Latino Voices in Children's Literature: Instructional Approaches for Developing Cultural Understanding in the Classroom

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ED 393 644 RC 020 539

AUTHOR Kibler, John M. TITLE Latino Voices in Children's Literature: Instructional Approaches for Developing Cultural Understanding in the Classroom. Chapter 15. PUB DATE 96 NOTE 33p.; Chapter 15 in: Children of La Frontera: Binational Efforts To Serve Mexican Migrant and Immigrant Students; see RC 020 526. PUB TYPE Information Analyses (070) Reference Materials Bibliographies (131)

EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Adolescent Literature; Annotated Bibliographies; *Childrens Literature; *Cultural Awareness; *Culturally Relevant Education; Educational Strategies; Elementary Secondary Education; Ethnic Relations; Hispanic American Culture; *Mexican American Education; *Mexican American Literature; Mexican Americans; Multicultural Education; *Reading Material Selection IDENTIFIERS Hispanic American Students; Latinos

ABSTRACT As Mexican Americana are the largest language-minority population in U.S. public schools, an investigation of literature that authentically reflects Mexican American students' cultural experience is necessary for any teacher. This chapter outlines strategies for integrating Mexican J:imerican children's literature into the structure of a classroom environment through both curricular and social methods. Multicultural literature can be used to build literacy, academic competencies, and comprehension within bilingual, English-as-a-Second-Language, and monolingual classrooms. Mexican American children's literature can provide a realistic view of the Latino community. In an ethnically diverse classroom, authentic first-person reflections of characters' lives can demonstrate to non-Latino students that the Latino community is as rich and complex a setting as their own, while at the same time providing understanding of cultural differences and insight into some of the sources of intergroup conflict. For immigrant and Latino students, culturally relevant literature can normalize and validate painful life experiences, such as traumatic resettlement, disruption of family, and discrimination, while providing a safe place for students to explore their feelings about their lives. A framework for evaluating and selecting multicultural resources is outlined. An annotated bibliography lists 61 resources, categorized as preschool-grade 3, grades 4-7, grade 8-adult, and poetry. Contains 38 references and a checklist of cultural and literary guidelines to literature selection. (SV)

*************************A********************************************* Reproductions supplied by EDRS are the best that can be made from the original document. * *********************************************************************** PERMISSION TO REPRODUCEDISSEMINATE AND THIS MATERIALHAS BEEN RANTED BY CHAPTER 15 TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) L. EDUCATIONALOffice o# Educahonat RESOURCES Research INFORMATION ana improvmentU.S. DEPARTMENT OF EDUCATION Latino Voices in Children's Literature: r Mmor changes. Thts have document beenCopulating madewonted has to itImprovebeen from reproducedthe person asor organuabon CENTER (ERIC) Developing Cultural UnderstandingInstructional Approaches for OERImeritRomtsreproduCtion CO posittonot vtew not QualityneCeSSanly or policy represent official optnions slated m th.S00Cu in the ClassroomILLINOIS RESOURCE CENTER JOHN M. KIBLER Americanlanguagetigation students' minority of literature cultural population that experienceAs accuratelywithin the Mexican the is U.S.necessaryand American authenticallyeducational for communityany system, teacher. reflects ancontinues inves- its growth as the Mexican largest This Mexicanenvironmentchaptercomprehensionliterature American outlines and through itsstrategieschildren's within uses both in ESL, curricularbuildingintegratingliterature, bilingual, literacy, andinto children's andsocialthe academicmonolingualstructure methods. literature, ofcompetencies, a Multiculturalclassroom classroomspecifically cur- and forStatesriculatural evaluating arerealistically teaching also andexamined. must selectingand serve understanding Viewing as multicultural a foundation the the Latino resources conceptfor this community integration. ofis alsoauthenticity emphasized. in theA framework Unitedin cul- o BEST COPY AvAILABLE understandIrelativity. should have I didn'tthat learned his learn or untilherthat culture inI was Andthe in first isn'tone college grade.athing rational about I A would first inventionother graderreally cultures, and likeshould andthat to tell them about is cultural 3 240 LATINO VOICES IN CHILDREN'S LITERATURE JOHN M. KIBLER 241 attractive.alternativesallthere cultures are thousands functionto our ownof onother society.faith cultures rather Cultural and than they relativitytruth; all workthat is there prettydefensible are well; lots andthat of It's also a source of hope. It means we don't have to thatcultureintercultural cultural is, its awareness impact environment. on provides the creationWhat for communicationofis missingan individual, from and asthese relationshipswell scenarios as the context in is thea real understanding of what continue this way if we don't like it. Introduction Kurt Vonnegut, Jr. (1974) (1935)ment.ingan individual's components and Lewin Bronfenbrenner's contends personality of human that (1979)Abehavior behaviordevelopment useful formulas framework and is a human joint can for beidentifyingforfunction psychological gleanedconceptualizing of the froman underly-individual develop- Lewin's the impact which culture has on 1 hat is culture? 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Downey,time interrelatedand influencedand Moorchouse collection by the (1988) provide a clear under- apeople,individual.unconscious. laundry and list It folklore. isof not their merely Nor behaviors, is the it the five values,artifacts F's of and food,and actions. materials fashion, It defiesusedfestivals, by stereotypic people famous or It is symbolic, influential, and organized. It is also highly tionwithasstanding a complex thateach individualsof other that system andever-changing withshareof physical, the experiences developing environment cultural, and individuals. and influences through historical their Itthat isfactors Bolger'scandescription be that linked conten-interact of to it tomedia.depiction build multicultural of groups of learningpeople inCulture environments television, in its movies,clearest in which newspapers,reality students is a means positively and other of survival. As educators begin levelcontextscommunities,their membershipsettings are couched such societies, inas higher-levelwithinsocial and classhierarchicalhistorical orsystems, culture periods. structures such to micro-level Thusas families,that these range contexts developmental organizations, from macro-such as componentstractiveconcerningand substantively and curricular toseems this interact processa strong integration across that solution. merit cultural and thestudent lines, utmost awarenessmulticultural attention. appears The programming intent, very the at- There are, however, several key worklogicalservesfamily, also asdevelopment school, a underscores foundation work, and theforor cultural a understandingfallacy leisure development of setting. seeking the tocomplex of understand all students. process any This of system psycho- frame- or This theoretical framework withculturalinpreparation, many the andinstances,best socialand of theintentions historiesoverlooked. training simplyare ofIn allbrought schools individuals hope together, forall overpositive involved and the unpreparedUnitedrcsuits. are paramount, States, No educatorsprogram groups and of students with different tationunderstandingorganization of any in educational of which culture itvlividuals and program. itsThis effect participateimportant Context on human knowledge withoutis everything.development. a clearmust andbe a in-depth part of the planning and implemen- Success or ofthiswithwill culture processbe a culturallyeffective into is exemplifiedthe if different educationalimplemented groupby theenvironment as of unstructured a persons. solution through Theto and the most superficial"problems" such typical efforts integration scenarioassociatcd as ethnic of whethertowithfailure be confidence, capablepractitioners depends of creatingonawareness, have how been wella classroom empathy, Ittrained the is important environment to andwhere handle respect. to no be the great hasrealistic inherent been rift aboutexists prepared challenges the between great and skill required for an educator wasproblemsintegrationfood unsuccessful. festivals concerning of anddiversity international bigotry doesn't are work,cultural cited thcas fairs. the studcnts core However, reason arc blamed evenwhy thcn,such or chronic actionif this people.unrealisticwelcomingracial, ethnic, It is, newto however, social, expect and differentand teachers realistic linguistic members to expect knowgroups, into everythingboth and their teacherswhere classroom aboutstudents and students allculture. are groups open to beofto It is 5 open242another's to learning knowledge as resources to become about other people and their experiences, LATINO VOICES IN CHILDREN'S LITERATURE multiculturally competent and to use one "feel"JOHNtural, M. or