Assignment # 3
LIBR 275 – Professor Liu
“Issues in Selecting Multicultural Children’s Literature”
Patricia Ayame Thomson
Junko Yokota (1993) who wrote the comprehensive and in-depth article: “Issues in Selecting Multicultural Children’s Literature” has been an assistant professor of Reading and Language Arts at the University of Northern Iowa (Language Arts, (70)3, pp. 156-167). This article was originally written and published for Language Arts and primarily targeting language arts educators. Thus, the author demands a higher level of understanding from the reader rather than a superficial one, mentioned as an example: “Making sure that books representing ehnicities other than mainstream cultures are included in the curriculum, in the class room, and on recommended booklists” (p. 157). Then, Yokota takes the reader one step further by encouraging them to go: “Beyond the qualitative issue of ensuring such representation,” and challenges them to: “get beneath the surface of multicultural children’s literature” (p. 157). By examining various aspects of multicultural literature, Yokota’s insightful article convinces the reader that there are a multitude of social and educational benefits by incorporating quality multicultural literature in classrooms and libraries.
Yokota (1993) suggests that due to the increasing cultural and racial diversity in America as well as the rest of the world, she believes that the reality of a multicultural society should be reflected in our children’s literary experiences in our schools (p. 156). In Yokota’s words, she describes eloquently one of the most important arguments why educators and information professionals should include multicultural literature in children’s school curriculums is as follows: “Students from nonmainstream cultures can profit from having opportunities for understanding and developing pride in their heritage and for building a positive self-concept” (p. 156). I believe in advocating and promoting acceptance, inclusivity, and healthy self-esteem in all children. Developing self-esteem is of the utmost importance, since it affects the child and their perspective about life for the rest of their lives. Multicultural literature can help children discover who they are and navigate decisions about their own lives by learning about others. Introducing children to literature about many different cultures is a way to help them develop their own identity, gain a sense of acceptance, and find their place in the current pluralistic society.
Towards the beginning of the article, Yokota (1993) describes: “A brief historical look at the representation of people of multicultural backgrounds in children’s books and an examination of current issues being debated in attempts to define multicultural literature” (p. 156). The author starts the historical examination of the people depicted in multicultural literature starting in the 1960 to1993. Representation of African-Americans in children’s or adult’s books were almost nonexistent until the significant increase during the 1970’s. As an explanation for the sudden increase in the representation of African Americans in children’s storybooks, Yokota cites Rollock’s (1984) statement as follows: “The numbers increased perhaps as a reflection of the social consciousness brought about by the Civil Rights Movement” (p.157). Yokota (1993) attributes the lack of representation of ethnic minorities in children’s literature throughout most of U.S. history by citing Reimer’s (1992) list of identified problems, three of which were:
“A predominance of Euro-American authors writing multicultural literature from an “outside” point of view, a lack of teacher awareness of and attention to other cultures in the classroom, and a grouping together of certain different cultures as if they were one.” (p. 157).
Another essential point Yokota (1993) makes in the article is: “There is lack of agreement as to what the term multicultural children’s literature encompasses” (p. 157). Yokota mentions several interpretations of the term before she presents her own as follows: “I use as a working definition of multicultural children’s literature the following: literature that represents any distinct cultural group through accurate portrayal and rich detail” (p. 157). In the article, Yokota adds that she chooses to include the Jewish population and European groups because they are “distinct cultural groups” (p.157).
One of the main problems in defining cultural groups is because cultures are blended together under a big umbrella label, such as “Native American,” “Asian American,” or “Hispanic American” (p. 158). Even considering Asia alone, there are so many different countries, cultures, and languages. For example, Korea and Cambodia are extremely different culturally, but they are both Asian countries.
Yokota (1993) brings up another problem in defining cultural groups, and states that it is due to the exclusion of some cultures. Jewish people often feel excluded from discussions about and representation in multicultural literature. On the other side of the coin, Yokota clearly identifies that Jewish and other European groups are distinct cultural groups which meets the definition of multiculturalism. The problem lies in the fact that exclusivity is neither an intended goal of using multicultural literature in the school’s curriculum, nor in the library’s collection. As Yokota explains: “This definition is inclusive and in keeping with the “multi” part of the term, “multicultural” (p. 157). As a solution to the problem, children’s book publishers should make a greater effort to include, encourage, and publish more works by Jewish writers.
As a recommendation to language arts educators and other readers, Yokota’s (1993) article provides selection criteria for quality multicultural children’s literature. Yokota is emphatic about her first criterion which is: “Cultural Accuracy, Both of Detail and Larger Issues” (p. 159). She continues the importance of cultural accuracy stating: “Without cultural accuracy, a book cannot be considered a quality piece of multicultural literature” (p. 159). The books should reflect cultural accuracy about values, beliefs, languages, and the way they live, authentically.
The illustration’s cultural accuracy is equally as important as accuracy in the text. As an example, Yokota (1993) writes about an inaccuracy of a significant cultural tradition as follows: “Some illustrations have characters in kimonos worn in a manner only as deceased people are dressed for their funerals. Japanese recognize immediately cultural inaccuracies such as these.” I can confirm the above statement first-hand that the Japanese recognize inaccuracies. When I was living in Japan, I learned that a person only wears their kimono left-side over right when they are dead. Conversely, a person wearing their kimono right-side over left means they are alive. I also saw this very same example above in the film “Memoirs of a Geisha.” As much as I liked the movie, I felt a visceral reaction of alarm when I saw the major cultural inaccuracy on the big screen. For the rest of the movie, I kept getting distracted by the implications of the kimono being worn the wrong way that I had trouble concentrating on the plot.
The other criteria Yokota (1993) suggest for quality selection criteria are: Rich in Cultural Details, Authentic Dialogue and Relationships, and In-depth Treatment of Cultural Issues. As a reference to a list of quality multicultural literature for the readers, the author helpfully provides a comprehensive Bibliography of Multicultural Books that meets every one of the above criteria and other professional resources (p. 160).
Yokota (1993) insightfully recommends that cultural similarities should be emphasized just as much as differences. For the purposes of the article, Yokota explains she focused on fiction. She believes readers are able to experience other cultures and countries vicariously, and capture the thoughts of people living in different lifestyles. On the other hand, Yokota also states that there should be a balance among various genres: “Including poetry, biography, other nonfiction works, and fiction that depicts a wide spectrum of lives, is highly desirable” (p. 165). The informative article concludes by stating that there is a need for more multicultural literature depicting contemporary situations, rather than reinventing ways to portray historical events repeatedly (p. 165).
I believe Yokota (1993) is an “insider,” meaning she is intimately familiar with both the strengths and weaknesses of past and current multicultural trends. As a recommendation, the article provides a long list of quality multicultural children’s literature, as well as applicable concepts and guidelines to improve the collection. Yokota’s selection criteria are thought-provoking, and describe how to avoid the pitfalls and shortcomings of some multicultural literature. Overall, the article left me with significantly more insight and knowledge about the selection process, but also about many other aspects of quality multicultural literature.
References:
Yokota, J. (1993). Issues in selecting multicultural children’s literature, Language Arts,
(70)3, pp. 156-167).
Rollock, B. (1984). The black experience in children’s books (2nd ed.).
New York: New York Public Library.