Promising Practices

Transforming Teacher Cultural Landscapes by Reflecting on Multicultural Literature

Tunde Szecsi, Carolyn Spillman, Elia Vázquez-Montilla, & Sally C. Mayberry

Children cannot be expected to develop a personal attitudes and understandings, and beliefs, and consciously making and sensitivity toward others merely because often called landscapes (Greene, 1994), and implementing plans that bring about new they are told so. Attitudes are difficult to reflecting on behaviors and practices. ways of defining their worlds. change ... Literature allows individuals The teacher candidates described here Wilson, Switzer, Parrish, and the to share in the lives of others; it can also provide an avenue for multicultural un- were engaged primarily with multicultural IDEAL Research Lab (2006) note that derstanding. (Wham, Barnhart, & Cook, literature—this involved readings, discus- the transformative learning experience 1996, p. 2) sion, and reflection. After reading assigned includes these elements: picture books, young adult novels, and u Lasting impression. The learner A major goal of most teacher education then dramatic, often highly charged adult holds in memory details about the programs is the development of teachers literature from countries and cultures not learning experience. who are sensitive supporters of all stu- previously known by the readers, these dents, embrace diversity, and plan and teacher candidates shared their reflections u Part of the person's self-narrative. implement inclusive and culturally respon- and their insights about the changes that The learner references the learning sive instruction. Student populations, even they experienced. Analyses of these experi- experience within a narrative about within teacher education programs, are not ences and reflections are the basis for the himself/herself or in relation to a always endowed with the desired attitudes conclusions in this article. subject matter of importance to the and wisdom that allow them to embrace learner. such diversity; thus they need guidance Transformative Learning Theory from the teacher education faculty. u Behavioral impact. The learner It is also clear, with growing numbers How does change occur? How can can point to specific changes in his/ of K-12 students from varying countries teacher educators provide experiences her life as a result of the learning and cultures, that the ethnicity and cul- to guide future teachers toward cultural experience. tural backgrounds of the teacher popula- responsiveness and inclusivity? An initial Teacher educators may structure experi- tion is not in itself representative of the step in transformation, leading to changes ences that provide disorienting or shock- diversity in our schools (Banks, 2006). It is in one’s cultural landscape, is to become ing revelations to their students and that with great interest that educators, parents, critically aware of how and why personal will direct them toward critical reflection and politicians seek ways to transform the perspectives sometimes constrain the way leading to lasting impressions and, more status quo in education, leading to greater we perceive, interpret, and feel about our importantly, changes in practice. academic achievement, more proactive world realities. Future teachers need to expand their attitudes of acceptance, social justice, and Transformative learning theory, root- sociocultural consciousness and try to de- equitable opportunities for all students. ed in adult learning theory, describes ways velop knowledge and dispositions in order In this article, we explore concepts of that learners construe, validate, and refor- to better understand the context in which transformation and share the results of an mulate the meaning of their experiences they are teaching (Gay & Kirkland, 2003; attitude-changing experience of a group of (Cranton & Knox, 2006). Mezirow (1991) Nieto, 2004; Villegas & Lucas, 2002). Ex- teacher candidates. Concepts relevant to suggests that transformative learning posure to unfamiliar issues within cultures transformative learning include functions develops out of a cognitive disequilibrium. through children’s and adult literature of self-inspection, facing dilemmas that He notes changes that follow experiences and reflection on personal beliefs coupled produce lasting impressions (Mezirow, with disorienting dilemmas and critical with the addition of new perspectives 2000), recognizing voids and holes in reflection. should provide teacher candidates a more Therefore, Mezirow defines learning accurate picture of cultural characteristics Tunde Szecsi is an associate professor as “the process of using a prior inter- and contributions (Gay, 2002). and Elia Vázquez-Montilla and Sally C. Mayberry pretation to construe a new or a revised are professors in the College of Education interpretation of the meaning of one’s at Florida Gulf Coast University, experience in order to guide future action” Understanding Personal Fort Myers, Florida, (1995, p. 49). Mezirow (1991) also notes Landscapes through Self-Reflection and Carolyn Spillman is a professor in residence that transformative learning occurs when Greene (1994) uses the term “land- at the Lastinger Center for Learning individuals change their frames of refer- scape” to describe one’s personal under- at the University of Florida, ence by critically reflecting on assumptions standings, including biases, preferences, Gainesville, Florida.

