Explorations in Global Literature for Young People

Explorations in Global Literature for Young People EDLL 6100.002: Seminar in Language, Literacy, & Bilingual Education

Classroom: 102 Matthews Time: On Line Instructor: Dr. Janelle Mathis (Monday Evening for Face-to-Face) Office: 206 P Matthews Hall Office Hours: MW 12:30 – 3:30 or by appt. Phone: 940-565-2754 Email: [email protected]

Course Description:

This course is designed to give participants opportunity to explore global children’s and adolescent literature – its origins, content, availability, authenticity, authors and its role in creating an understanding of the global society to which all readers belongs. Through examining this literature and the scholarly thinking found in professional readings, students can reflect on the sociocultural and sociopolitical issues that create the contexts for both reading and writing this body of literature. Realizing that our understandings of literature are socially and culturally constructed, this course also provides an opportunity to read, respond and discuss with others whose perspectives and life experiences may offer differing insights to global literature.

Required Texts: Children’s and adolescent literature Readings posted on Blackboard.

Course Objectives: 1. To create a knowledge base of international children’s literature and authors from the US as well as other countries; 2. To realize the role of one’s own culture and sociocultural ideologies in reading and responding to this literature and that varying perspectives exist for any piece of literature; 3. To consider such literature from literary and sociocultural lens; 4. To recognize resources for international literature as well as awards and lists that focus on critical works and authors/illustrators. 5. Understanding the significant role of global literature in classrooms in teaching about the global community—nurturing strategies to enhance this role; 6. Taking a critical stance in reading global and international literature.

Course Requirements/Experiences:

All assignments due at midnight on Fridays unless otherwise posted!

1. Participation: Students are expected to participate in discussions and small group exercises. More than one absence from required group assignments will affect your grade. This requirement includes the following: A. Group Interactions: Throughout the course, students will respond to prompts posted on the WIKI. You will need to post your comments for discussion (Modules Three, Four, and Five) each week by midnight on Wednesday. Then, you will post comments on others’ postings by midnight Friday each week. Each interaction will have a separate page in http://globaliterature.wikispaces.com/ Go to the website, join, and create your profile at http://www.wikispaces.com/. You will be interacting with students from the University of Cincinnati and the University of Arizona Share your ideas! A. Journaling: Each student will complete journal responses when prompted (within the modules) on Blackboard. The responses need to reflect your thinking about the ideas from the readings, make connections to your own life and experiences, and produce questions for further scrutiny. The journal is between the instructor and student ONLY. C. Reading: You will be reading literature from around the world. You need to either purchase the books or work with the local library to access them. In some cases where there is a choice of books and multiple copies are not required for a discussion, I will have books from which you can choose. This cart will be in my office. D. Chat Group Reflection: Each student will create a written response summarizing their participation in Group Interactions. Due: May 3, 2013 on Blackboard E. Project Proposal for Final: This needs to be completed and posted on the WIKI by March 8, 2013. Participation assignments are expected during each module!

(Please see schedule that follow the “assignment exlanations” below for the readings for each week.)

2. Assignments for Module One

A. First Culturally Situated Response Assignment: Select a central adolescent novel that resonates with your cultural location. Then select four companion texts (novels or picture books) that represent cultural locations outside your own (use www.wowlit.org to help with selection), but have similar themes to your central text. Once you have selected your books, write 1) an annotated bib of all five books, 2) an explanation that addresses your cultural connection to the central text, the theme of those books, and your reasons for selecting the four companions. Due: Jan. 18, 2013 on Blackboard.

B. Cultural Autobiography/Map: Create a map of your cultural “growth.” Think about significant episodes/experiences that you believe shaped your cultural identity. These websites can help you with “life maps” on which is what this exercise is based. Due: Jan. 14/15, 2013 on WIKI. http://www.readwritethink.org/classroom-resources/lesson-plans/graphic-life-74.html http://www.educationworld.com/a_tsl/archives/05-1/lesson023.shtml (see example at the end of the syllabus).