KIBLER global, psychological or international. sta'e that existsThis usage within emphasizes the concepts the of interconnected community 243 (Nguyenroomlinguistically environment. & Kibler, or culturally 1993). As the pool of educators whose cultural membership differentThis students practice into is the the intercultural key to the integration is within so-called cliss- of tures,multiculturalmentand environment. andbut createthey classrooms may a How way not doof bethat diverseliving interacting consist together persons of childrenand comeproductively? learning from together manyto understand inWe different an can environ- have onecul- oftural"minority educateall informationeducators groups"the world (Zeichner, into continues about classroom 1990).their to historiesinstruction It is not must diminish, the integration of authentic and current dimensions, unlessthe rolethey of ethnic communities to become the responsibility cul- mostanotherwhich effectively. (Hoffman, is providing 1992). cultural The Anyinformation, term piece "intercultural" of exposure,quality literature addressesand understanding. can thisserve issue a multitude of purposes, one of chooseeffectiveeducatingand to multiple-perspective do pedagogical allso. students Cultural becausetool information forproblem the teaching solving. it is relevant and important, and provides an should be utilized by all teachers for It is timeof to higher-order move from teachingthinking skills Viewing the Latino Community and Language Minority Education Realistically aboutstudentsbeliefs academic what provide to think content the frameworkto sharing areasThe andwith for world thisstudents philosophy.is increasingly a interdependent, complex, human relationships. A number of framework for how to think and changing. Iso- thereAvila'sLatinos is responseno genericin his to 1992 Latino/HispanicEarl book. Shorris' To"Just question the experience,tell people them about ofwho whatandSpanish-speaking we the to are tellvarious and the that world groups we countries, about are that not all alike," was Margarita individuallationismmentimpact is thatisa makes vitalnot culture apart viablesense ofhas teacher ofsolution. on the any local Culture environment. education and necessarystudent's intellectualfor creating andsuccess- personal develop- is the filter through which each An awareness of the (Gómez-Quifiones,interchangeable.make up what we simplistically 1990).The Mexican refer to as American "Hispanic" population or "Latino" is no are less not diverse than when it began It is a heterogeneous population with distinct fulunderstand studentto be that learning theseway isenvironments.connections. an integral Interconnectionspart Understanding exist among cultural concepts, of understanding the world. In its clearest of culture and its impact on each of who we are and how we got and students should culturalintolifesubgroups inU.S. the orientation, society Unitedthat manifest than Statcs. ethnic others. different Some identification, Consequently, Mexican experiences Americans and there and consciousness, are adaptation differencesare more processes asintegrated in well class, as to ouressence,nationally, lives. this meansin addition becoming to thinking awareIn the internationally. multicultural United States, we must thinkthat locally, students regionally, see themselves and The sequence from local ofdifferences genericuntilCentral they andterms between arrive South for in Americaimmigrantslarge the Unitedand areIt diverse is andnot States.important typicallynonimmigrants groups to called rememberof people. "Hispanic" (Shorris, thatThe individuals1992). usefulnessor "Latino" who of come from the cultures U.S. diversity seems to demand andableto international socialtheirwith culturethe experiences. idea is reflected thatparamount. perceptual Too in oftentheir It isdifferences teachersenvironment. important They the world is culturally diverse,think but in terms ofexist "strange between lands various cultural must grow comfort- originreality,appliedthese terms, of theto a individuals personcategorical however, down aslabelis to ifquite abouteach of "Hispanic"limited. personone fifth Theseshared ofor the"Latino" general a world.common simplycategorizations background. narrows the areIn ourandneighbors ownfriendlyplace,important neighborhoods the peoples"; better, thatfamiliar, educators however, it areis and assumed not recognizethe (Hoffman,that that we can local are resources for knowing our global that the present, the past, the common- 1992).better It is onlyknow by the knowing world. our It is termsinthat the of geographically, Southeastreference thatand help"Hispanic"much to of Shorrisclarify Tcxas, is preferred issues(1992) while of sharesNew ethnicby Spanish-speaking Yorkers some labeling. important from He Central explains informationpeoples and about categories and ourselvesneighborhoodscommunity. or ourDiversity to everyday see it. exists lives. allThe term intercultural It is notwill necessarily be used in somethingthis chapter, that instead is of around us; we need only to look at our outside ofmulticul- "Chicano."LosMexicanSouth Angeles America InAmcricans California, Times, use bothin are keepingthe "Hispanic"a wordmajority, with "Hispanic" the andthe strong preferred"Latino." has feelings been term barred of is people "Latino" from in the that or In Chicago, where 7 244 LATINO VOICES IN CHILDREN'S LITERATURE Shorris feels JOHNlanguages M. KIBLER within U.S. culture. G. Richard Tucker (1984) suggests that 245 consideredthatcommunity.policy politically issues conservativeSome that"Hispanic" people are moderate orin ismoderate,New often or Mexico more linked while liberal. prefer to "Latino" "Hispano."Acufia can policy issues that can be (1988) contends that bemost linked pleased to thisguisticmentallanguage rarely andto isU.S.motivates cultural the nationalunrecognized pluralism groups development. of characterize threadpeople thatto Tucker evaluate runsmany throughbelieves societies the ways many that around in which althoughissues the various funda-world, lin- bilingualbytheonly theterm term.groups, "Hispanic" education seem andbelongs to bilingualism, prefer to the"Hispanic," middle such class, as which those which makeswho seems sense, The explanation is that Anglos and people who oppose Spain." belong to English- since "His-Following youngtionalandlinguistic social institutionsadult and institutions and cultural children's become groups of society, literaturethe coexist. focal Tucker pointare Since a feelspowerfulof this this it doesn't debate.is aidinevitable inhappen Latinohelping that in voices politicalstudents educa- in panic""Anglo"opposedreasons:Shorris's is an "Latino" tousage,will English "Hispanic," be the usedhas wordterm gender, to which "Latino" describemeaning which follows will any"pertaining beEnglish person used in rules.who to this is In not is grammatically linked to Spanish, as chapter for linguistic addition, the term Latino, Asian, growinguniversaleachunderstand of theselinguistic challenge that distinct the diversity world'sof andcommunicating complexofpeoples our nation, speak languages with it a is varietyone important provides another. of languages, that aConsidering system students and for grow that the descriptiveNativeing the American, Latino (Shorris). community, or Black. ThewhichIn term Shorris she is says not (1992), is meant a Margarita to Avila also provides This community is most readily combination of culture and advice for understand- be derogatory but tionmoreasforthe environments, well comfortabletoday'splanning as employment.children and with andimplementation is suchthe that complexities Fortunately,things these asnew of translation, intercultural skillsthat in thelinguistic will publishing multilingual become environments. diversity important world, communica- creates The the for reality formost life, accessiblethearticulates.literaturefirst-person nuances in accurately goodof This reflections language Latinois certainly captures literature,ofand characters' history.true the of"wc-arc-not-alikc"whether children's personal it be literature,livesfiction inphenomenon or an as authentic piece ofnonfiction.well. Authentic The that Avila populationSpanishreadily availableand within English, our(though schools.which few bodesThe in implementationnumber) well for thebilingual largest of high resourceslanguage-minority quality come native-language in instructional pro- andcomplexitybooksmost families for effectively. children within rather thethan andTheir Latino communitiesyoung personal community. adults voices accomplish demonstrate Bookscrcate anthisthat the vast opportunity for individu- modelingspeak of for diversity individuals diversity and don'tacademicsecondgrams have continues language. success the research to The (Ramirez, be retentionthe information best 1992). and of firstmost needed language efficient to educate and way first to language-minority teach culture English enhances as a It is time to stop pretending that we diversereadersTheals of key all setting. to backgrounds viewa realistic an cthnic understanding to see community themselves of an asin ethnic thethey events communitydo their ownas a and characterizations.population is that it is to encourage rich and ofstudents. languagea program A instruction, careful for language-minority overview when done ofBilingual recentcorrectly, students researcheducation, is(Collier, the