MULTICULTURAL EDUCATION 44 Promising Practices and what she calls “vacancies” in the also clearly reflects the authentic cultural and ethnic groups in the Southwest Florida landscape. Vacancies are experiences to voice. Both criteria support role identifica- region where these teacher candidates which one has never been exposed or even tion and perspective taking which can con- will most likely teach. Thus, our readings contemplated and likely create holes of tribute to the teacher candidates building focused on the following cultures: Mexi- misunderstandings. She asserts a personal and emotional connection with can, Cuban, Korean, African American, the literature and with the culture. Muslim/Iraqi, Puerto Rican, Haitian, and ...certainly, if we are to become attuned to those places, become aware of those places Even though cultural attitudes emerge Guatemalan ethnic origin. A list of the where our selves and selves of others are at an early age, when teacher candidates books used in this project appears in the to be intertwined, we must be open to our are exposed to disorienting ideas found Appendix. horizons, to the patterns, yes, the vacan- in authentic narratives, the result may The teacher candidates selected a cul- cies in the landscapes against which our be critical reflection and confrontation of ture, preferably one with which they were stories are told. … I want to suggest that their beliefs and cultural assumptions. unfamiliar, and completed a concept map teachers break out of the confinements of Examining their own landscapes through to represent their current knowledge about monologism, open themselves to plural- a different cultural lens may yield other that specific culture (Correa, Hudson, & ism, become aware of more possible ways of being and of attending to the world. perspectives and consequently transform Hayes, 2004). In the map, they wrote or (Greene, 1994, p. 21) beliefs and practices. visually represented all features of the In this article, we make a case that culture including concepts and values Cassidy (2001) notes that reflecting on the use of literature that reflects other familiar to them at that time. When they our experiences allows us to process infor- cultural beliefs and habits, as well as their identified an area, such as language, about mation at a deeper level. She continues, everyday functions, may generate trans- which they had no knowledge, the student We learn through experience, and that formation in teacher candidates’ attitudes wrote a question mark next to the area’s experience can be articulated quite natu- and approaches toward teaching and work- name. This pretest was used as baseline rally in narrative form. Narrative helps ing with an increasing culturally diverse data in terms of teacher candidates’ con- us give meaning to experiences which will student population (Leftwich, 2002). Upon ceptualization of the culture. assist in creating a context for information reading multicultural literature, teacher During the following six to seven to be stored in the brain. (p. 22) candidates may come to understand not weeks teacher candidates read the three From her work in experiential learning, only their sociocultural identities but books while keeping a double-entry journal Cassidy explains the value of debriefing and in addition they will recognize the tight to record sections of the books that gener- how students can subsequently assimilate connections among school, society, and ated critical reflection in their thinking and use information following the sorting culture and their teaching practices may about families, schools, and communities and organizing of the experience. She rec- be impacted. in the given culture. After having read ommends exploring meanings of narratives, all three books, teacher candidates were not only in the academic areas, but as the Multicultural Literature Project requested to develop a reflection paper experiences have impacted life stories. She in Teacher Education using a list of “questions for thoughts” to continues by noting the value of narratives track the changes in their thinking about A multicultural literature project was as transformative learning tools. the culture. designed for use in two different courses With these questions, teacher candi- related to second language acquisition, cul- dates were encouraged to explore the extent ture, and family and school relationships and the depth that their cultural landscape Multicultural Literature in an undergraduate teacher education and Transformative Learning was transformed through literature. After program, in Southwest Florida. Out of the completion of all these tasks, teacher Although varying perspectives are the 45 participating teacher candidates, candidates developed a concept map as expressed on the definition of authentic aged 21 to 30 years, there were six males a posttest with the same parameters as multicultural literature (Loh, 2006), our and 39 females majoring in early child- the pretest. A subsequent class discussion stance aligns with Short and Fox (2003) hood, elementary, secondary, and special followed for them to reflect orally on the who look at this literature as reflective education. With the exception of two Af- changes in their understanding and disposi- of the “values, facts, and attitudes” of the rican Americans, one Haitian-American, tions towards the targeted culture. culture. It is without question that differ- and four Hispanic teacher candidates, all To understand the impact of this mul- ent readers will respond differently to this identified themselves as Caucasian. ticultural literature project, an analysis of literature as they do to all literature. How- The unique feature of this project was teacher candidates’ work was created. In ever, authentic diverse literature should the inclusion of multicultural literature at preparing that analysis, the teacher can- provide a window through which the reader three different levels, with books targeting didates were each assigned an identifying senses the deep structure of the culture. young children, teenagers, and adults. number. To link the comments to each This literature must also support and re- Addressing the differences in cognitive student, the comments were given the spect differences in historical perspectives accomplishments, maturation, and “funds initials of the culture being explored, thus (Thompkins, 2003) thus aligning with a of knowledge,” i.e., background knowledge creating an identifying code (see Table 1 multidimensional definition of diversity (Moll & Gonzales, 2004) of the original au- for the coding of cultures). For example, (Banks, 1996; Sleeter & Grant, 1999). dience, these books explore concepts about individual comments presented in the next Another criterion for authentic multi- cultural identity and values in diverse section will be identified through codes cultural literature is that while the narra- breadth and depth. such as 1MA, 2CA, 3KA, etc. tive examines themes, concerns, and ideas The readings were compiled to repre- All pretest concept maps, double en- from the viewpoint of the cultural group it sent the most common minority cultures try journals, final reflection papers, and

