Multicultural Literature

The Dong article on mulitcultural literature in the classroom addresses some true problems that exist in the teaching environment. Being an engineering major I cannot completely relate to the teaching perspective that dominates the article, however I did find that some of the issues that were discussed are concurrent with me. I think that it is very common to just brush aside the social and cultural implications and influences of literature and use the individual approach that was introduced. This is a mistake. One cannot disregard the cultural aspects of any piece of work and fully understand it. When using an individual approach that takes out cultural context, one only considers their own experiences, agendas, misconceptions, ideals, and generalizations. I have sometimes found myself guilty of this tact when reading or discussing something that I have read. Discussion that includes all the cultural and social contexts of a work is essential and can provide for a more complete understanding of the characters in a story, as well as that particular culture. To achieve this type of understanding and to successfully examine the cultural factors of a book, one must, as Dong points out, have some background knowledge. I agree that correct factual information is necessary in this situation so as not to reinforce stereotypes, further dividing groups of different cultures and social backgrounds. An ultimate goal of teaching multicultural literature should be to bring people together by facilitating understanding and empathy.
I am all for bringing more multicultural literature into the classroom but would like to point out one concern. Coming from a middle to upper class anglo background, I could forsee problems from high school students who are forced to read books that they feel serve no point. Clearly there is a point to multicultural reading that is worth teaching, but this resistance that may occur has the potential to cancel out some of the good effects of multicultural reading and learning. I think that attention must be payed to the strategy that is employed to teach multicultural literature. Just as in the article, some of the students in the class were against approaching the books with some other than their usual individual approach. With time and discussion though, they came to understand that context plays a major role in these types of works and is worthy of being taught.
Both Copper Sun and Esperanza Rising bring different cultural views, as compared to the norm, to literature. In both books, some knowledge about the character's background is needed to understand the actions and thoughts that transpire. Both of the cultures that are depicted are different from the American culture that we live in today. Amaris tribe is what I would consider kind, humble, and very in touch with nature. They accept the visitors to their village with open arms and celebrate their arrival, no questions asked. They seem naive to the danger that they face, but what needs to be understood is that they have never experienced anything like what they will in this book. Throughout the story Amari references the ocean and the sun, powerful symbols, when she has meaningful experiences. This goes back to her life in Africa, where natural symbols mean so much to the tribe. In Esperanza Rising, Esperanza is also taken from her comfort zone and thrown into a different world with things she has never experienced. One aspect of this story that stuck out to me was the emphasis on family that Esperanza's culture displays. The characters in this story do not have their own motives, they act as a family and value family over all else. Both of these stories have something to offer in terms of sharing a different culture with readers. The understanding, or at least acknowledgement of these differences, allows the reader to empathize more with the characters and their situations.

Week 2

I think that the Brannon and Greene article raises some important and very real questions about how literature is taught today. I applaud the efforts that have been made to bring more multicultural works into the classroom for the obvious reasons. Things can only be learned from this practice. New perspectives that illustrate the cultural and social contexts of certain time periods as well as different ways of thinking and lifestyles can be and are illustrated in many of these texts. It is important to expose the youth to these things so as not to limit them in their own perspectives on a variety of issues in their own lives. For example, Copper Sun may provided a glimpse of what it may have been like for a slave girl from Africa. Especially in the south, this account has the power to change the views that many people may have about the severity and brutality of slavery.

One of the points in the article brought up the opinion that this integration of multicultural books in the classroom should not depend on the composition of the students in the class. I agree. The purpose of reading these different works of literature is not to appease a particular race or culture, and it is not to cater to any particular audience. The purpose is to diversify, and by doing so, the same lessons that we are able to learn from more traditional works such as The Great Gatsby can be learned through other books. Not only can we learn these lessons, but as mentioned before we can learn about another culture and way of thinking.

Another point that I found very valid in this article is that the question " Is it good enough to teach?" should not be the only question asked when considering what books to teach in a class. The amount or prestige of the awards that the work may have one are not what determines the merit that a book has in a classroom setting. We do not force children to read books because they have been deemed "Great" by the media or some abstract panel of judges, at least I hope not. Books are read for specific reasons. To teach literary techniques, to facilitate some goal, or to examine some point of view are some of these specific reasons. I believe that if a work of literature meets the purpose and goal that has been set for it, than it is worthy to be taught.

One problem that I do have with looking at books from the perspective of categorizing them into what ethnic or cultural background they come from is that it almost feels like what I will call "literary segregation." This categorization only reinforces the differences that exist between and and every group of people and does not serve to bring people together. I do agree that books with different backgrounds should be taught, as stated above, but not for those reasons alone. I think a combination of practicality in terms of the class goals, and balancing the works in a class is most effective and appropriate. Books should be read in school for a purpose, to learn, not to further exemplify the racial, social, or cultural divides that have existed in our country and the rest of the world since well.....forever.

Copper Sun 1/16/2010

Not to be super critical, but I had two complaints about this book. First, it was too predictable for me. I feel like the plot followed the same storyline that I have heard many many times. The kidnapping from Africa, the journey to America, being enslaved, and escaping to freedom. All very real things, but too redundant in slave tales. However, for younger children who have not yet been exposed to this type of story I guess it would be ok. Second, in my opinion the semi unrealistic, dramatic, and happy-ending second half of the story takes away from the first half. The first half of the book presents a harsher depiction of the slave process and in my opinion does a good job at accounting factual events in a way that is appropriate for a younger audience. I think that it is both entertaining and educational for this audience, and for that I commend the author. However, the second half, while still depicting actual events, is more of a "story". I think that the second half of the book almost erases the first half and the audience gets caught up in all that is happening to the main characters. Overall, this subtracts from the impact the book has on the readers. I would almost argue that the second half of the book should have been left out so the reader would have been left to consider what might happen to Amari and so that the realness of the first half would have a lasting impression.

Enough of the criticism, I did find some things in the book enjoyable. It was different for me reading this book in the way that the author captured the point of view and inner thoughts of Amari. The imagery and references to nature especially illustrated the thoughts of Amari to me. I found that when examples of nature were pointed out, it symbolized Amaris inner thoughts and sometimes her self reflection on events or on realizations of the world that she grew to understand as the story unfolds. I found this part of the book very believable despite the fact that it is fiction. The authors use of this technique was also successful in getting me to think, like Amari did, about her situation and about all the things that she was discovering.

The one thing that I found very interesting about the second youtube video was how in the song "For Sale" the singer/songwriter paralleled the selling of both men and women slaves to how people are still living their lives today. The song referenced women who appear in music videos and how that can bee seen as selling yourself or your body, and therefore equates it back to the selling of slaves. This perspective was new for me, but what was not new was the perspective that by choice or force, African Americans are still being oppressed today. Personally I can see evidence for arguing this issue on both sides of the fence and have no grudge against it, however I do feel that this issue is in the media a lot in a variety of ways and I think that the attention it gets does not solve any problems.

I agree with many of the ideas presented in the "Louie article", especially veryifying the accuracy of novels. Just as we discussed in class, many of the issues that arise from people not being educated on the factual events of slavery come simply from the fact that many people have not been exposed to the facts. Just as important as it is to be educated and exposed to the real events of slavery, it is important to make sure that the events and "facts" you are reading are indeed true. Without doing this, you are insuring that the opinions and perceptions by the children reading unverified books will be based on fiction.