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Family shaping ones identity
The impact of cultural assimilation
The impact of cultural assimilation
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The One-Dimensional Portrayal of the Immigrant Mother in Nothing but the Truth (and a few white lies)
Justina Chen Headley explores in her book Nothing but the Truth (and a few white lies) the search for her protagonist’s identity, Patty Ho, which is a part Taiwanese, part American girl. Headley displays the mother as a one-dimensional parent who is holding onto conservative and traditional Taiwanese values, and is imposing her cultural values onto her daughter as a justification for her strict parenting style.
Headley chooses to let Patty Ho speak in a first-person perspective. Yokota states that “an inside perspective is the portrayal of a cultural group by one who is a member of the group and is more likely to give to give an authentic view of what members of the cultural group believe to be true about themselves” (Yokata 158). Patty is part Asian and her non-present father is American. Patty’s mother is reminded daily by her daughter’s American looks and height that her daughter is not fully Asian and she compensates this with being overly restrictive towards Patty. The stereotype of the restrictive Asian mother is reinforced nearly throughout the whole book. It starts in the first chapter when Patty’s mother takes her to an Asian grandmother that reads her future through her belly button, and predicts that the 15-year-old daughter will date a white boy, whereas Mom’s plans are for her to not date until college and to marry a rich Taiwanese doctor, and if he is not available, then a rich Taiwanese businessman would suffice. The protagonist’s comment to the belly button reading is “I wish to be white” (Headley 5). Instead, she refers to her mixed racial heritage as “hapa”, a term that has derogatory connotations and m...
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... Paula, Gerald Campano, and Ted Hall. "Braided Histories and Experiences in Literature for Children and Adolescents." Journal of Children's Literature. 38.2 (2012): 14-22. Web. 24 Nov. 2013. (Ghiso, Campano, and Hall 14-22)
Headley, Justina Chen. Nothing but the Truth (and a few white lies). New York: Little, Brown and Company, 2007. Print.
Hughes-Hassell, Sandra. "Multicultural Young Adult Literature as a Form of Counter-Storytelling." Library Quarterly. 83.3 (2013): 212-228. Web. 24 Nov. 2013. (Hughes-Hassell 212-228)
Madigan, Dan. "The Politics of Multicultural Literature for Children and Adolescents: Combining Perspectives and Conversation." Language Arts. 70.3 (1993): 168-176. Web. 25 Nov. 2013.
Yokota, Junko. "Issues in Selecting Multicultural Children's Literature." Language Arts Multiculturalism and the Language Arts. 70.3 (1993): 156-167. Web. 24 Nov. 2013.
Cowhey’s book is broken down by the major themes and concepts she teaches her first and second grade students. Each concept relates back to her personal pedagogy of implementing a Multicultural Education. These major themes include empathy, freedom, peace, activism, community, and social justice. Cowhey’s pedagogy uses “language and literacy to teach about the world with rigor, depth, and challenge in a way that engages and
In the article How Banning Books Marginalizes Children, the author, Paul Ringel, states that approximately fifty-two percent of the books banned in the last ten years illustrate “diverse content”, such as race, religion, gender identity, etc. Ringel believes that attitudes about which books are “appropriate” for kids to read have too often suppressed stories about different cultures and life experiences. He basis his argument around the pretext that when libraries stop the banning it will allow kids to learn how to navigate imaginary worlds filled with differences and apply those lessons to their own lives.
Lindgren, Merri V. The Multicolored Mirror: Cultural Substance in Literature for Children and Young Adults. Highsmith Press, Wisconsin. 1991.
219-224. Library Services Institutefor Minnesota Indians. Guidelines for Evaluating Multicultural Literature: 1970, pp. iv-v. Norton, Donna. 'Through the Eyes of a Child. Prentice Hall Inc., Englewood Cliffes, New Jersey: 1995.
Krupnick, Mark.. "Jewish-American Literature." New Immigrant Literatures in the United States: A Sourcebook to Our Multicultural Literary Heritage. Ed. Alpana Sharma Knippling. WEstport, Connecticut: Greenwood Press, 1996. 295-308.
Meyer, Michael, ed. The Bedford Introduction to Literature: Reading, Thinking, Writing. 5th ed. Boston: Bedford/St. Martin's, 1999.
Senick, Gerard J., and Hedblad, Alan. Children’s Literature Review: Excerpts from Reviews, and Commentary on Books for Children and Young People (Volumes 14, 34, 35). Detroit, Michigan: Gale Research, 1995..
Fegar, Mary-Virginia. “I Want to Read: How Culturally Relevant Texts Increase Student Engagement in Reading.” Multicultural Education, 13:3 (Spring 2006): 18-19. [E Journal]
Falconer, Rachel. The Crossover Novel: Contemporary Children’s Fiction and Its Adult Readership. New York: Routledge, 2009.
Stewart illustrates the lack of international voices in children’s literature with statistics of the published authors’ nationality and non-white status. She considers together books that are written by particular groups with books that are written about particular groups. This presents the idea that a writer of multicultural heritage will ultimately depict situations about their lineage, which may not be the case. This belief regarding authorial intent contradicts the aim of white authors who write about what is foreign; the designated other. Stewart’s statement that “it is disconcerting to note that more books are written a...
3. Delpit, Lisa D. Other People's Children: Cultural Conflict in the Classroom. New York: New, 1995. Print.
Writing has been an important part of every culture from the beginning of time. The illustrations of cavemen have evolved immensely. Today, there are millions of published books. In fact, there are over four hundred books published every month. What happens when these books turn into something more? Is there racism in our children's literature? Ironically, the renowned great works of our past is full of racism. The question that remains, how do we teach our children the great lesson that these brave authors intended?
As an early childhood educator, I have a responsibility to create an inclusive, diversified and culturally supportive learning environment for these children. For example, generally there would be a wide range of different languages within a classroom. Providing literature in different languages will expand the children’s idea of diversity and will get them thinking about the differences or similarities between others. Books about other cultures, ethnic groups, and geographic regions build interest and inform the reader beyond his or her immediate ¬experience. For these reasons, children’s books that portray diversity are an essential part of any early childhood
American ethnic literature is known today because of the many authors like Cathy Song, Ralph Ellison and Audre Lorde. These authors have made what is today, from the education of children as well. Children are now able to have a political understand of things. We are now able to have the understanding of our world’s cultures and have a greater intelligence on it. Today we have presented an improved understanding to the American society, in the political and economic that today’s world has
...nese immigration was illegal. Kingston presents the emotional and cathartic experience in “The Woman Warrior.” She feels that she be marginalized by the voicelessness of the women in the male-dominated Chinese society. Maxine puts forth an unanswered question how a Chinese-American can find the identity when the immigrants hide and change their names (mostly nameless) in America.