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The purpose of this article was to describe how culturally diverse children’s literature can be used enable a culturally responsive pedagogy with first grade students. This approach was meant enable first graders to identify racial and socioeconomic challenges in their school. The researcher in this study looked at the institutional issue of segregation of pull-out programs in their school. The pull out programs that were highlighted in this article were gifted education, special education, English as a second language, and remediation. The author highlights these pull out areas to give a clear picture of the inequalities in the classroom. Asian and white students from higher socioeconomic backgrounds tend to comprise the gifted population. African American males are predominately represented in the area of special education and chronically underrepresented in gifted education. Finally, the article mentioned that Latinos and Asian comprised a large portion of the ESL population.
Souto-Manning realized that, while these services are designed to provide support for the students, they may create a separation of student groups in the classroom. She was concerned with meeting the students’ need without excluding or separating them. Therefore, she wanted to increase her students’ awareness of race in the classroom. To accomplish this, Souto-Manning had her teacher assistant facilitate a discussion in order to help her student perceive multiple perspectives on a topic. The use of culturally diverse literature was employed to give students a conversation starting point and to help build background knowledge. The author’s research design focused diversity and access in an early childhood classroom. Souto-Manning’s focus came from the questions posed by the students about why certain children participated in classes and others did not have the same opportunity.
When Souto-Manning read books to her students, she would ensure that certain stories were read twice from different perspectives. The article states that a story, like the Three Little Pigs, is read twice. This allows the students to hear different perspectives of a story. To further assist in the developing perspective, the teacher exposed the children to multicultural literature to explore the relationship between diversity and access to services. The students began to recognize that certain children were denied opportunities based on how they looked and where they originated. They even charted which students participated in each form of pullout from the classroom. The students began to make the connections from the books to what was happening school around the. Finally, the students used their training to convince the school administrator,
I found this article to be very fascinating because of how the teacher is using literature to spark the racial conversation early in students. As an African American male, myself and many others like me have been exposed to realities of race at an early age. At the age of five, I was given the “talk” by my parents about how I would need to work twice as hard due to how I look. That I may denied opportunities due to may race. Due to the fact that my parents came of age during the segregation era of the 50’s and 60’s, I was given first hand accounts of some the inequities. At that age I understood that certain opportunities could be denied based on being different. This why I fascinated to read how first grade students could make the connection between what they heard in the books and make the connection with pull out programs. I feel that this awareness can aide them in developing empathy that will cause them to be more accepting of peers from different backgrounds. Also, it will help them identify systemic bias that may stem from pull out instruction.
Darrell,
I think you did a good job of summarizing the main aspects of this lengthy (compare to the others we have read) article. It was interesting to hear your interpretation of the article and your personal connection. As you mentioned, I also find it fascinating how the teacher uses literature to spark the racial conversation between students. Unfortunately, I think sometimes teachers do not always like to address certain topics (like race) due to their personal biases/opinions, the awkwardness, and maybe even their own ignorance to the topic. I think it is important for students to learn how to be culturally responsive in schools. Sparking conversation and showing different perspectives can be so powerful for students. They can create their own thoughts or opinions on a topic as well as an open mindness and empathy. The article gave great examples using literacy that I would love to use in my 4th grade classroom.
Darell
I like how you have summarized the information provided in the article but did she choose this question, or did her students choose it for her? While reading the article it seemed that she allowed her students to lead her, and she formed everything around them. While they began to recognize that certain children were being denied ‘inclusive’ practices, they also saw their perspectives as a positive and a strength that they could bring to the table. While I may not be able to understand the systematic bias that has taken hold, I am aware of my own lack of knowledge and the need to be aware of the perspectives of my students. I think as a whole, teachers need to pull in other perspectives and this article highlights the importance of not just being aware of differences but also teaching the students and myself that differences are a strength and not something to change and conform.
Darrell,
You did a great job at selecting the main and important portions of this article and putting it in your own summary. As I was reading the article and your summary, I noted that exactly what this teacher realized is what I also noticed as a student and now as a teacher. Creating a culturally responsive and literate classroom is vital to students, even if this class itself is not diverse. I am amazed by this teacher doing such with these students at such a young grade. Teaching children to think about situations from different perspectives outside of their own is not only beneficial for school but is a problem solving tool to be used further in life.