SUMMER 2010 45 Promising Practices posttest concept maps were reviewed and they concentrated more on the subjective now when I see a female Muslim wearing analyzed for emerging themes, for the componments rather than the objective a Hijab I know that they are representing extent of teacher candidates’ perception components of culture. their religion and not part of a terrorist group or willing to be male dominated. and understanding about culture, and for The further analysis of the teacher (1MI) the changes that the reading and reflection candidates’ double entry journals, reflec- on multicultural books generated in their tion papers, and classroom discussions Theme 2: Shaping personal awareness of cultural landscape. resulted in the following four themes that his/her own culture. Reading multicultural are indicative of the teacher candidates’ books also generated teacher candidates’ emerging transformation. Teacher Candidates’ Journey critical reflections on their own culture toward Cultural Transformation Theme 1: Emerging awareness of a new which resulted in a multifaceted awareness. The pre and post concept maps were culture with evidence toward a lasting Students recognized similarities among cultures even if they pronounced them to used to document the changes in teacher impression. Teacher candidates critically be different, and one of them noted: candidates’ conceptualization of culture. reflected on the newly gained informa- Two researchers independently tallied the tion about the selected culture (Jennings Reading these books has also helped me items on the concept maps to determine & Potter Smith, 2002). They discussed realize many of the values each of our whether the items represent surface or the elements of deep culture, focusing cultures can attest to are similar as well, deep cultural values and whether there was on such topics as family/cultural values such as the importance of family and doing things as a family. All of these similarities a change in the conceptualization of cul- about education, respect for the elderly, ture. The objective, or what may be called that we have with other cultures should work ethic, pride in cultural identity, and make us realize that we are all very simi- surface, components of culture include the teaching and learning that take place in lar when it comes to things we value as a visible and tangible features such as food, families and communities. It was noted culture. (4MA) clothing, rituals, institutions, and laws; the that rather than the tourist approach to subjective, or deep, components of culture cultures and diversity, which would reflect On the other hand, these books also called consist of less visible aspects such as val- only a surface understanding, they were for the variations within a culture, as an- ues, beliefs, and hierarchy of social roles instead becoming increasingly aware of other teacher candidate stated: (Triiandes, 1972). Any questions were also the in-depth elements of culture that are When students enter my classroom from a noted under these two categories. more likely to impact learning, commu- similar culture as mine I cannot just as- The results of the pretests suggested nication, and instruction in their future sume they have had the same upbringing that teacher candidates’ focus on the objec- classrooms. as myself… The roots of a culture may be tive and subjective components of culture For example, teacher candidates noted the same but that does not mean the lives that stem from the roots will all be the was relatively equal. A deeper examination the interconnectedness of family values clearly revealed the teacher candidates’ same, everyone is unique and that is an and education, and said: important thing to remember for me as a limited knowledge of selected cultures as future teacher. (5AA) well as some misconceptions and overgen- It really opened my eyes to their family structure. This showed me that the family Finally, the books offered a new under- eralizations. cares about each other and works hard to Conversely, the posttest concept maps support one another. (1MA) standing about cultures which seemed to showed a decrease in the focus on objective be relatively unfamiliar to students, as a components of culture and a considerable Families in the Cuban culture are very teacher candidate reflected: increase in items related to subjective dedicated to their hard work habits and expect the same from their children even By reading these books I am able to make components of culture. No questions were if that means taking time away from the some connections from their culture to my noted from the posttest concept maps. child’s schooling. (1CA) own, I know that they do not live a com- The reading of three books followed by pletely different life and that there are more self-reflection seemed to have refocused Furthermore, teacher educators seemed similarities than I ever expected. (1MI) teacher candidates’ perception of culture as to have developed a better understanding about experiences of children from diverse Theme 3: Recognizing the need for further cultures. They often noted: learning. This experience with multicul- tural books engendered an intention for Table 1 I have realized that there are many children Coding of Cultures who have left homeland and feel trapped further learning. The personal narratives Represented in Analysis between two cultures. (2PR) described how by reading these books new windows for looking closely at a culture MA Mexican American Finally students’ personal narrative ex- were opened. Teacher candidates realized CA Cuban American plored their critical self-reflection as writ- the unlimited spaces for further explora- ing about a misconception that was cleared tion. Two responses were: KA Korean American after reading these books: These books in particular have really AA African American I was willing to only think of Muslims opened my eyes to just how different other MI Muslim/Iraqi as terrorist who are strict and stuck in cultures can be from my own and from barbaric times. I went into this assign- each other. It has become quite apparent PR Puerto Rican ment thinking that I was only going to be to me that as culturally aware as I thought reinforced in my thoughts. Now that I am I might have been, there is quite a bit I HA Haitian reflecting about what I have learned—boy am unaware of. While I do feel as though GU Guatamalan was I wrong! I am happy I was wrong and I learned about other cultures from these books, I feel I am walking away most with