C. Cultural Location Introduction: Utilizing the working definition of “culture” from the PPT, and revisiting the cultural life map you created, select three objects that would represent you culturally. In a short paper (1-2pp) discuss how these objects are appropriate representations of your cultural location. Due: Jan. 14/15, 2013 on Blackboard.

D. Group Shift Visual: Working in a group, discuss your new thinking about culture and your cultural locations. Create ONE visual that represents all of your multiple shifts as a group. Write a short explanation of your visual and have one person submit to WIKI. Due: Jan. 18, 2013 on WIKI.

3. Assignment for Module Two:

Select one of the notable authors of international literature listed at the end of the syllabus.

Collect a selection of that person’s books to browse, choose one book to read, and write an overview of that author and their cultural perspective. Your journal entry and group interaction are both based on your research of this author and the connections between that author and the professional readings. Post your overview on the WIKI. Due: Jan. 25, 2013 on WIKI.

4. Assignments for Module Three:

A. Culturally Situated Response II Assignment: Taking the assignment from Module One, write a “Part Two” that addresses your culturally-situated response to the five books, and addresses your new perspective-taking. Due: Feb. 1, 2013 on Blackboard. B Response to Never Fall Down: Utilizing at least two of the interpretive stances from the PPT and the Leland et al article, write a response to Never Fall Down. Conclude your response by again reflecting upon your cultural location and how that situates your response. Due: Feb. 1, 2013 on WIKI

5. Assignments for Module Four:

Research the Literature of a Specific Global Culture: Work with a partner to research children’s and adolescent literature within a specific cultural group. Gather a collection of books that are representative of what is being published and distributed in the U.S. that is set within this culture. Look broadly to identify what is currently available and then examine this collection to determine what types of books are and are not being published. Choose a smaller group of these books, 7-10, to evaluate based on the issues presented in this module. If you have access to books that are published in that particular culture/language, compare what is available in the U.S. with what is published within that culture or country. Include:

A. Module 4.1 Website Exploration

1. Briefly visit each of the websites from the PPT and Create a Matrix that contains:

◦ General contents – types of book titles provided ◦ Organization ◦ Depth of information—reviews, awards, uses, etc. ◦ Frequency of new titles added ◦ Countries represented most often – gaps in representation ◦ Identify Books that fit with your interests, instructional preparation, or research. ◦ 2. Identify titles that are of potential interest to you because of personal interest, instructional or curriculum needs, or research focus. ◦ Are these titles available in your local or school libraries? ◦ Local bookstores or online sources? (Consider Amazon and Barnes and Noble, but also look at international booksellers such as www.Fishpondworld.com.)

◦ Discussed on blogs or sites as Goodreads? ◦ What does this say about availability of these significant resources? ◦ If gaps exist, what might you do to advocate for greater accessibility? 3. Briefly address the issue of availability in your locality—what is available and what advocacy work needs to be done to increase the resources for educators at all levels. Due: Feb. 8, 2013 on Blackboard.

B. Module 4.3. Annotated Bibliography of Books on a Specific Global Culture

1. Prepare an annotated bibliography of 7-10 books that reflect the types of books available on this culture. Include a short introduction to your bibliography that explains how the books were selected, how they fit together, and any particular issues that emerged from your analysis. In your annotations, include bibliographic information, concise summaries, and brief comments on the literary quality and cultural authenticity of the books. At the end of the bib, include a list of the major authors/illustrators/poets you identified for this particular cultural group prior to selecting the 7-10 for annotating. Finish with a reflection on the issues that emerged from your analysis of this collection of books along with a description of why you chose this particular culture and of your process of research. Due: Feb. 22, 2013, post on WIKI.

2. Critical Review of a Global Book Choose one book from your set to analyze in depth and to write a review based on the submission criteria for WOW Review (wowlit.org). Choose a book that is a recent publication. For this review, research the background of the author and/or illustrator, access reviews on the book (see the Comprehensive Children’s Literature Database), and evaluate the book on issues of cultural authenticity. Due: Feb. 22, 2013 on Blackboard.