most indicates like1995). effective mainstream that component native- education and every other profes- aspectbeliefsforces oftheconcerning Latino people life oflanguage is the explored United Anand importantin idcntityStates authentic to (Tucker, reflectcontribution 1984).upon of the growing Latino literature through the narration utilization and interac- politicalThe and sociolinguistic social bilingualtive.brilliant.sion, Due has The toeducationpractitioners the hysteria diversity is surroundinga whose luxuryof languages expertisein many bilingual that places. runsstudents education the Native-language bringgamut is to counterproduc- from the classroom, paltry instruc- to of shiptioncharacterizationis ofthata recurring Spanish these two theme.and and languages English. plot, as wellcreateTheCortes astenuous in through the (1990) lives and the ofconsiders many the debate concerning how the multidimensional relation- literary characters United Statcs effectiveretention(Ramirez,strategytion, however, forprogrammaticof 1992). first integrating remains language In addition, structures thelanguage-minority and most thefirst attitudestoeffective culture help language-minority canof and studentsbilingual serve successful as into guidesprograms U.S. pedagogicalstudents to schoolscreating toward be- xs.aversity history.willAnother handle and ponders issue its growing that the these role diversity literarythat language as sources one ofplays confrontthe fourin our greatest national Latino literature reflects upon this question of is the status of certain decisions of linguistic identity. comeityfocus studentsacademically on native-language is not successful, difficult. instructionUnderstanding Language-minority regardless or ESL. of the an reasons instructional students for theoften program's success enter or our failure of language-minor- schools246 intellectually gifted by virtue of their bilingualismLATINO VOICES INand CHILDREN'S biculturalism, LITERATURE drop out because they feel JOHN M. KIBLER Teachers who wish to utilize cultural resources authentically in their Authenticity In Cultural Teac:hing 247 andspeakersacademicallyalienated yet many of(Cummins, Englishof atthem risk (Scarce fail 1986).and academically the lla,Approximately majority 1990). orof one Before implementing educationalthese children are not native third of U.S.students children from are failing in canworldteachingon be to ina contendbewildering whichpractices they that should liveourand educationalintimidating(Hoffman, seek simply 1992).system place to help forWithout today studentsany this make ability, sense the ofworld the is filled with students who student. Hoffman goes changesfeelingsschool,ing styledesigned itof is alienation, discontinuities,important to prevent teacher to understand language-minoritylanguage prejudice, someattitudes home/school discontinuities, learn-of the reasonsunfair assessmentforand their linguistic failure: procedures, prejudices, so- craticseekdolife. not to values wantescape toand orinteract with withdraw, values with adoptingothersnecessary different behaviors to a healthy, from incompatible themsolves; happy, and with productivethey demo- often cioeconomicthisStates,stress,student's volume minorityand status,institutionalacademic, have students' sharedinadequate family, racism important perception pedagogy,and (Cummins, cultural life, information about various aspectsof their of a own status in the United 1986, Trueba, 1988).and thisOthers information in can serve couragecomplexplex human to world complete issues.in which this This processthey assertion Studentslive. of Eachunderstanding relates need student, knowledge directly however, by to andthe also differenceinterpretive needs the that skills to make sense of the grappling with com- as States).migrant,authentica guide inThese refugee, experienceschoosing intercultural migrant, cultural of Latino resourcessojourner, language-minority also or literary resources that reflect the realistic of the psychological,born and social,provide raised and a inway the for United monolingual students (whether im- and amongthisthink.exists truth-seeking betweenAdults the most who teaching significant areprocess, important students of and Onethese initwhat of isstudents'adults clearlythe to think simplest(Hoffman, lives true and canthat andteaching serve teachersyet most asthem models arc difficult how often forto ideas to internalize is the 1992). studentspersonalpolicieslanguage to issuesgain encourage teaching a thatbetter language-minority policy EnglishunderstandingThe is anothermonolinguals schizophrenic issue to and unsuccessful context students confront on a daily basis. for consideration. Educational study foreign languages atof current U.S. second- worldconceptsets1)79). differently,of of perceptions perceptual The key and tothat thatdifference: achieving differ members from authenticity of those one ofculture other in cultural groupculture may groupsteaching share basic is to aid the idea that everyone perceives the (Hoopes, greatbutThislinguistic costnot strange theand gifts foreign withand of unexplainable greatstudents speaker. inefficiency, from An educatordichotomy non-English must and at the same time destroy tendsthe to value foreign languagebackgroundsalways (Baker, balance 1993). the teaching ztudentsintobeento which relationships defined and our other asbehavior educatorsan and ability academic is culturally into becomingunderstand study determined. functionally(Hoopes). and integrate Functionally aware cultural of the awareawareness degree It also means simply has of situationsminoritynativeminority language student, outside student, and butthe as the initclassroom isacquisitionthe for end, any the shouldstudent. of choice be the English skills for any language- of language usage in social choice of the language- learningathe very often howearly complex to age think but negotiation inlack ways a thoroughStudents that of movebuilding understandingare out often communities. of one'saware insulated of the many world interconnections into among people at of both the genesis and withoutpolicymove adequate todecision contend preparationensures with studentsthe failureDevelopingand trainingas of the andmayprogram. implementing a second-language problems to be solved. This kind of be considered a desperate The students are not to learning program allchildrenimplicationsdence others, typically among but of in these the peoples.come educational interconnections. to formalThis reality processeducation may lose curious be this largely concept about inadvertent, and of connectedinterdepen- but to thc Hoffman (1992) believes that blame,thatingbegin humanquick nor to recognizeis fixes learningthe concept can that andwork. with ofsecond-language Whennative-language the research short-term and acquisition, it is foolish to believeresults areinformation examined, weinstruction. the have result concern- Educators must "them"andsubjectresulting interpreting areas,(Hoffman). damage utilizing history. is Us-themintense. a one-nation, The studies curriculum ()to-gender ot culture is approachdividedand the intooverutilization to understanding disconnected of It becomes question of "us" studying about 1 fl sons for failurenot lack of student effort, of iseducators' anties. inaccurate knowledge, picture preparation,of true student achievementtraining, and (Collier, expertise 1988). are theLack rea- willingness, or cognitive abili- ratherthestudents'teacher-centered philosophy than isolation how tothat transmissionthink.from it is world more reality.important of information This to approach teach are stude:its part to education( f thewhat reason to reflects think for 11 248 LATINO VOICES IN CHILDREN'S LITERAMRE JOHN M. KIBLER 249 theserelatededucate myths to culturalchildren would differencesandmean the dealing realitiesA major and with interpersonalof problem thesome world. is that the education system painful truths about how we conflicts.perpetuates two myths Confronting education,inentsbelieve confusion necessary that oureating atfor first-grade the antacos prospectin-depth, and students learning cross-culturalthat after stillan ethnic allrun thisstudy around dance talk are the will scratch their heads aboutwar-whooping multicultural and only ingredi- partin harmonyindividuals. of a world and family.love is beautifulTheThe image first but of mythfails toconcerns convey the balance between It is, of course, a reassuring concept to view holding hands around the world in similarities and differences that membership in this ourselves as scalpingshipsare to andresolve,each ideals. other. maintain, This is understand, notThe a philosophicalmore aware we construct are of our but own an contextual ideals, the and mediate cross-cultural relation- better able we economic worldimplicationsontimes. thefamily, Familiarinsi6e like of we're suchplatitudesall families, alla statement? alike" such can mayas be "We quite may be make us feel good, but what are the frustrating and disconcerting at different on the outside, but ingparticipationnecessitydealing also provides withbecause in racism,an aever-changing as productive our sexism, world homophobia, format diversifies,workforce. for viewing, linguisticThis such contextual skills and are religious the physically and mentally chal- understanding, and understand-needed for intoler- samebridgesgroup time, amongvariations however, people in cultural,students