had to endure and how many are working so hard to bestow upon them the respect they deserve.
Tony attended camp for the better part of two summers, but after excessive amounts of name calling and labeling, the parents felt it was necessary to find another camp. After Tony left camp, I felt disappointed in myself. At that time, I knew I wanted to be an educator and yet I didn't know what to do to better the situation. Now that I have become the director, I took it upon myself to create presentation that we show the incoming staff regarding mental and physical disabilities: what some common disabilities that are seen in children (common characteristics and symptoms), what accommodations are needed, and the importance of helping educate the campers. That is the one thing I want to present to the campers and my future students; I want them to understand that discrimination is wrong.
Reading this book helped me understand the importance of educating students on mental and physical disabilities so they are educated, aware, and understanding of the people's differences.
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