6. Assignments for Module Five: All elements within this module relate to the participation grade and the final. You need to post your journals by each Friday night at midnight, and all group interaction postings need to be posted by Wednesdays at midnight with responses to others posted by Friday at midnight.

A. Module 5.1: Paired Book Reading: Read the paired books, Homeless Bird (Gloria Whelan) and Keeping Corner (Kashmira Sheth). Both are books about child widows in India but the two authors have different backgrounds and engaged in different processes in writing these books. Begin with Homeless Bird and then read Keeping Corner. Once you have completed the books, research the two authors and post your responses to the books and to the backgrounds and intentions of the authors on the WIKI. Due: Mar. 2, 2013

B. Module 5.2: Paired Book Reading: Read the paired books, So Far from the Bamboo Grove (Kawahima Watkins (1994), and When My Name was Keoko (Park, 2012). Both are insider perspectives of the Japanese occupation of Korea during WWII. The first novel is from the perspective of a child whose father is a Japanese soldier and the other is the perspective of a Korean child experiencing the occupation. After reading the two books, research the backgrounds of the two authors. Select a cultural detail from the books that interests you and engage in research about that cultural detail (e.g. Korean language, geographic location, comfort women, national symbols, etc.). Share your research and response on the WIKI. Due: Mar. 8, 2013

C. Module 5.3: Compare and Contrast the novel you read for this module with your past understandings of the Holocaust. Use insights from the group interactions and your journal. The format is open, so you decided how to represent your understandings. Due: March 22, 2013

D. Module 5.4: Paired Compare and Contrast: After reading Colman (2007) and reflecting on informational and fictional texts, reread Migrant (Module 3-1) and read Voices from the Field. Complete Colman’s visual model for each book to begin thinking about what each contributes to their pairing. To further reflect on this book pair, create a three-column chart in which you indicate how the two books Connect to, Extend, and Challenge each other. Create your own pairing of a fiction and nonfiction book around a theme/topic/event. Due: March 29, 2013.

E. Module 5.5: Compare translation versions of Waiting for Mama and Rose Blanche and reflect on how these books connect to the issues of translation raised in the professional reading. Due April 5, 2013 F. Module 5.6: Critique through a postcolonial stance. Read The Day of Ahmed’s Secret and compare your analysis with that of the professional article. Choose a book from a previous module and evaluate it from a postcolonial stance. Due: April 12, 2013

7. Module Six: Final Assignment:

Inquiry Project Due: May 3, 2013 Choose a question or issue of concern to you in relation to global children's and adolescent literature. Decide on how you will conduct your inquiry to explore that question or issue. You can research through professional readings, children's books, discussions, interviews, observations, and/or work with students. You can choose to do your inquiry project alone or with others. The only limitations are that your project should relate to global issues in children's/adolescent literature and is on a question that matters to you. Options include: - an indepth critical analysis of a set of books from a particular country or cultural group— can be combined with a focus on using a particular theoretical lens to view the literature such as postcolonial, feminist, etc. - an issue (e.g. translation, censorship, stereotypes, cultural authenticity) - an author or theme relevant to our focus on internationalism - responses of children, adolescents, or adults to a particular set of global books. - awards given to international literature or to literature within a particular country - write your own piece of literature that is based in a specific cultural experience - your proposal of your personal inquiry

A project proposal (one page) will be due on March 8, 2013 and should describe your project in details that include your rationale for undertaking the project, your theoretical framework, your methods of researching your question or issue, etc. The inquiry projects will be posted on the WIKI by midnight May 3, 2013.

Reading the Modules on Blackboard and on the WIKI

As you open up the Modules on D2L, the first thing you will see is an agenda. This will contain a list of the activities for the module. Do these activities in the order they are on that page inside the module. When you have questions, check with our home group first on the discussion board inside Blackboard. If the whole group seems confused, then please call me or send me an email. If you are prompted to post on the WIKI, go to the appropriate page on the WIKI and post there.

