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Designed to Help Arly Childhood and Elementary Intevating the Book Into DOCUMENT RESUME ED 361 106 PS 021 670 AUTHOR Thompson, Debra S. TITLE The Integration of Young Children's Literature with Multicultural, Nonsexist, and Global Education Goals and Themes. PUB DATE 93 NOTE 39p. PUB TYPE Guides Non-Classroom Use (055) Reference Materials Bibliographies (131) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Cultural Pluralism; *Curriculum Development; Curriculum Enrichment; Definitions; Early Childhood Education; Educational Change; *Educational Objectives; *Educational Resources; Elementary Education; *Global Approach; Learning Activities; *Multicultural Education; *Sex Fairness; State Programs IDENTIFIERS Global Education; *Iowa State Department of Education ABSTRACT Designed to help arly childhood and elementary educators in Iowa integrate multicultural, nonsexist, and global (MNG) perspectives into the existing curriculum, thispaper discusses issues surrounding their integration and provides two extensive bibliographies of curriculum resources. First, thepaper reviews the definition and purposes of MNG education according to theIowa Department of Education and describes the Department's MNG goals and themes di follows: that students understand themselves and othersas cultural beings in a cultural context; that students recognize diversity in the country and the world; that studentsunderstand the effect of group membership on values, attitudes, and behaviors;that students understand the dynamics of discrimination, bias, prejudice, and stereotype; and that students demonstrate skills for effective social action. The themes include global interdependence;human resources, values, and culture; the global environment and natural resources; global peace and conflict management; and change and alternative futures. For each goal and theme, thepaper provides a summary of a relevant book and a list of creative activities for intevating the book into the curriculum. Finally, thepaper includes two bibliographies of MNG resources: a 48-item bibliography organized by the 10 goals and themes, and a 358-item bibliography ofworks on other cultures organized by countryor culture of origin. (BCY) *********************************************************************** Reproductions supplied by EDRSare the best that can be made from the original document. *********************************************************************** U S OSPASTIOINT OfEDUCATION OlIco ol EClocatonel Reresirch end Ishoroyersisim EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC, "crisis document has been rocooducu ecenrecl horn the poison oe Oegenotalson originating it 0 Minor changis hay* Oleo made to uptou (0 reproduction (lushly Poms of yam or %ethane elated in the 6octy meant do not necessarily rereerint V". OERI poodicn or policy tD 0 UI The Integration of Young Children's Literature with Multicultural, Nonsexist, and Global Education Goals and Themes Debra S. Thompson, Ph.D. Assistant Professor and Program Chair University of Dubuque 2000 University Ave., 203 Smith Hall Dubuque, IA 52001 'PERMISSION TO REPRODUCETHIS MATERIAL HAS BEEN GRANTEDBY Dc413\-0.S. -VN(.7ort.vywc%_ Te. THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" 2 BEST COPY AVAL,...Li: Introduction. In 1989 the Iowa Department of Education issued A Guide to Developing Multicultural, Nonsexist Education Across the Curriculum and A Guide for Integrating Global Education Across the Curriculum. The intent of the Iowa Department of Education, as indicated in these two documents' titles, is that multicultural, nonsexist, and global perspectives were to be interwoven into the existing curriculum. However, many early childhood and elementary education teachers, curriculum supervisors, and curriculum specialists have been interpreting the intent as meaning that thereare now several more curriculum areas to be added to the already overcrowded daily classroom schedule. These documents propose one possible way in which multicultural, nonsexist, and global perspectivescan easily become an important and integral part of the curriculum. These paper first reviews the definitions and purposes of multicultural, ronsexist, and global education according to the Iowa Department of Education. Second, the goals and themes which have been established will be outlined.Third, a discussion of the use of children's lLterature to achieve these goals and themes will be given. Included in this section are a brief summary ofan appropriate book related to each goal or theme and thena list of activities whichln be used by teachers to integrate the book with other curriculum activities. It can be noted here that the books used in these activities are primarily for children from preschool through the primary grades.Fourth, the references related to the