of differentStudents racial, must backgrounds need to view universal human qualities as the ethnic, and social experience.learn Platitudes about the real and meaningful (Cortes, 1990). At the basis for building wilIlenged.ance,from be and easy.Theeven the real theirThey bigotries problem own are not.members faced is our Withoutdaily expectation much by moresome that than sense interpersonal they of revealcultural awareness, cultural experiences (Hall, 1976). A relationships hide others:willaboutbe never avoided how (a) eradicate gettingwe atate all alongall thecosts, basically necessity with and othersThe (c)alike of wesecond thisis or haveeasy, important myth to(b) like conflict concerns awareness.or three false ideas proclamations of color blindness about interactinglove others with to interact is bad and should culturalmajorityourselvesing cultural awareness of individuals juxtaposed awareness is a process withagainst is whoma processof other, looking I interact different of inward.looking seem individuals It outwardto is believea process aswhen, thata ofway in of better develop-viewingreality, respectfullyseparationlack of love with for or likingthem.far too has long. beenIt's Conflict used time as we doesn'tan stopped excuse always fortalking mean about someone love. Respect abuseshould and beviolence our focus. and A is at offerunderstandingrarelyupon this educators providesimportant and and thisilluminating and students.opportunity. transformational ourselves.TheSchools h is important providevantage Cross-cultural point. to balance experiences the can opportunities daily by forcing this juxtaposition homogeneity of our living communities safety and shipsfault.or dysfunctional.mayIt isn't be always uncomfortable, easy or possible painful,What to strange, isbe the friends resultweird, of propagating these two myths? I with everyone. Relation- wonderful, functional, believe it has left comfortships,necessary frustrationof home for the with psychologicalis balanced the diverse withConflict development experiences learning; is normal. hurt and is It challengesbalanced is natural. with It should be expected. In all of each individual. relation-that areinsight; childrenculture,differentformed with interacting from way very ofthemselves. few thinking with choices other leads when people students they should encounter to believe be fairly that easy. If we really are all the same, regardless of ifindividuals conflictsomething occurs, who are or must be This unin- angernitychildreneducators is for balanced growthis to a expectdisservice with requires otherwise concern; to them.a significant ald affection To to seeshare conflictshift that in;:nrealistic asattitude presenting andexpectation worldan opportu- is balanced with respect. For viewwith forwrongdiscomfortreinforce this with "negative" pervades,thaithe idea other occurrence. that orperson miscommunicationsomeone or withSuch is at experiences fault; happens,someone should themselves. There must be a reason and thoughtcontinued processes diet of feel- be blamed. (Kreidler,speakers,perceive 1990). or themselvesread fact sheets to beSeekers dealing cultural withof beings, intercultural world they cultures, can knowledge never but if facilitatethey may do attendnot that workshops, listen to good,withresulttoward New the will the Agecomplexities be development "apseudocultural generation of aof ofbewilderingMarker pap,"interculturally ethnocentric we (1992) really modern ignoramusesbelieves arecompetent not that if we give children "a world." Educators who accomplishing muchill-preparedindividuals. to deal The theirs.ownunderstanding cultural context in others. must Understanding precedeSome aidingpedagogical as much structures as possible achieve about one'sthe goal of integrating intercul- others in the understanding of 13 250 LATINO VOICES IN CHILDREN'S LITERATURE JOHN M. KIBLER 251 foundationandprovidestural academic resources examples for instruction.engaginginto contentof classroom students areas morepracticesin authentic effectively that cultural integrate than learning. others. cultural Figure learning 15-1 Intercultural literature can serve as a strong lookwhatexpand at diversitymight ourselves, make in ourusto arespect culturelittle uncomfortable. what as a wechance don't to understand, enrich our own and even to accept livesto HoldingFigure hands 15-1. with Guidelines each,other is for far Utilizing from enough. Cultural It is Experiencestime for us to in thetClassroom On July 4, 1744, the IroquoisInsider chief, and Canassatego, Ouisider Perspectives in Children's Literature replied with clarityMulticultural and heA teacheror she: integrates cultural learningmakes thewith most academic of cultural instruction resources when and experiences of individu- Williamtheminsight to to sendand an Mary.offer six youths of the Virginiato be educated Legislature at the to the Six Williamsburg College of Nations, inviting in these usesalsraisespurposes in content-based the students class; and contexts; awareness,of instruction thatthe complexityis grounded and in diverse,interconnectedness real-life meanwouldColleges, to be us very andGood expensivethe by maintenance your toProposal; you.We Weof knowand our are we youngconvinced, you highly Men, therefore, esteemwhile the kind of Learning taught thank you heartily. But you with you, differentthat you of problem-solvingteachesthattreatshuman can cross-cultural knowledge; directlybe positively orskills; indirectly conflict resolved; ascross-cultural a natural part communication of communication and whoWeIdeasConceptions formerlyare have of so this hadwise broughtkind ofsome must things; of experience Educationup know inand the youthat Colleges ofhappens willdifferentit. Several not notof therefore the Nations toof beNorthernour the young take havesame Provinces;amiss, People with yours. were they if our engagessolvingusesaidscation and students problems; studentslegitimizessituations; in in understanding cross-culturalalternative ways howdecision-making of cultureexpressing operates knowledge and communi-in their and own theywerebuildWoods, wereinstructed a Cabin,unabltbad Runners,in toalltake bearyour a deer,eitherignorant Sciences; or Cold kill of but, or everyan Hunger, enemy, means knew spoke of neither our when they came back to us, living in the language how to qualitiesdemonstratesilluminatesand others' as lives;andthe the basiscorrects need for to stereotypic building understand bridges depiction and viewamong of universally groups people of of people; humandiffer- Counselors;imperfectly,tothe show less obligedour they were grateful were for therefore yourSense totally kind of neithergood it, Offer, if thefor fit tho'Gentlemennothing. for we Hunters, decline We of are Warriors,accepting however nornot of theirVirginia Education, shall send it; and entexperience;realaids backgrounds; andstudents meaningful in growing group more variations comfortable in culture, with learning race, and about ethnic the us Canassatcgop.instructa Dozen1). them of their has in all aSons, great we know, wedeal will toand teachtake make greatU.S. Men educationalcare of them (Fenelon, institutions 1993, about operate;humancreatescreatesfacilitates relationssituations experiences understanding skills; where that students of challenge how developprejudice, a student's and bigotry, practice own and effective culturloppression as- education,well,inculture a culture his and words is providesteaching. robbed speak offor His eloquentlyone's uneerstanding words first reflect language of what a the particular vitalandcan firstresult insights cultural culture. when that experience. Practicesone, membership through that As 14 Source: Ngoc-Dicp thi Nguyenhistoricalcomparcssumptions; and John significance.and and contrastsKibler (1993) subject matter of similar themes, genres, or familiarity.Anyasseek dangerousa wayoutsiderto force of assessing anviewand outside stereotypical must or culturaloriginatejudging errorsview that from experienceonto by a position not a particular knowing are of respect, cultural a culture equality, experience intimately. Accuracy matters greatly. Writers and illustrators make oppressive in nature. and 15 252 LATINO VOICES IN CHILDREN'S LITERATURE JOHN M. KIBLER 253 Writers(Barrera,properthat are who understanding sterile 1992). attempt or nonspecific; to portraymay portray an those unfamiliar their who contextual use culture non-English foundationsoften produce words incorrectly works without Outsider views alone will never accurately reflect a "once-a-week"asgible andnegligible impact resources onare multicultural students'are guest only speakers effective intellectual enlightenment at in an pedagogy andassembly, personal sessions. through ethnic development. Cultural sustainedfood information exposure Equally in festivals, and culturalaboutpresenter experience their of cultures that unlessculture's and balanced beyond. experiences.Membership by insider Gifted in perspectives. a culture writers alone, of all however, kinds write doesn't make a writer a quality Fiction and nonfiction writers of all makingofness,wherean classroomenvironment and aspects sense used ofculture(Wigginton,of characterized theculture world that are 1991).seeksaround discovered,by independent toIntercultural them, open broughtregardless students student literature to to aofresearch level investigatingtheir is an of participation integraland conscious- inquiry, andpart