Evaluation

Your final grade will be based holistically on both your and our evaluation of your growth and learning, the quality of your written work, and your participation and completion of the modules. While you can negotiate the ways in which you define and complete class projects, you must complete all of these projects to fulfill course requirements and your final grade for the course will be based on the thoughtfulness and quality of this work with a B reflecting the completion of all course projects at a satisfactory level. Incompletes will not be given for the course except in extreme situations and only with prior approval by the instructor. (Weight given to each aspect will be provided by Jan. 14.)

Term Schedule (This is tentative, and would only change to benefit students. Note the Module 5 is still being constructed and so that module will have some modifications)

Module One: Locating the Cultural Self (Two Weeks) Holly Johnson, University of Cincinnati

PPT: Course Overview and Situating Ourselves Culturally

Readings:

 What You Know First (MacLachlan, 1998)  “Creating Culturally Responsive Gifted Education Classrooms: 1/9/2013- Understanding ‘Culture’ is the First Step” (Ford & Moore, 2004).  Chapter Book TBD by participants 1/18/2013 Journal: What have you discovered about yourself when attempting to locate yourself culturally? Discuss new understandings, the process, and the search.

Think about What You Know First in respect to cultural understandings.

Group Interaction: Discuss the readings and how your ideas about culture are shifting. Working with partners from your home university, create a visual that encompasses each individual’s shift. Do not be concerned that your shifts may go in a variety of directions. There is no expectation that you are all shifting the same way.

Assignments:

 “Where I’m From”/Cultural Artifacts Essay Due: Jan. 14, 2013 (Post on WIKI)  Cultural Autobiographical Map Due: Jan. 14, 2013  Group Shift Visual Due: Jan. 18, 2013 (Post on WIKI)  Culturally Situated Response I Due: Jan. 18, 2013

Assignments due each Friday (midnight MST)

Module Two: Reading Globally (Kathy Short, University of Arizona)

PPT: Explorations of Global Literature

Readings:

 Building Bridges of Understanding through International Literature (Short, 2011)

 C. 11, Literature for a Diverse Society (Short, 2013) 1/19/2013-  A novel by an author listed as a notable international author (at end of Syllabus) 1/25/2013

Journal: Reflect on the connections between the issues raised in the professional

readings and your reading/research of a particular international author. How does

the cultural location/experiences of this author connect to that person’s books?

How does the work and experiences of this author connect to the issues raised in

the professional readings?.

Group Interaction: Provide an overview for other readers on the global author

whom you researched, the types of books they write, and the connections to

their cultural location. Due: Jan. 25, 2013. Post on the WIKI!

Assignments:

 Create an overview of one of the notable authors or illustrators Authors to consider

· Bodil Bredsdorff Beverly Naidoo · David Almond · Anne-Laure Bondoux · Uri Orlev · Annika Thor · Nahoko Uehashi · Mitali Perkins · Rukhsana Khan · Siobhan Dowd · Anushka Ravishanka Margarita Engle

Illustrators to consider

· Niki Daly Baba Wague Diakite · Shaun Tan · Jiang Hong Chen · Stian Hole · Lena Landstrom · Nadine Bru-Cosme· Allen Say · Peter Sis · Yuyi Morales · Leyla Torres

Assignments due on each Friday (midnight MST)

Module Three: Literary Theories/Culturally-Situated Response Holly Johnson, UC

PPT: Reading through a Literary Lens

Readings:

 Never Fall Down (McCormick, 2012)  A Song for Cambodia (Lord, 2008) 1/26/2013-  “Critical Issues: Limits of Identification: The Personal, the Pleasurable, and the Critical in Reader Response” (Lewis, 2000) 2/1/2013  “Perspective-Taking as Transformative Practice in Teaching Multicultural Literature to White Students” (Thein, Beach, & Parks, 2007)  “Reading from Different Interpretive Stances: In Search of a Critical Perspective” (Leland, Ociepka, & Kuonen, 2012)

Journal: Using the picture book above, discuss your response from a cultural standpoint using the information from the PPT on Culturally-Situated Response.

