The issues examined in the article affect me as a third grade teacher by reflecting on my ability to influence young minds and to better society. One quote from Ezell and Daly (2022) that especially strikes me is, “Multicultural literature can also teach children and youth who have privilege to recognize ways they benefit from their race, class, and gender identities and use their power to end discrimination and oppression”. This is a very strong quote that doesn’t shout at you to learn about other cultures, but the impact that your culture and race can have on others. The topic of humanizing people who hold multiple identities sits with me, as a person living in today’s world, because we do create a “norm” for multiple identities, but in reality that just isn’t fair. Any combination of identities shouldn’t set you apart from one another, but further point to your identities in common with others, ideally bringing us closer in today’s world.
The idea of an identity web is brilliant to me. It opens discussion of multiple identities, but also provides proper and appropriate vocabulary for varying identities. And more importantly, a common vocabulary for the class community to use as one, which can make discussions less daunting and scary. I’ve mentioned this idea in previous posts, but incorporating multicultural literature into informal read aloud time to provide discussions and creating charts can be very effective. There are ways to bring the needs, expectations, and responsibilities based on the roles we inhabit together through opening up and inviting discussion and really making connections with characters in multicultural literature and their stories and experiences.
References
Ezell, S. & Daly, A. (2022). Honoring multiple identities using multicultural literature. Texas Association for Literacy Education Yearbook, 9.
I also highlighted the idea that those with privilege need to use that power for the greater good. I also liked the identity web. Mostly because it's very useful with lower elementary students. I like the questions that were included for the mirror, window, and sliding glass door. I think that I would have to tweak those a bit for the age group that I teach but at least it gives direction!
ReplyDeleteMulticultural literature can also teach children and youth who have privilege to recognize ways they benefit from their race, class, and gender identities and use their power to end discrimination and oppression ( Ezell and Daly, 2022). I love this quote from the article also. I wish more people would understand the power they can have just from their race and identity and use it to better the world and other people around them. I love the idea of using multicultural texts in read alouds and allowing discussions on them. I teach middle school but my students still love read alouds!
ReplyDeleteI'm posting for Kaetlyn, who is having some technical difficulties!
ReplyDeleteResponse to Brenna Lansink:
Brenna, I really like how you brought up the importance of proper vocabulary usage in the classroom when it comes to multiple identities. I think this is something that we, as teachers, could benefit from too. I am always trying to incorporate discussions in my classroom that celebrate diversity and getting along with others that are different from you. Giving them (and myself) some vocabulary guidelines would help this discussion to take place, and even keep discussion on track! This is the best way to make connections in relation to multicultural literature.