nationalitiesisfail no to specific see charactersutilize outline stereotypical asfor individuals. how oneNancy depictions acquires Authenticity Cloud ofit (1993) (Rochman,characters matters believes whenever1993).greatly, that butthe they therework of educators who interact own.inwithinside it, awhile pieceor outside outsiders of literature of a gaincultural is ins:ghtsindividualistic; experience. into experiences insiders The way see eachthat themselves differstudent from interactsreflected their withlogical,thatinrole thelinguistically ofall second-language language linguisticallysocial, and teacher.and cultural culturally and classroom She culturally effects contends diverse in during diverseaddition that children acculturationeducators students to extendslanguage serve experience infar instruction, manythe beyond classroom. functions psycho- the and Selecting and Evaluating Multicultural Children's Literature rulesThesestigmatizingreactions for students school of are others atand worst.learning society. to Intheir aaddition, Thenew adaptation rigiditylanguage because of can and these ofbe various their overwhelmingcultural life sets experiences,patterns of new at culturaland best themany and be"literature Rochmanoutside bythe (1993) and socio-political about offers people a counter-interpretation,Rudine mainstream who are Sims members Bishopof the ofUnited(1992)asserting groups definesStates." consideredthat these multicultural books to children's literature as Hazel losses,violence,ESLdren students and by traumatic validatingseparation. face more resettlement, their serious livesCloud emotiona! dramaticand argues providing issueschanges that children'sacaused safe in family environment by booksdisruption composition, normalize for and the the experiences of chil- Interculturalunderstandingshould focus onchildren's what breaking a book literature down canThe borders.accomplish shouldcombination illuminate in the of intercultural these cultural viewpoints experiences classroom. provides a sense of balance in explorationsimilarchildrenempathizing circumstances can of withacknowledge feelings a story's without and characters, and painful feeling share experiences. linguisticallytheirthreatened, own feelings vulnerable, and culturally associated or exposed. diverse with She believes that by Thisthatseembreak have, powerful adown dauntingfor too borders.literature long, task. been Nietoshould considered (1992) Thealso processbe posits used outside ofthatby creating educators ofthe the search U.S. a realistic and formainstream. parentsan authenticview to of any cultural experience can StorythinkingwhichliteratureStudents readingcontributes skills,whose are enriched allows ascultural wellto the students byas experiences acquisition theputting development to participatethemselves areof problem-solving not of directly when interculturalin another's they reflected areand circumstances,understanding. ready, highcr-orderin a piece and ofin literatureanddestructivelyized possibilities perspective. is not thenegative, within searchAuthentic community but,for anliteratumrather, always-positive, attemptsexperiences. is neither to reflectunrealisticallyromanticized, the range orheroic ofideal- issues nor whateverutilizationbenefits way to ofboth they cultural sets prefer. of resources students Just listeningIn in with his pedagogy worksimilar to a with storyshould results Foxfire, can result (Cloud, provide inEliot the1993). the Wiggintoncreation same of (1991) proposes that the otherbookwork cultures.and of how educators Furtherit will inbe evaluation the used. field'The A ofbookcan keyintercultural be isto based notthe goodselection on children's criteria just processbecause adapted literature. isit fromunderstandingreflects the why one chooses a /6 ofresonatesa tangible emptythe rot assertionsdeeply tincproduct. into with another Hethat students contends students dimension. and thatshould has the the Wigginton bepersonal potential proud ofinvestigation togoes their lift on the culture to classroom explain of have culture thatnegli-out startingcurriculumshared withpoint serves students for considering as a over frameworkTeachers the where course for shouldintercultural identifying of the first school look diversificationacademic at year. the existing goals. and curricula en-i pay and the concepts to be An existing It is a I (1)hancement254 expected are outcomes, most appropriate. (2) the background In addition, ofthe students, teacher needs to LATINO VOICES IN CHILDREN'S LITERATURE (3) the students' consider 1 representations,LatinoJOHN M. themesKIBLER since and 1940negative reveals themes. stereotypical Barrera's characterizations, insights demonstrate atypical two 255 considerthepriortion languages knowledge into the the mode curriculum,used and of in exposure,transmission the academicliterary (4) of languageresource. concepts the resource, proficiency outlined, the formatand for The teacher should also culturallevel(s), learning and (5) integra- benefactoroutstandingonEnglish Interracial as who themesthe savesBooksonly that route characters for characterize toChildren, salvation from 1975; this forthemselves Spanish-speakingtype Duran, of literature: 1979).and the Even emphasisyouth though (Council on the the Anglo literaryforconceptsthe evaluating integration item explored. on culturala varietyof Figure any resources culturalof 15-2 issues. identifies resource andThis createsguide somein the can aliterary classroom. scale serve for as a and cultural criteria assessingframework each for arechildrenoverallpopulation still severelyscope and youngthat of underrepresented, Latinois adultsof Mexican literature that reflect American consideringtoday Mexican is background vastly Americanthe proportionimproved, (Barrera, life andof books 1992).the culture U.S. for To- themajorityhis teacheropportunity culture. reads to Childrena seestory themselves is fromanThe everyday otherexcited in bookscultures, exclamationexperience (Nieto, however, for 1901).of children"that's do not about me" from a second-grader after Teachers and oftenwithin !.ave the 1991).States,andday, areMexican totalingthe largest Americans almost and fastest-growing 14 comprise million over persons ethnolinguisticfive percent(U.S. Bureau of thegroup U.S. of in the populationthe Census, United schoolsfromtothemselves balance themselves.have that theand responsibility withtheir literatureexperiences to that make reflected reflects it possible inexperiences the booksfor all that they It is important to remember that a single book cannot of others different children to see read, and andliterarycateschildren's 1970s the expression manyliterature creating factors ofawritten newparticipants that ethnic by contributedIn Mexican the consciousness in latethe Americans. Chicano 1960s,to this for emergence,themovement MexicanBarrera stage began (1992) of Americans.mainly the to1960s indi- bethe set for the emergence of tionaccomplishsuccessfully.multiple on each resources,everything and every is and, the aspect therefore,key to of selecting culture. each book and integratingneed not provide cultural resources Balance, achieved through informa- instrumentalandcreatedEven artistic though a backdrop support. force little in wherebyof theThe this emergence Bilingualwriting literature was ofEducation for children's for children young Act literaturecould people, of 1968find aboutnonetheless psychological was Mexican also an it Mexican, Mexican American, and Latino Voices Children's Literature inbreak Encanto,ErnestofAmerican the earliest Galarza; created culture works underthe and readingthat life the emergedwritten direction series by from of forMexican Dolores gradesthis movement Americans Gonzfiles,1-6 titled included (Barrera).1972-1977;Serie Tierra those Some and deof imagineprejudicedown barriers, the and lives buildingmaking of others acommunity. differenceHazel in all Rochmantheir in A the complexitystory lives (1993) should of readers believesby lead reaching theby that a good book can help to contends that dispellingreader to beyond worksflawconformedthe children's ofto Latinosbe overcome,to thebooks that orevailing ofwere and Nathaniel thatpublished mainstream assimilating Archuleta. by viewsmajor as In soonthat U.S.the speaking 1960sas publishing possible and Spanish 70s, into houses the main-was few a stereotypestereotypesonce a reader to depict are views dispelled. unique a character individualThe as terma characters. flawed, "Hispanic Rochrnan American" or "Latino" is a new one for many complex, striving individual, membership in the within curriculumbyLatinostream small immigrant.U.S. presses, materials culture whichSome was for bilingualthe authentic developed most attractivechildren. resources as a result Whileand for intelligent childrenof much the needof were thischoice to publishingpublished produce for any thefindingcultural librarystreamwas difficult books heritagesand U.S. publishing about publishers.because of ethnicLatin ofbusiness, Barrera'sAmericaheritagesmisinformation denoting andof(1992) Latin the or United dualAmerica States. and the analysis supports theneglect assertion on the part of main- In the past, Caribbean wasThctheformat. in concept Spanish,Raintrec The of Children's manyHispanic publishing noteworthy StoriesBook multicultural Press titlesseries was appeared is books aespecially well forin written Englishchildren successful and or came strongin aeven bilingualinto rcsource beforevogue. romanticizedthatthespeaking those two whoor persons) three view did publishCaldecott of were how supposed suchMexicans and works Newberry to (and typicallyact, speak,by award-winning implic projected and ..tion,be. Hera booksother examinationstereotypically of that reflect Spanish- textbooks).