Group Interaction: Post a comment and a question relating to the articles by Wed, Jan. 30 on the WIKI, and respond to others’ postings by Feb. 1, 2013.

Assignments:  Culturally Situated Response II (Extension from Module One).  Response to Never Fall Down and Song utilizing two of the interpretive stances from the Leland article. Due: Feb. 1, 2013 (Post on WIKI)

Assignments due on each Friday (midnight MST)

Module Four: Issues Related to Global Literature (Various Instructors)

2/2/2013— PPT 4.1: Locating, Accessing, & Availability of Global Literature 2/8/2013 (Janelle Mathis, University of North Texas)

Readings: The readings will be involved in the content of the various websites that participants will visit. Journal: Look over the notes you have collected regarding access of global literature. Discuss those that look most promising for your current and future work. Group Interaction: Share your insights of this exploration of available resources with reference to the above journal response. What did you find most useful? What was most surprising? What will you pass on to others? Assignment: Website Matrix on Accessibility. Due: February 8, 2013 on BBL.

PPT 4.2: Cultural Authenticity & Authorship (Prisca Martens, Towson University) Readings: 2/9/2013-  “The Complexity of Cultural Authenticity in Children’s Literature: 2/15/2013 Why the Debates Really Matter” (Short & Fox, 2003)  “Details Matter – Especially If It’s My Culture!” (http://wowlit.org/blog/2009/06/29/culture-matters) “Stepping Back in Time in Contemporary International Books”  ” (http://wowlit.org/blog/2009/06/22/stepping-back/)

Group Interaction: Post comment from your investigation of the author of Never Fall Down on the WIKI by Feb. 13, and respond to others’ comments by Feb. 15, 2013. Journal:  How do you conceptualize cultural authenticity and authorship and their role/importance in the use of literature?  How, after these readings/discussions, how is your thinking and planning of experiences with global literature be different now than previously?

PPT 4.3: Focalization & Global Literature (Kathy Short, University of Arizona) Readings:  “Images of West Africa in Children’s Books” Vivian Yenika-Agbaw  “Racial Identification and Audience” Barker 2/16/2013-  One of the following translated books: 2/22/2013 Daniel Half-Human, David Chotjewitz Samir and Yonatan, Daniella Carmi The Shadows of Ghadames, Joelle Stolz A Time of Miracles, Anne-Laure Bondoux

Journal: Reflect on the book you chose to read based on the issues raised in the professional reading and in the PPT in relation to perspective and audience.

Group Interaction: Join a small group for a literature discussion on the book you read and consider the following questions: Whose story is this? From what point of view(s) is the story told? Who sees? Who is observed? Who is the story being told to? Who is the imagined audience? What struggles did you have as a reader with this text that may be due to cultural differences in storytelling?

Assignment: Annotated Bib and Critical Review Due: Feb. 22, 2013 (Bib on WIKI; Review on BBL) Group Interaction posting by Feb. 20 on the WIKI, with responses to others by Feb. 22, 2013.

Assignments due on each Friday (midnight MST) Module Five: Reading Globally (Various Instructors) PPT 5.1: Insider/Outsider Perspectives 2/23/2013- (Yoo Kyung, University of New Mexico) 3/2/2013 Readings:  Homeless Bird (Whelan) and Keeping Corner (Sheth)  Revisit Short, K.G. & Fox, D. L. (2003). The complexity of cultural authenticity in children’s literature K, Short. & D, Fox (eds). Pp.3-24  Yenika-Agbaw, V. (2008).Illustrations and the messages they convey: African culture in picture books. Representing Africa in children’s literature: Old and new ways of seeing. Pp.17-28. New York: Routledge  Moreillon, J. (2003). The candle and the mirror. K, Short. & D, Fox (eds) Pp.61-77. Stories Matter. Urbana, IL: NCTE  Woodson, J. (2003). Who Can Tell My Story? K, Short. & D, Fox (eds). Pp.41-45. Stories Matter. Urbana, IL: NCTE. Journal: Reflect on the complex issues of authenticity that surround insiders and outsiders who write about a particular culture in their books. Due March 2, 2013 on D2L.