paperarelisted. Lastly,two extensive bibliographies are provided: (1) the first is a list of books categorized according to the Iowa Department of Education goals and themes for multicultural, nonsexist, and global education and (2) the second involves a list of children's books from around the world divided according to the country or culture of origin. Definitions. TheIowa Department of Education definesmulticultural, nonsexist education as" the planned curriculum and instruction which educatesstudentsabout the cultural diversity ofour society" (Iowa Dept. of Education, 1989a, p. 6).This education is considered to be more than learning objective facts about other cultures and the roles of men and women from diverse racial and ethnic backgrounds. All areas of learning are to be touched by this education, including the cognitive and affective domains, life long learning; higher order thinking, and effective interpersonal and intergroup relations. One aspect of this curriculum is to provide information concerning "the historical and contemporary contributions and the variety of roles open to bothmen and women from a diversity of cultural, racial, and disability groups" (Iowa Dept. of Education, 1989a, p. 6). However, the curriculum goes beyond that and identifies and 2 explores the variety of opportunities available today tomen and women from diverse racial, cultural heritage, sex, and disability groups. This emphasis also promotes the philosophy of the Iowa Department of Education that a goal of public education is to "maximize the potentialofall students regardlessofrace, cultural heritage, sex, or disability" (Iowa Dept. of Education, 1989a, p. 6). Many people upon hearing the words "global education" think one oftwo thoughts: "Is it not just likemulticultural education?" or "Why are we going to teach our children about other people's problems when we can not take care ofour own?" Global education is more than multicultural-nonsexist education and it is more than learning about other countries and their problems. Global education certainly includes theseareas but goes beyond them. The Iowa Department of Education provides the underlying assumption of global education that it representsan extension of the concept of one of the fundamental purposes of education inour society: developing responsible citizens. In otherwords, citizenship now includes an understanding of the human and natural systems and their interconnectedness. "The purpose of global education is to promote long-term human survival by developing greater respect for and cooperation with our fellow human beings and greater concern for the environment on which all people depend for their very existence" (Iowa Dept. of Education, 1989b,p. 3). The development of a global perspective and a sense of commitment to a broadened sense of the world is necessary if studentsare to be prepared for the increasing global society of the future. The infusion of global issuesand perspectivescanfosterthat development. Goals and Themes. The following goals and themes have been established for multicultural, nonsexist education, and global education in Iowa. Multicultural, Nonsexist Education. Goal 1: Understands self and others as cultural beings acting within a cultural context. Goal 2: Recognizes U.S. and world diversity. Goal 3: Understands how group membership helps determine values, attitudes, and behaviors. Goal 4: Understands the dynamics of discrimination, bias, prejudice, and stereotyping. Goal 5: Demonstrates skillsfor effective social action and integration between racial, ethnic, sex, cultural, and ability groups (Iowa Dept. of Education, 1989a,p. 14- 3 17). Global Education. Theme 1: Global interdependence. Theme 2: Human resources, values, and culture. Theme 3: Global environment and natural resources. Theme 4: Global peace and conflict management. Theme 5: Change and alternative futures (Iowa Dept. of Education, 1989b, p. 11-14). Use of Children's Literature to Achieve the Goals and Themes. Literature provides a vehicle through which children can learn to recognize and respect the diverse groups of people represented in their classrooms and in the world around them. Through appropriate children's literature, respect and appreciation of diversity can be extended to include a better understanding of people beyond the boundaries of our own country. Books and related learning experiences can make a significant contribution to the broadening of our children's view of the world, thus preparing them to be wise and compassionate leaders of tomorrow. When selecting children's literature to be used to meet multicultural,nonsexist,and global education goals the same selection criteria should be applied that would be used when selecting any high quality children's book. However, there are a few criteria presented
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