(thesefor bringing historical important figures Latino havingThe historical been immigrant omitted figures andfrom to refugee life most for statc-approved experienceyoung readers continues to be an important 9 256 Figure 15-2. Cultural and Literary Guidelines LATINO VOICES IN CHILDREN'S LITERATURE for JOHN M. KIBLER Perspectives: Multiple, Balanced,i.e., does and it Inclusiveoffer positive yet realistic situations or correct distor- 267 Cultural Information: Accuratei.e., and does Authentic it offer an "insider's" or informed "outsider" perspective? Selecting Literature Verytions orSuccessful omissions of significant cultural or historical IIinformation? 4 6 8 Unsuccessful9 10 Plot: Well constructed andVery substantiali.e., Successful is it well organized with actions and events thatII are interre- Fl 4 6 PA 8 Unsuccessful9 10 Self-Esteem: Reinforcement ofVerybothi.e., Positive does insideSuccessful it Impact provideand outside onfor Reader a the discussion cultural ofgroup(s) self-esteem involved? of students from Unsuccessful Verylated, Successfullogical and related to children's personal experiences? 6 8 Unsuccessful9 10 Global Perspective: i.e.,System does it develop constructive attitudes toward conflict, ambigu- Seeing the World as an Interdependent4 6 8 9 10 Setting: Authentic and Crediblestory?i.e., are the physical contexts of the events as well as mood of the Veryity and Successful change? El 4 Unsuccessful 10 Characterizations: Real andVery Non-Stereotypical Successful in Context II Fl 4 6 PA 8 Unsuccessful9 1161 Multicultural Awareness: Understandingofferi.e., solutions docs it acknowledge andPrejudice understanding? and the Bigotry devastating effect of inequality and subtleVerycultural?i.e., stereotypes;does Successful it increase are reader's relationships ability positive, to empathize realistic and andbreak inter- down Unsuccessful Very Successful Fl 4 6 PA 8 Unsuccessful9 10 Viewpoint on Diversity: Developmenti.e., does ofit demonstrateConstructive diversity Attitudes within and acrossII cultural groups 111 13 6 8 9 Veryand decrease Successful ethnocentrism? 4 6 Unsuccessful9 10 Adapted by Ngoc-Diep thi Nguyen and John M. Kibler from Multicultural Theme: Significant and Meaningfulai.e., good are storythe theme and a and real plot message? balanced so that students encounter both opmentnationalTowardLiterature CooperationStudies, for Children: New and York Making Integration, State Informed Department Choices of Education, and Skil/Devel- in Elementary Social Studies by Barbara J. Winstonpage 65, and Foreign Charlotte Language C. and Inter- by R. S. Bishop (1992); 20 Very Successful Ii 4 6 161 8 Unsuccessful9 Anderson (1977). 21 theme258 for Latino writers of both fiction and nonfiction for LATINO VOICES IN CHILDREN'S LITERATURE all ages, with the JOHN M. KIBLER If literature is to do all the extraordinary things literature professiona mostlymigrantimage in worker ofnonfiction. the andborders his life of place,experiencesThe language, border being is factfamily, a new and andmetaphor memory for many Latino and welcomewriters, addition, serving as an and of the beare selectiveinhumantransformed presently this country.minds, way, saying into then moreIf a not,literaturetheit canfor presentthen childrendo, thatliterature namelycorpus represents from of willto children's empowersome beall theempowering cultural culturalliterature and transforgroups diversi mustonly tininfit Latinoindividualespeciallyattempted themes. between toin includephoto-essay two inworlds an form, annotatedThe (Rochman, aboutyoung bibliography new adult 1993). immigrants market, some however, in continues to be Until recently, little was published in English. deficientgood in most nonfiction,urban and rural I have (p.groundedbeforeothers. 236). our Given in eyes, human that it makes adiversity 'new sense world' and that human and a new 'new understanding, literature America' for are children,be unfolditpromoti ot theplacestheexception experiences adaptation and the of scope Garyof and Mexicans ofSotousage migrant and of and adulta workers,few Mexican novels. others, focusing Americans. young as adult much fiction as With the notable is limitedpossible to on Annotated Bibliography of Resources for Students and Teachers hapsMexicanInsights the best forAmerican Enrichingresource Experience" to and be AnfoundExpanding excellent (Barrera, on the Children's topic.chapter Liguori, The entitled chapterLiterature& Salas, "Ideas asserts a Literature Can Grow on: Key 1992) is per- About the that the Ada,Pre Alma School-Grade Flor. (1991). 3 TheAtheneum. Gold Coin Noneda de oro]. New basicuniquelyMexicangenre understandings effectively. personalAmerican and experience thatdistinctive an educator shares qualities, both needs anduniversally to provides utilize human,resources an as outline of the well asof this Brown, Tricia. (1986). Hello responsibleRandall.IllustratedAmigos. TheNew by man. Neiltenacity York: Waldman. Holt. of a kind Translated old woman from transforms the Spanish a thiefby Be i entriesforown.mendations three within Published groupings each and recommendationsopinionssection of grade are The expressedlevels, organized annotated as of wellwithin alphabetically bibliography as thefurther bibliography resources bythat author. follows are solely this chapter my identifies resources Rudine Sims Bishop and the Multi- in poetry; Recom- Bunting, Eve. (1990). The Wall.IllustratedcultureFranciscoPhotographs New on York: introducestheby byRonaldoccasion Clarion Fran the Himler.Ortiz. of Books. reader his A birthday. A young to1991 his family,ALAMexican Notable his American community, Book andboy an air andculturalas(1993), Loretta well Book asNgoc-Diep Salas recommendations list (1992); Committee thi HazelNguyen (1994); Rochmanmade (1993), Rosalinda (1993);and Oralia MashaB. Barrera, Garza Kabakow de Olga Cortes in the bibliography Our Families, Our RudmanLiguori(1992), Cisneros, Sandra. (1994). HairsfatherpoignantNotable = Pelitos.as they Children'spicture visitNew book the York: Trade Vietnam shares Knopf. Book the Veteran's storyin the of MemorialField a young of Social inLatino Washington Studies boy an Friends,encouragement,guideMidwest inOur the WorldMultifunctional search and (Miller-Lachman, for advice resources Resource of Judy to analyze.Kwiat, Center,Ed.) were directorproved used invaluable. of extensively the Inter as a in additnn, the guidance, America Delacre, Lulu. (1989). Arroz AdiversityadultIllustratedCon bilingual Leche.novel, of by hair ThecollectionBergenfield, Terry inHouse a Ybifiez.loving ofon Latin NJ:Mango family. A Scholas Americanvignette Street, fromthis songs bilingual the and author's chants story best-s4 lookson va theirvariousand own retention. grade may levels. be read Many to them booksDepending and that utilized younger on itsfor use, readersareas a ofparticular could language never book may be appropriate across learningrcad on ,tal Dorros, Arthur. (1991). Abuela.Alsothemes. New available York: inDutton Spanish. Children's Illustrated BOI by Elisa Kleven. balanceIissues turn facingin my conclusion outsider's Mexican to Americanperspective Barrera,As an students Liguori,Anglo with an educatorand insider'sand teachers Salas deeply clarification: in(1992) America'sconcerned as a wayabout to the educational and su school, 4, grandmothercollageBookA 1992 in artwork,ALAthe Field overNotable ofdepicts New Social Children's ork the Studies, City. imagined Book this marvelous flightand 1991 of a story, Notableyoung which girl Chilc anfet Garcia,260 Marfa. aventuras de Connie y Diego. Rev. ed. San Francisco, CA: Children's (1987). The Adventures of Connie and Diego = Las LATINO VOICES IN CHILDREN'S LITERATURE JOHN M. KIBLER whatAmerican can happen boy who when lives you on refusea farm towith wash his behindloving yourfamily ears. and discovers 261 twogualMontoya.TranslatedBook childrenfairy Press. taleIllustrated into dealing explores Spanish withby the a by prejudicenoted important Alma California Flor and role Ada.bigotry. that muralist, Illustratedself-acceptance this bymodern Malaquias plays bilin- for Weiss, Nicki. (1992). On a Hot,Simplehis Hot mom illustrations Day. do Newin order York:and to repeated stay Putnam's. cool rhymes on a hot depict day. what a young boy and Havill, Juanita. (1992). TreasuretreasuresfamilyIllustrated Nap. folkloreBoston, of by her Elivia forgreat-great-grandmother'sMA: a Savadier.young Houghton Mexican A Mifflin.nap Americanstory trunk. turns girl into as an she exploration explores the of Ashabranner,Grades 4 - 7 Brent K. (1987).JourneyportrayPhotographs The Along Vanishingthe cities, Ourby Paul Frontiertowns, Border: Conklin. and with A citizensPhotographic Narrative,Mexico. of theNew interviews, Texas-Mexico York: Dodd, and photographs border. Mead. Lomas Garza, Carmen, as toldbookTranslated totion= Harriet Cuadros reflects to one Rohmer.into theofde Spanish America'sfamilia.childhood (1990). by San Rosalmafinest memoriesFamily Francisco, Mexican PicturesZubizarreta. of the CA: American artist Children's A in marvelous a artists,rural Book South this