Group Interaction: Compare your responses to Homeless Bird and Keeping Corner and connect your response to the backgrounds and intentions of the authors. Posting on the WIKI by March 2, 2013.

Assignment: Research the backgrounds of the two authors 3/3/2013- 3/8/2013 PPT 5.2: Authorship (Kathy) Readings:  Artistic Triumph or Multicultural Failure, by Smolkin and Suina. (You need to have Arrow to the Sun, while doing so.)  Arrow to the Sun, by Gerald McDermot  The Danger of a Single Story, found at the following site: http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html  So Far from the Bamboo Grove by Yoko Kawahima Watkins  When My Name was Keoko by Linda Sue Park.

Journal: Reflect on the issues related to authorship and perspective that these readings, both the books and the professional article and video, raise for you as a reader and as an educator?

Group Interaction: Share your research on Park and Watkins, and the cultural detail from the two novels on the WIKI. Reflect on your experience of reading the two novels and the ways in which the pairing of the two books influences your perspectives on this event.

Assignment:  Cultural Detail and Authors Due: March 8, 2013 on the WIKI Spring Break 3/9/2013- 3/15/2013

3/16/2013 – 3/22/2013 PPT 5.3: Cultural/Historical Representation in Literature (Holly, UC) Readings:  http://americanindiansinchildrensliterature.blogspot.com/ Dec. 12, 2012 Anderson’s thoughts on Tiger Lily  Traitor, (Pausewang, 2011) or Between Shades of Gray (Sepetys,2012)  “Looking Beyond the Pages” (Brett & Tan)  “Vaseline on the Lens” (Page)  Migrant (Trotter, 2011) Journal: Read Migrant (Trotter, 2011). What are you beginning to notice about your own attention to issues of representation in literature for young people? Pay particular attention to your understandings of migrants and metaphor, but then move on to Traitor or Between Shades of Gray and discuss your shifting thinking.

Group Interaction: Books are historical and cultural artifacts. How do we respond to texts outside our own sociohistorical/cultural lens? How do we guard against our own historical understandings? Our own histories and cultural biases? (Think about New Historicism along with how cultural groups are portrayed in PBs) Post comments for Group on WIKI by March 13.

Assignments: 3/23/2013 –  Novel Compare and Contrast Due: March 15, 2013 on BB. 3/29/2013 PPT 5.4: Pairing Informational/Fictional Texts for Global Understandings (Prisca, Towson) Readings:  “A New Way to Look at Literature: A Visual Model for Analyzing Fiction and Nonfiction Texts” (Colman, 2007)  Migrant (Trottier, 2011)  Voices from the Fields: Children of Migrant Farmworkers Tell Their Stories (Atkin, 1993)  “Integrating Fiction and Nonfiction Texts to Build Deep Understanding” (Thomas & Short, 2009) http://wowlit.org/on-line- publications/stories/storiesi3/7/

Group Interaction:  After reading Colman (2007) and reflecting on informational and fictional texts, reread Migrant and read Voices from the Fields.  Complete Colman’s visual model for each book to think about what each contributes to their pairing. E:\spring 2013 international literature course\Colman_VisualModelFict-Nonfict.docx  Create a three-column chart in which you indicate how the two books Connect to, Extend, and Challenge each other.  Select an area or topic you are teaching or that interests you. o Identity a set of paired books (fiction/nonfiction) you might use for your area/topic. o What do each of these books contribute to the pair? Use Colman’s Visual Model and/or the three-column Connect to, Extend, and Challenge chart to reflect on what each book contributes to the pair.  Post your pairing and reasonings on the WIKI by March 29, 2013.

Journal:  Reflect on how Migrant and Voices from the Fields connect to, extend, and challenge each other. Do you think your responses to this book pairing would have been different if you’d read Voices from the Fields first? Why?  Reflecting on all of your readings and experiences in this module, what are your thoughts about paired books? How might you use them, particularly informational and fictional pairings, in your classroom to enhance your students’ global understandings?  Post Journal on BBL. Assignment:  Paired Compare and Contrast, Due: March 29, 2013.

