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Crossing the Mainstream: Multicultural Perspectives in Teaching Literature. INSTITUTION National Council of Teachers of English, Urbana, Ill

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Crossing the Mainstream: Multicultural Perspectives in Teaching Literature. INSTITUTION National Council of Teachers of English, Urbana, Ill DOCUMENT RESUME ED 371 401 CS 214 412 AUTHOR Oliver, Eileen Iscoff TITLE Crossing the Mainstream: Multicultural Perspectives in Teaching Literature. INSTITUTION National Council of Teachers of English, Urbana, Ill. REPORT NO ISBN-0-8141-0972-1 PUB DATE 94 NOTE 241p. AVAILABLE FROMNational Council of Teachers of English, 1111 West Kenyon Road, Urbana, IL 61801-1096 (Stock No. 09721-3050: $14.95 members, $19.95 nonmembers). PUB TYPE Guides Non-Classroom Use (055) Books (010) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Annotated Bibliographies; Censorship; Cultural Differences; *Cultural Enrichment; Higher Education; High Schools; Interdisciplinary Approach; *Multicultural Education; *North American Literature; Student Needs; Writing Instruction IDENTIFIERS Literary Canon; *Multiethnic Literature ABSTRACT Intended to help literature teachers examine ways in which the traditional canon can be expanded to include diversity in curricular choices, this book invites readers to work together to find new and better ways to introduce an ever-changing student body to what has heretofore been either unacknowledged or undervalued. The book is divided into three sections. Part 1, "Multicultural Literature for Whom?" develops a rationale for expanding the canon to include multicultural literature in every student's .experience and also confronts the issue of censorship. Part 2, "Curricular Challenges: Beyond Eurocentric Values," begins the task of cataloging the multitude of literary works that might be included in the new repertoire and also explores the process of learning a different kind of critical analysis. This section of the book also provides ',omprehensive bibliographies of African American, Asian American, Jewish, Latino, Native American, and cross-cultural literatures, as well as bibliographies of literature addressing emotional/mental and physical disabilities, homelessness, homosexuality, older adults, teenage suicide, and Vietnam veterans. Finally, Part 3, "Teaching Strategies for Multicultural Literature," gives examples of how multicultural works can be incorporated into literature courses. Also included are discussions of incorporating multicultural perspectives within composition classes, assessing student writing, and making interdisciplinary connections in teaching multicultural literature. (NKA) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************fr*********************************** I I E; et I i I tr:: 4* G W I II I I I I I I I I U S DEPARTMENT OF EDUCATION °thee of Educe hone' Research and Irnprcvement EDU ATIONAL RESOURCES INFORMATION CENTER (ERIC) 'PERMISSION TO REPRODUCE THIS This document has been reproduced as MATERIAL HAS BEEN GRANTED BY received from the person or organization originating it 1'1- Minor changes have been made to firs improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" '111. BEST COPY AVAILABLE 2 NCTE Editorial Board: Hazel Davis, Keith Gilyard, Ronald Jobe, Joyce Kinkead, Louise W. Phelps, Charles Suhor, Chair, ex officio, Michael Spooner, ex officio 3 Crossing the Mainstream Multicultural Perspectives in Teaching Literature Eileen Iscoff Oliver Washington State University National Council of Teachers of English 1111 W. Kenyon Road, Urbana, Illinois 61801-1096 eit Grateful acknowledgment is made to the Arizona English Bulletin for permis- sion to reprint portions of Eileen Iscoff Oliver's essay "Successful Writing Pro- grams and Methods of Assessment for Non-mainstream Students" (Spring 1992). Grateful acknowledgment is also made to Alfred A. Knopf, Inc., for permission to reprint "Harlem (Dream Deferred)" from The Panther and the Lash by Langston Hughes. Copyright 1951 by Langston Hughes. Manuscript Editor: Michael Himick Staff Editors: Mario Welshons and Michelle Sanden Joh las Cover Designer: Victoria Martin Pohlmann Interior Book Designer: Doug Burnett NCTE Stock Number 09721-3050 © 1994 by the National Council of Teachers of English. All rights reserved. Printed in the United States of America. It is the policy of NCTE in its journals and other publications to provide a fo- rum for the open discussion of ideas concerning the content and the teaching of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, or the membership at large, except in announcements of policy, where such endorsement is clearly specified. Library of Congress Cataloging-in-Publication Data Oliver, Eileen Iscoff. Crossing the mainstream : multicultural perspectives in teaching literature / Eileen Iscoff Oliver. p.cm. Includes bibliographical references. ISBN 0-8141-0972-1 : $19.95 1. American literatureMinority authorsStudy and teaching. 