introduc- Press. bilingualTexas Beatty, Patricia. (1981). Lupitadangers,attemptThe Maiiana. harrowing totemptations, supplement New story York: of and two their Morrow. painful undocumented single realities mother's ofMexican life income, in the children Unitedexperience who, States. in the an Mora, Pat. (1992). A BirthdayauntyoungIllustratedsetting. Basket on Mexican herfor by Ma.birthday. Cecily American New Lang.York:Also girl of AMacmillan.and notebeautifully her bycat thissurprise illustrated author her is90-year-old Tomasstory of and howgreat- the a Bethancourt, T. Ernesto. exploresA positivequicklyLerner Publications.social toand sudden affirming pressures, wealth story class,and of what aand 17-year-old it self-identity can do to Latino one's as adolescentlife.he must adjust who (1985). The Me Inside of Me. Minneapolis: Most, Bernard. (1990). TheLibrary CowtheOneBrace process Thatof Lady Jovanovich. my Went favorites,(Knopf)of becoming Oink. and this San Pablo'sbilingual. story Diego: looks Tree Harcourt at(Macmillan). two animals who struggle with Carlstrom, Nancy White. (1990).smallculturesIllustratedBoston: kindnessesLight: (includingLittle by Stories Brown.Lisa and Mexican Desimini. mysticalof a Small culture) events.A Kindness.collection explores of universal stories themesset in different through Roc, Eileen. (1991). Con Mibilingual brothers.IllustratedBradburyHermano story Press. =by ofWith Robert the Mywarm Casilla. Brother. and caring New relationship York: between two Latino Spanish translation by Jo Mintzer. A Codye, Corinn. AmericanThisTranslatedMilwaukee: inspirational lawyer into Raintree Spanish and bilingual Publishers.serves by Alma storyas a testament Florlooks Ada. at theto Illustrated similar life of storiesa byfemale Susi in MexicanKilgore. (1990). Vilma Martinez. Raintree Hispanic Stories. Schoberle, Cecile. (1990). Esmeraldach:ldrenASimon good and and and and Schuster unusually their the goat, Pet Books illustrated Parade.Essie, for and Young New story the York: adventuresReaders.of a group theyof Mexican have at Americanthe Sante Hewett, Joan. (1989). GettingPhotographsYork:American Elected: Lodestar history. The by Diary Books.Richard of Hewett.a Campaign. This marvelousNew photo essay looks at Stanek, Muriel. (1989). I SpeakWhitman.Fe andIllustratedPetEnglish Paradc.responsibilities for by My Judith Mom. of Friedman. a Niles, young IL: MexicanA Albertstrong Americanand evocative girl talewho of serves the role as Hewett, Joan. (1990). Hector LivesPhotographsaniathe Mexican Assembly.campaign in the AmericanUnited byof GloriaRichard States Child. Molina, Now:Hewett. New Thethe York:Another firstStory ChicanaLippincott. of strong elected photo to essay the Califor- by the 2L1 Stevens, Jan Romero. (1993).plantaIllustratedtranslator Carlos de calabaza. and for by the her Jeanne Squash widowedFlagstaff, Arnold. Plant mother. AZ: A= CarlosNorthlandwonderful y la Publishing.story of a young Mexican Hughes, Shirley. Walker.hisHewetts family looks in a atresidential the daily arealife of aLos 10-year-old Angeles. Mcxican American and (1991). Wheels: A Tale of Trotter Street. London: 25 262 LATINO VOICES IN CHILDREN'S LITERATURE JOHN M. KIBLER 263 Krull, Kathleen. (1994). Mariabrother'sA York:family Molina Macmillan.generosity. story and focused the Days on ofa Latinothe Dead. boy's New hope for a new bike and a Anaya,Grades Rudolfo 8 - Adult A., & Marquez,Chicanos:AAmerica, strong Antonio. A andUniversity Short balanced Story of anthology New Anthology. Mexico of contemporary Press.Rev. ed. Albuquerque: short fiction Newby such (Eds.). (1984). Cuentos Mazzio, Joann. (1992). TheDeadexplanationIllustrated OneMifflin. celebration. Who byand Came Enrique experience Back. 0. Sanchez.Boston: of a family's Houghton A strong participation and easily in the understood Days of the Anaya, Rudolfo. (1972). BlessAnayaAlbertoprominent Me Ultima. is Rios. the authors recipient New as York: Rudolfoof the Warner Premio Anaya, Books. Quinto Ron Arias,Sol (national Denise literary Chavez, award and Roberts, Naurice. (1986).A 1993relationships,realisticCesar Recommended Chavez coming-of-age and and bigotry La Book Causa. novel directed for exploresReluctant Picture-Story toward interracial Young Mexican Adult friendship,Americans. Readers, familial this watchesolderforrecentlives best readers with writtenaThe community hisheFarolitos workexploresfamily, byofaccuse ofaChristmas: young Mexicanwitchcraft. the boy'slocal AAmerican), NewAlsoexperiencescurandera Mexico recommended and (faith andChristmas. in feelingsthis healer), novelis his as who more forhe throughwhoABiographies. simplified dedicated the United butChicago: his moving life Farm toChildren's biographyhelping Workers farmworkers Press. of anAmerica. important gain Other Mexicanrights biographies and American respect of Arias, Ron. (1987). The RoadAward,IllustratedBilingual to Tamazunchale. this Press. by novel Jose mixesAntonio (3rd fantasy ed.). Burciaga. Tempe, and reality Nominated AZ: as the for dreams the National and imagina- Book Soto, Gary. (1987). The Cat's Press.HenrynoteMeow.Illustrated in Cisneros.this San series Francisco, by Carolyn are those CA: Soto. on Strawberry Everett The noLA Alvarez, Hill Chicano Jr., Evelynpoet and Cisneros, novelist's and first Barrio, Raymond. (1985). contemporarytionTheBilingual of Plum the centralPlum Press. society. Pickers. character Binghamton, provide commentary NY: on various issues in Tafolla, Carmen. Patchwork Colcha:foreignthebook device for AlanguageSpanish.younger Children'sof a girl's children catCollection. whoexplores possesses the nature the ofunique communication ability to speakthrough a Bode, Janet. (1989). New KidsTheTeens.inA on beautifulthe anxietiesthe fields New Block: novel ofYork: ofCalifornia. Oral enteringabout Franklin Histories a Mexican the Watts. ofUnited Immigrant American States familyillegally of migrantand the workersfears of OtheralsocollectionChicanaA collection poetry, Selected poet of isofher theandpoems, Works work children's bilingual thatstories, by Carmenincludes chapter children'sand songs Tafolla:some in Sonnets intelevisionof Spanish theA Critical stories to Human and writer. from Edition.English Beings above,A further by(Santa andthisbut Carlson, Lori M., & Ventura,testimoniesdeportationGlide Cynthia at Dawn:of L.are 11 (Eds.). depicted recent New (1990). immigrantStories by the Where From Mexican teenagers. AngelsLatin entry America. in this New collection York: J.of B. Taylor, Theodore. (1986). TheTheBooks.Monica Maldonado engrossing Press). Miracle.and harrowing New York:story of Avon a motherless 12-year-old Mexi- culturesIbarquengoitiabyIllustratedLippincott. the editors, in byNorth, Jose thisand Central, Ortega.excellentnine others andIntroduction anthology Southexploring America. featuresby varying Isabel Mexican themesAllende. acrosswriter Translated manyJorge Ulibarri, Sabine. (1982). Pupurupu:migrantcanBerkeley, youth worker Cuentos who CA: father.ventures Quintode NiiioslChildren's Sol. north to the Stories. United States in search of his Cisneros, Sandra. ofThisVintage the short author's Books. story childhood collection(Also in Spanish:in chronicles the urban La the barrioscasa collective en of Mango Chicago. cultural Street.) experience (1991). The House on Mango Street. New York: 06ementaryEleven varied readers. short stories in both Spanish and English for older el- Corpi, Lucha. (1989). Delia'sAn discovery.ChicanaSong. important Houston. perspective voice TX:in Mexican throughArte PCiblico Amcrican the female Press. fiction, protagonist's this novel journey explores to theself- 27 Fernindez,264 Roberta. (1990). Intaglio: A Novel in Six Stories. Houston, LATINO VOICES IN CHILDREN'S LITERATURE JOHN M. KIBLER stories poetically relates the experiences common to adolescents grow- 265 ThisTX:alongmultidimensional Arte sensitive the Pfiblico Rio novel Grande. Press. Mexicanis formed American around the women stories growing of six diverse up and andliving Soto, Gary. Jovanovich.programTwoing up Mexican in ina Mexican Japan American and American discover boys experiencebarrio. new things a about six-week their student hosts and exchange them- (1992). Pacific Crossing. San Diego: Harcourt Brace Galarza,Hernández, Ernesto. Irene (1971). Be Itrán. Barrio (1989).mountainThisNotre Boy.classic Dame Across village Notre Press.study the in Dame, exploresGreatMexico IN:River. to an Universitytheir immigrant Houston, home inof TX: family'sa northern voyage California from barrio. .their Soto, Gary. (1991). Taking Sides.graderAselves. realistic San who Diego: andmust moving Harcourt confront novel Bracefamily concerning Jovanovich. and social a issuesMexican alike American when he andeighth- his inperspectiveAArte theirharrowing, Ptiblico journey of Press. therealistic, across experiences the and Rio often enduredGrande. violent by a Mexicanstory from immigrant a young family girl's Thomas, Joyce Carol, (Ed.).AboutGarymother Being Soto move isYoung featured from in an America.in urban this high-qualitybarrio New to York: a White short Harper storysuburb. & collection Row. about the (1990). A Gathering of Flowers: Stories Paredes, Américo. (1990). Novel.GeorgetheAwardOriginally Texas-Mexico Houston, Washington in 1990, written TX: this border.in G6mez: Artenovel the Pdblico1930s chronicles A Mexicotexan and Press. nominated the history forof athe family American living Bookalong Ulibarri, Sabine