MULTICULTURAL EDUCATION 46 Promising Practices

a greater appreciation of how much there mative thinking clearly emerges in their Examining the role of critical inquiry for is to learn. (1AA) discourse. transformative practices: Two joint case In this project, there was strong studies of multicultural teacher education. I believe that these books have taught me Teachers College Record, 104(3), 456-481. about the Haitian culture and language, evidence of a gain in new culturally spe- Leftwich, S. (2002). Learning to use diverse chil- yet, there is definitely more I would like cific information. The students’ responses dren’s literature in the classroom: A model to know to help me be a better educator. provided affirmation of sociocultural con- for preservice teacher education. Reading (5HA) sciousness, especially in the significant Online, 6(2). Available: http://www.readin- growth in the teacher candidates’ abil- gonline.org/nweliteracies/lit_index.asp? Theme 4: Emerging proactive planning ity to redefine schemas of understanding Loh, V. (2006). Quality and quantity: The need for culturally responsive instruction. related to cultural insights and focus on for culturally authentic trade books in young Teacher candidates seemed to internalize deep universal cultural values. In addition, adult literature. The Alan Review. Retrieved from http://scholar.lib.vt.edu/ejournals/ the information from the books at various proposed changes in instruction including levels, linking it to their future profession. ALAN/v34n1/loh.pdf specific pedagogical actions and plans for Mezirow, J. (2000). Learning as transformation: The following quotes demonstrate how working with diverse students were con- Critical perspectives on theory in progress. strong action plans regarding cultures firmed. San Francisco: Jossey-Bass. and languages can be present in American In conclusion, the impact of this ac- Mezirow, J. (1995). Transformation theory of classrooms: tivity resulted in multifaceted cultural adult learning. In M. Welton (Ed.), In defense of the lifeworld (pp. 39-70). New York: State I will also be sensitive if the family or child awareness, including a refocus on deeper University of New York Press. speaks in Ebonics. I do not want them to cultural elements and values and a self Mezirow, J. (1991). Transformative dimensions stop their natural language, but I will realization of the importance of cultural of adult learning. San Francisco: Jossey explain that in class we need to talk the self reflection. These actions underscored Bass. way we write. (3AA) a significant shift of exhibited dispositions Moll, L., & Gonzales, N. (2004). Engaging Another teacher candidate considered fu- towards working with culturally and lin- life: A Funds of knowledge approach to ture emotional well-being and noted: guistically diverse students. multicultural education. In J. Banks & C. McGee Banks (Eds.), Handbook of research nd I also must keep in mind that children are References on multicultural education (2 Ed.). New broken away from family members such York: John Wiley & Sons as grandparents. Families who come over Banks, J. A. (2006). Cultural diversity and educa- Nieto, S. (2004). Placing equity front and center: from Cuba may leave loved ones behind, tion: Foundations, curriculum, and teaching Some thoughts on transforming teacher edu- which may leave emotional scars on chil- (5th ed.). New York: Pearson Education. cation for a new century. Journal of Teacher dren. (1CA) Banks, J. A. (1996). The canon debate, knowl- Education, 51(3), 180-187. edge construction, and multicultural educa- Short, K. G., & Fox, D. L. (2003). The socio- One candidate