PPT 5.5: Translations & the Impact on Global Reading (Yoo Kyung, UNM)

Readings:  Introduction of The Translation of Children's Literature: A Reader a Reader by Gillian Lathey  Cathy Hirano’s chapter from The Translation of Children's Literature: A Reader 3/30/3013 –  Emer (2005) Rose Blanche, Rosa Weiss, Rosa Blanca: A Comparative View of a 4/5/2013 Controversial Picture book  Eithne, O. (2006) The translation of children's literature: A reader. G. Lathey (ed). Clevedon [England: Multilingual Matters].  Children’s Books - 엄마마중 “Waiting for Mama” , Waiting For Mummy and Rose Blanche

Journal: Reflect on the issues of translation, particularly the balance between ease of reading and understanding for the reader and maintaining the cultural uniqueness of the setting. Post on D2L by April 5, 2013.

Group Interaction: Read the picture books and reflect on their connections to the issues of translation raised in the professional reading. Post on WIKI by April 5, 2013

PPT 5.6: Postcolonialism & Reading Globally (Janelle, UNT) Readings: 1. Bradford, Postcolonialism and Multiculturalism 2. Beach, R., Enciso, P., Harste, J., Jenkins, C., Raina, S., Rogers, R., Short, K., Sung, Y., 4/6/2012 – Wilson, M, Yenika-Agbaw, V. (2009). Defining the critical in critical content th 4/12/2013 analysis. In Leander, K, et al. 58 Yearbook of the National Reading Council (pp. 120-143). Oak Creek, WI: National Reading Conference. 3. The Day of Ahmed’s Secret (Heide, 1995) 4. Mirror ( Baker, 2010) 5. WOW Review of Mirror (Short) 6. Yenika Agbaw, V. “Taking Children’s Literature Seriously: Reading for Pleasure and Social Change”

Journal: Read The Day of Ahmed’s Secret and Vivian Yenika-Agbaw’s analysis of this book within the chapter, “Defining the critical in critical content analysis.” (p. 131). Share your understandings of postcolonial from this reading. How does this postcolonial critique compare to the other critiques within the chapter? Vivian Yenika- Agbaw’s article “Taking Children’s Literature Seriously: Reading for Pleasure and Social Change” extends how one might use a postcolonial lens. How does situating the initial reading by Yenika-Agbaw within other readings help enhance your understanding of the role of this lens in reading globally? Group Interaction: As you consider the explanation and considerations of postcolonial in the PPT and readings, how has this lens made you more aware of how you read global literature and ways in which you should/could question the text and images portrayed? In the literature you have read for this course, what book comes to mind when you consider taking a postcolonial stance on your reading? Using this title, briefly note the aspects that might be scrutinized from a postcolonial stance. Post comments on WIKI by April 10, 2013 and respond to others’ comments by April 12, 2013.

Module Six: Final

4/13/2013- Continued discussion of using the theoretical lens of postcolonialism by application and 4/22/2013 discussion to books already read this semester.

5/3/2013 Inquiry Project, individual or with partners. Due: May 3, 2013 on BBL and WIKI. Share at designated time during this week, face to face. Example of Life/Cultural Map

Example of one person’s live map-note the ups and downs. Others examples can be provided if needed.

Notables for Module Two:

Authors to consider (or others as approved) Illustrators to consider ( others as approved)

· Bodil Bredsdorff · Niki Daly · Beverly Naidoo · Baba Wague Diakite · David Almond · Shaun Tan · Anne-Laure Bondoux · Jiang Hong Chen · Uri Orlev · Stian Hole · Annika Thor · Lena Landstrom · Nahoko Uehashi · Nadine Bru-Cosme · Mitali Perkins · Allen Say · Rukhsana Khan · Peter Sis · Siobhan Dowd · Yuyi Morales · Anushka Ravishankar · Margarita Engle · Leyla Torres