R. (1989).Arteethnicchildhood El C6ndor, Ptiblico communities and and Press. adolescent Other in the Stories. Unitedexperiences Houston, States. of TX:various authors in particular Rebolledo, Diane, Gonzales-Berry,An(1988).authors, excellent Erlinda, Las delineated Mujeres.collection & Marquez, byAlbuquerque, of various the Teresa.best topics. writing NM:(Eds.). by El MexicanNorm Publications. American women Viramontes, Helena Maria. (1995).MexicanThisHouston,A bilingual collection The AmericanTX: Moths collection Arte of and shortPtiblicoculture Otherof thisstories andPress.Stories. master the explores struggles storyteller's2nd ed. the of feminist various folkl6ric femaleperspective tales. charac- in Rivera, Tonuis. (1987). Y noDevour selivesclassicBilingual lo trag6 ofHim. of Mexican Chicano ed.la Houston, tierra migrant literature= AndTX: farmworkers.theArt portrays Earth Péblico Did the Press. Notharsh, violent, and nightmarish English translation by Evangelinal This Catacalos,Poetry Rosemary. (1984).ters whoAgain challenge for the Firstthe cultural Time. Santeexpectations Fe, NM: of traditional roles. Rios, Alberto Alvaro. (1984).Heart.perceptionsA The short Lewiston, Iguana story the Killer: collection ID:experiences Blue Twelve Moon that of Stories revealsthe and Mexican Confluence of through the American personalPress. immigrant. and intimate TheToothture.surprisingly first of Timecollection personalBooks. by thisand provocativeexcellent Mexican views of American Mexican Americanpoet offers cul- Rodriguez, Richard. RichardingThis up controversial Rodriguez. in the barrios Boston:autobiography of Sacramento. D. R. Godine. chronicles the life of the author grow- (1982). Hunger of Memory: The Education of Cervantes, Lorna Dee. (1981).tive.nityThisburgh: Emplumada. changemarvelously University in the Pitt accessiblebarrioof PittsburghPoetry over collection Series.the Press. last 25 focuses years fromon personal a woman's and commu-perspec- Pitts- Soto, Gary. inAHarcourt wonderfulCalifornia Brace collectionby Jovanovich.one of ourof short finest stories writers about of young the lives adult of fiction. young Latinos (1990). Baseball in April and Other Stories. San Diego: Mora, Pat. (1991). Communion.publishedcollectionsAn adult Houston, poetry by by Arte this TX:collection Ptiblico poet Arte are Püblico Press.by Borders the noted Press. (1985) children's and Chants author. (1984),Other poetry both (, Q Soto, Gary. Living Up the Street:WinnerFrancisco, Narrative of theCA: 1985 StrawberryRecollections. American Hill Book (1985).Press. Award, San this fine collection of short Rios, Alberto. (1985). FivecultureThison-Hudson, Indiscretions: rich close collection NY: to Athe Thc Book United ofSheep poetryof States-MexicoPoems. Mcadow explores Riverdale- Press. Mexicanborder. American life and 29 266 LATINO VOICES IN CHILDREN'S LITERATURE JOHN M. KIBLER Salinas, Luis Omar. (1987).ThisPoems. The wonderful SadnessHouston, collection of TX: Days: Arte explores Selected PlIblico selections andPress. New from throughout the poet's Cortes, C.0. G.(1990, de. (1992).March/April). United A States: andcurricular Certainties Hispanic basic Americans. Newsktter,for our multiethnic 6,In 1-5. L. Miller-Lachman future. Doubts 267 Soto, Gary. (1990). A Fire AScholastic.in literarynotableMy Hands: career.1991 A Children's Book of Poems. Trade BookNew York:in the Field of Social Studies, Council on Interracial Books for Children.R.multicultural(Ed.), R. Bowker. Our family, books forour children friends, and our teenagers world: An(pp. annotated 121-154). guideNew Providence, to significant NJ: (1975). Chicano culture in children's Soto, Gary. (1992). NeighborhoodJovanovich.Valleythis book of California.Odes.of 21 poemsSan Diego: reflects Harcourt the author's Brace youth in the San Joaquin Duran,Cummins, D. F. J. (1979).(1986). The Empowering LatinoHarvardBulletin, literaryliterature: minority renaissance:Educational5, 7-14. Stereotypes,students: ItsReview, A roots, frameworkdistortions, 56(1),status, 18-36. forandand intervention. future.omissions. In D. Interracial Books for Children's neighborhoodFieldIllustrated of Social by David to Studies, life Diaz. for this all A readers. bookNotable of poems 1992 Children's brings a Mexican Trade Book American in the Fenelon, J. (1993, September 3).four Multiplesion,3-12).F. directionsDuran, SD. New intelligences, Latino York:model. materials: Neal Workshop cultural Schuman A multimedia curriculumconducted Publishers. guide for and Todd forthe children County and High young School, adults Mis- (pp. Acuna, R. (1988). Occupied America:Harper A &history Row. of Chicanos (3rd ed.). New York: References Hoffman,Hall,G6mez-Quifiones, E. T. D. (1976). (1992). J.Beyond A case forculture. creatingLinkingAlbuquerque: Garden thethrough intercultural City, diversity. University NY: Anchor classroom. of New Press. In Mexico W. Enloe Press. (Ed.), (1990). Chicano politics: Reality and promise, 1940-1990. Barrera,Baker,Barrera, C. R. (1993). B.R. (1992).B., Foundations& Liguori. The Mexican 0., of & bilingual presentPA:Salas, American Multilingual L. ar,'education (1992). experience'mire. Matters,Ideas Oregonand inbilingualism.a literaturechildren's Ltd.English canJournal.literature: Philadelphia, grow on: Past, Key Kreidler,Hoopes, D.W. (1979).J. culturalconflict.intercultural training Cambridge, experience. approach. MA: New Educators York: Interculturalfor Social Responsibility. Press. (1990). Elementary perspectives: Teaching concepts of peaceIntercultural and communication concepts and the psychology of In M. Pusch (Ed.), Multicultural education: Across Bishop, R. S. (1992). MulticulturalNorwood,caninsights literatureIn experience. V. forHarris MA:for enriching children: (Ed.), InChristopher-Gordon. V. andTeachingHarris Making expanding (Ed.), multicultural informed Teaching children's choices. multiculturalliterature literature in about grades literature the K-8. Mexican in Norwood, grades Ameri- K-8. MA: Nguyen,Marker,Lewin, K.M. N. (1935).(1992, D. T. (1993).November). A dynamic The Therefugee theorytheMcGraw-Hill. education public ofexperience: personality: schools.of little Its tree: Phi impactSelected DeltaWhat on Kappan,it papers. studentreally reveals 74,New adjustment 226-227. York: about Bolger,Bishop, N., R. Caspi, S. (Ed.). A., (1994).Downey, Kaleidoscope: G.,context:Urbana,Christopher-Gordon. & Moorehouse, IL: NationalA multicultural M.Council (1988). booklist of Teachers Development for grades of English inK-8. Publication. Research perspectives. Nguyen, N., & Kibler, J. (1993). TransformationConferenceimmigrantCenter.and schooling. and for refugee throughTeachersLinguathon, experience. transition of Linguistically 9(3), and12-14.Workshop trauma: Desand conducted CulturallyPlaines,The IL: at Diverse the The 16th Illinois Students. Annual Resource Illinois Bronfenbrenner, U. (1979), Interactingparadigms:MoorchouseYork: Cambridgesystems (Eds.), in Persons Universityhuman indevelopment. context: Press. Developmental Research processes (pp. 1-24). New Present and future. In N. Bolger, A. Caspi, G. Downey, & M. Ramfrez,Nieto, S. (1992).J. D. (Winter/Spring We have stories 1992). toMA:Books. tell:Executive Christopher-Gordon. AIn caseV. Harris summary study (Ed.), of Puertoof Teachingthe final Ricans report:multicultural in Children's Longitu- literature in grades K-8. Norwood, Cloud, N. culturallyconductedYork:Moorchouse Cambridge diverse at (Eds.).,the 16th students.University Persons annual inIllinoisPress. context: conference Development for teachers processes of linguistically(pp. 25-49). New and (1993). Literacy and second language acquisition. Keynote address Rochman, H. (1993). Against borders:Chicago:Researchtransitionaldinal studyPromoting AmericanJournal, bilingualof structure books 16. Library education forof EnglishaAssociation, multicultural programs immersion for world. language-minority strategy, early-exit children. and late-exitBilingual 3 nV Education (NCBE).Collier, V.V. (1988). (1995). The Acquiring effect of a ageandSilver second oneducation, Spring,the language acquisition MD: 1(4). for National Silverofschool. a second Spring, Clearinghouse Directions language MD: in Nationalfor languagefor school. Bilingual Clearinghouse Education for (NCBE). Bilingual Rudman,Shotris,Scarcella, M. E. K. R.(1992). (Ed.).C. (1990). Latinos:(1993). Teaching Children'sA biographyclassroom.ed.). language Norwood, literature: of Englewood the minority MA: people. Resource Christopher Cliffs, studentsNew for York:NJ: the inGordon Prenticeclassroom theW. multiculturalW. Publishers. Hall Norton. (2nd Regents. 31 Trueba,268 H. T. (1988). Raising silent21st voices: century. Educating Cambridge, the linguistic MA: Newbury minorities House. LATINO VOICES IN CHILDREN'S LITERATURE for the Wigginton,U.S.Tucker, Bureau G. R.E. of (1984).(1991, the Census. December).Toward (1991). the characteristicssociety.Culturedevelopment 1990 censusInternationalbegins of in ofat athe home.population:language-competent UnitedJournal Educational States. of General Social Washington, Leadership, Language,American DC: (45), Author. 153-160. population Zeichner,Vonnegut, K. K., (1990). Jr. (1974). Preparing WampetersEducation, teachersYork:49(4), foma Delacourt 60-64.for 11(1), and democratic granfalloon 5-10. Press/Seymour schools. (opinions), ActionLawrence. in Teacher p. 267. New

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