further narrated a specific tion. In J. A. Banks (Ed.),. Multicultural political contexts of cultural authenticity. strategy and said: education: Transformative knowledge, and Urbana, IL: National Council of Teachers action (pp. 3-29). New York: Teachers Col- of English. As a teacher, it is important to acknowl- lege Press. Sleeter, C. E., & Grant, C. A. (1999). Making edge and respect students’ ancestral and Cassidy, K. (2001). Enhancing your experiential choices for multicultural education: Five cultural background by not Americanizing program with narrative theory. Journal of approaches to race, class, and gender (3rd students’ names. By using and correctly Experiential Education, 24(1), 22-27. ed.). Columbus, OH: Merrill. pronouncing students’ names that are Correa, V. I., Hudson, R. F., & Hayes, M. T. Thompkins, J. (2003). We’re more alike than given to them by their parents, the teacher (2004). Preparing early childhood special we are different: Using multicultural is providing a bridge between the students’ educators to serve culturally and linguisti- literature to develop understanding and home and school life so students do not cally diverse children and families: Can acceptance of diversity. Houston, TX: have the dilemma of asking “Which one a multicultural education course make a Houston Teacher institute (HTI). Retrieved was me.” Thus, the students do not have difference? Teacher Education and Special from:http://hti.math.uh.edu/curriculum/ to disown their cultural past as they ac- Education: The Journal of the Teacher Edu- units/2003/07/03.07.12.php climate to life in a new country. (2HA) cation Division of the Council for Exceptional Triandes, H. (1972). The analysis of subjective These pedagogical actions seemed to in- Children, 27(4), 323-341. culture. New York: Wiley-Interscience. dicate a significant shift of interest and Cranton, P., & Knox, A. B. (2006). Understand- Villegas, A. M., & Lucas, T. (2002). Preparing ing and promoting transformative learning: culturally responsive teachers: Rethinking disposition toward working with culturally A guide for educators of adults. San Fran- the curriculum. Journal of Teacher diverse students (Wilson, Switzer, Parrish, cisco: Jossey-Bass. Education, 53(1), 20-32. & IDEAL Research Lab, 2006). Gay, G. (2002). Preparing for culturally respon- Wham, M. A., Barnhart, J., & Cook, G. (1996). sive teaching. Journal of Teacher Education, Enhancing multicultural awareness through Conclusions 53(2), 106-116. the storybook reading experience. Journal Gay, G., & Kirkland, K. (2003). Developing of Research and Development in Education, How do we know when teacher can- cultural critical consciousness and self-re- 30(1), 1-9. didates are opening their minds and at- flection in preservice teaching education. Wilson, B. G., Switzer, S. H., Parrish, P., & titudes to cross-cultural understandings? Theory and Practice, 42(3), 181-187. IDEAL Research Lab. (2006). Transformative How can we determine clear indicators of Greene, M. (1994). Multiculturalism, commu- learning experiences: How do we get cultural transformations? The analysis in nity, and the arts. In A. Dyson & C. Genishi students deeply engaged for lasting change? (Eds.), The need for story: Cultural diversity Proceedings of AECT 2006. Retrieved from this project indicated that when teacher in classroom and community (pp. 11-27). http://thunder1.cudenver.edu/ideal/docs/ candidates have opportunities to experi- Urbana, IL: National Council of Teachers AEC06ProceedingsRevised.doc ence multicultural literature, to reflect on of English. it, and to discuss the narratives, transfor- Jennings, L. B., & Potter Smith, C. (2002).

