This week we were asked to respond to the following:
When you select literature (for library collections or use in a classroom), what criteria are you using? Identify one or two actions to support you in providing culturally diverse literature to support programs and readers?
I’m wondering how TLs in international schools would respond to this. There are so very many different people/cultural groups in such settings. For example, in my school in Seoul, the dominant cultural group are those who hold dual Korean/US passports. Thus, definitions of multiculturalism in literature where the dominant group is identified as white and Anglo-Saxon, would not apply. Obviously, how a TLs response would be completely dependent on their setting. In regards to resources for all, I would definitely want to be aware of the student demographics and try to cater for every group. As I have had no practical experience as a TL, however, I’m not sure how realistic this thought is. In addition….would this mean literature that has characters from all cultural groups represented at school, or authors from all these groups or both, or should I be looking beyond the basics to something else?
Cai (2002) presents several different definitions of multiculturalism in literature. By far, the one that makes the most sense to me is “books other than those of the dominant culture” (Austin and Jenkins cited in Cai, 2002 p. 5). Although Cai (2002, p. 12) argues convincingly that an all-inclusive definition is detrimental, this definition is appropriately adaptable to a TL in an international setting and allows moving beyond just race, to also include other groups (disability, gender, sexuality, age etc). When I think about pervasive heteronormativity, couldn’t a ‘multicultural’ definition then include books that mirror, promote LGBTQ issues?
I feel I have a lot to consider in this area.
References
Cai, M. (2002). Multicultural Literature for Children and Young Adults : Reflections on Critical Issues. ABC-CLIO, LLC.