Document Type

Article

Publication Date

12-2017

Keywords

multicultural children's literature; racial identity; gender identity; ability identity; read alouds

Abstract

As the demographics of U.S. schools are changing, educators have to embrace this change and prepare students to adopt diversity and inclusivity as a means to increase students’ understanding of their peers. Not only are race and ethnicity identities at the forefront of these changes, gender identity and ability identity must also be supported, as more students are challenging traditional gender roles and as more students are mainstreamed into regular education classes. This article seeks to address usage of interactive read alouds of multicultural literature as a means to help bridge students who need inclusive
and equitable pedagogical practices in race, gender, and ability identity and those who need to understand those who identify as one or more of the aforementioned. A recommended list of multicultural literature is included with
discussion starters to assist educators in establishing critical conversations with students who identify as one of the listed identities or for those students who need to understand those students who identify differently than them.

Publisher Citation

Piper, R. E., Vice, T. A., & Pittman, R. T. Using multicultural children's literature to address social issues: The power of interactive read aloud. Read: An Online Journal for Literacy Educators, 3(5).

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