2. Pluralism (Social sciences) in literatureStudy and teaching. 3. Literature and societyUnited StatesStudy and teaching. 4. Ethnic groups in literatureStudy and teaching.5. Minorities in literatureStudy and teaching.6. Culture in literatureStudy and teaching.I. Title. PS153.M560451994 807' . 1'273dc20 94-14634 CIP 5 In memory of Ben, who taught me to love the whole world and everybody in it, especially the children. For Reva, whose gentle strength has guided me, Liane, and the rest of her children for three generations; and for Emma and Joe, for whom all the children of the world are like flowers, every one different, every one beautiful. To Bernie, whose flame blazes through the darkness so that tomorrow's children will be able to see; and to Kenny, H., Rachel, and Deborah, who are constant reminders that learning about our children is a never-ending labor of love. 6 vii Contents Preface ix I. Multicultural Literature for Whom? 1.Literature for Students of Color: On the Outside Looking In 3 2. The Culturally Deprived American Majority 12 3.Changing Demographics in America 22 4. Expanding the Canon through Perceptions of Diversity and the American Dream: An Experiment 31 5.Censorship in the Classroom: Fighting Back 39 6.Multiethnic Literature for Mainstream Teachers: Another Experiment 53 7.Dealing with Ableism, Ageism, Sexism, and Homophobia: "Otherness" 63 II. Curricular Challenges: Beyond Eurocentric Values 8.Brainstorming a Canon 79 9.Educating the Illiterate Intellectual 121 10. The Right Rules for the Right Game: Critical Analysis of Multiethnic Literature 134 11. What the Canon Did Not Teach Us about Learning Styles 165 III. Teaching Strategies for Multicultural Literature 12. Approaches to Teaching Multicultural Literature 177 13. Composition Pedagogy in a Multicultural Setting 194 14. Interdisciplinary Connections in Teaching Multicultural Literature 209 Thank You, Mrs. Coleman, Wherever You Are 219 7 Contents 221 235 ix Preface Unfortunately, some of us continue to teach the same canonical works we have used for decades, missing out on all of the excel- lent literature that has been, for one reason or another, excluded from the traditional canon. In the meantime, our students find less and less relevance in what they are reading, and those who are marginalized by current curricula become even more alienated as they continue through school. My purpose in writing Crossing the Mainstream is to bring attention to these issues by examining ways in which we can expand our canon to include diversity in our curricular choices. This book is separated into three sections. Part I, "Multicultural Literature for Whom?" attempts to develop a rationale for expanding the canon to include multicultural literature in everyone's educational experience. It also confronts the issue of censorship, which many of us struggle with when introducing new literature into restricted curricula. Part II, "Curricular Challenges: Beyond Eurocentric Values," begins the task of cataloging the multitude of literary works that might be included in the new repertoire. It also explores the complicated process of learn- ing critical analyses quite e.ifferent from those most of us received in our own educations. Finally, Part III, "Teaching Strategies for Multicultural Literature," gives examples of how multicultural works can be incorporated into literature courses. Readers should be aware of some semantic problems as they ap- proach this text. As various terms and phrases come in and out of fash- ion, some labels enjoy long lives, while others quickly become obsolete. Thus, although I use labels like mainstream and nonmainstream literature and multicultural education, the politics of terminology renders these terms precarious. An issue of propriety, one must be careful when using references that may not be acceptable to all readers. Nonetheless, I fear that no matter what terminology I use, someone will find it offensive. Or perhaps my terms will be obsolete by the time the ink dries on the page. Recognizing this semantic trap, I offer the following discussions using what, at this time, seem to be acceptable terms based on my re- search into the work of many educators and people of letters. Although terms like mainstream and nonmainstream, multicultural, pluralistic, and diverse seem appropriate to me today, my apologies to readers who find them disagreeable now or in the future. I hope the tone of this book presents my work as a beginning effort in what I expect to be a long, long task in which many of us will be
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