SUMMER 2010 47 Promising Practices

Appendix Books Used in the Project

Culture Children’s Book Young Adult Book Adult Book

Mexican- Amelia’s Road The Circuit Caramelo American Author: L. Altman Author: F. Jimenez Author: S. Cisneros Illustrator: E. Sanchez 1997 2002 1993. New York: Houghton Mifflin New York: Vintage New York: Lee & Low Books

Cuban- Cuban Kids Where the Flame Trees Bloom Dreaming in Cuba American Author: G. Ancona Author: A. Flor Ada Author: C. Garcia 2000 Illustrator: A. Martorell 1992 Tarrytown, NY: Marshall Cavendish 1994 New York: Random House New York: Simon & Schuster

Korean- Dear Juno When My Name Was Keoko A Step from Heaven American Author: S. Pak Author: L. Park Author: A. Na Illustrator: S. Hartung 2002 2001 1999 New York: Clarion New York: Penguin New York: Puffin

African- The Other Side The House You Pass on the Way The Color of Water American Author: J. Woodson Author: J. Woodson Author: J. McBride Illustrator: E. Lewis 1997 1996 2005 New York: Penguin New York: Penguin New York: Penguin

Muslim The Librarian of Basra Magid Fasts for Ramadan Thura’s Diary, (Iraqi) Author: J. Winters Author: M. Matthews My Life in Wartime Iraq 2005 1996 Author: T. al-Windawi Orlando, FL: Harcourt New York: Houghton Mifflin 2004 New York: Penguin

Puerto Rican A Golden Flower: An Island Like You: Stories of the Barrio Almost a Woman A Taino Myth from Puerto Rico Author: J. Coffer Author: E. Santiago Author: N. Jaffe & E. Sanchez 1996 1998 1996 New York: Penguin New York: Random House New York: Simon & Shuster

Haitian Josiah, Hold the Book The Scorpion’s Claw Tonight by Sea Author: J. Elvgren Author: M. Chancy Author: F. Temple & T. O’Brien Illustrator: N. Tagdell 2004 1996 2006 Leeds, UK: Peepal Tree Press New York: Orchard Honesdale, PA: Boyd Mills Press

Guatemalan Sawdust Carpets Tree Girl Hummingbird House Author: A. Carling Author: B. Mikaelsen Author: P. Henley 2005 2004 1999 Berkeley, CA: Group West New York: HarperCollins Denver, CO: MacMurray & Beck

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