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Cultural Understandings About Native North Americans Through Children's Literature?

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Cultural Understandings About Native North Americans Through Children's Literature? HOW CAN A TEACHER BEGIN TO HELP HER KINDERGARTEN STUDENTS GAIN “AUTHENTIC” CULTURAL UNDERSTANDINGS ABOUT NATIVE NORTH AMERICANS THROUGH CHILDREN'S LITERATURE? Margaret McNeil Pyterek Reading and Language Doctoral Program Submitted in partial fulfillment of the requirements of Doctor of Education in the Foster G. McGaw Graduate School National College of Education National-Louis University June, 2006 Copyright 8 by Margaret M. Pyterek, 2006 All Rights Reserved i Abstract The goals of this Action Research study were to understand how to create an anti-bias curriculum project focusing on Native North Americans and how to teach children to recognize stereotypes in children’s literature, while using The Project Approach (Helm & Katz, 2001) to do the formative curriculum development. The study weaves together three evolving story lines that were used to inform the teacher/ participant researcher’s growth: a.) the story of what was learned during the creation and enactment of this curriculum with the children; b.) the use of the discourse strategies (Daiute & Jones, 2003) to understand and to highlight the development of children, and c.) the way to identify, analyze, and use authentic literature for children. This month long research project involved 29 kindergarten children in two separate heterogeneous groups (morning and afternoon classes). The children in this study included special needs, English Language Learners, and a blend of ethnic, cultural, and religious backgrounds. Various methods of data collection and sources of data were used: children’s drawings, interviews (both individual and group), large group discussions, small focus groups, and teacher observations. An analytical framework was developed to differentiate culturally authentic, ambiguous, and inauthentic children’s literature based on expert researchers’ points of view. The major finding about the children was twofold: a.) when they became more critical of the Native American books, they showed less bias toward Native Americans as a cultural group; and b.) Daiute & Jones, (2003): “Discourse Strategies” (identifying, contextualizing, broadening, practicing, empathizing, universalizing, distancing, avoiding, and ii personalizing) were highly beneficial as an analytical lens to illuminate the students’ development and simultaneously inform curriculum development in the unit. The major finding about the educator revealed that when working as the teacher/ researcher using The Project Approach to teach, one could incorporate the children’s ideas into the construction of the unit, make more appropriate adjustments to that curriculum and thus become more engaged when teaching the unit as well as better able to assess the students’ learning progress. (Includes 12 tables, 21 figures, Children’s Literature Bibliography and Categorization Chart, and Curriculum Planning Matrix). iii Acknowledgments With sincere thanks to my dissertation committee who assisted me in the journey of my research and writing: Dr. Junko Yokota, my Advisor and Chair, Dr. Susan Jungck, Dr. Ruth Quiroa, and Dr. Anne Bennison; to my dear family who supported and encouraged me on this journey; to my school district mentor, Dr. Theresa Fournier, who inspired me to begin this journey; and finally to the memory of my father who always told me that education was the key to success. iv Table of Contents Chapter 1 Introduction ..........................................................................................................1 Purpose of the Study.............................................................................1 Background of the Study.......................................................................2 Native American Literature ..............................................................3 Cultural Authenticity in Literature.....................................................6 Cultural Transformations .................................................................9 Professional Significance...............................................................10 Overview of Methodology ..............................................................11 Definitions of Key Terms................................................................14 Chapter 2 Literature Review ...............................................................................................17 Modern Perspective of Ethnic Identity.................................................17 Multicultural Education ........................................................................19 Historical Perspective of Education.....................................................21 Curricular Issues .................................................................................29 Racial and Ethnic Understandings ......................................................32 Critical Race Theory............................................................................46 Native American Perspective ..............................................................52 Critical Literacy....................................................................................62 Conclusion ..........................................................................................74 Chapter 3 Methodology ......................................................................................................78 Introduction .........................................................................................78 Purpose...............................................................................................79 v Research Questions……………………………………………………….80 Development of a Guide to Children’s Literature on Native North Americans ......................................................................81 Participants and Context .....................................................................84 Research Design.................................................................................84 Research Methods ..............................................................................89 Illustrations ...............................................................................90 Individual Interviews .................................................................91 Focus Group Interviews............................................................93 Interview Questions..........................................................95 Group Discussions ...................................................................96 Teacher Observation and Field Notes......................................96 Theme Dramas.........................................................................98 Analysis...............................................................................................99 Assessment of Research Quality ......................................................100 Chapter 4 Presenting the Data .........................................................................................102 Background.......................................................................................102 Student Participants ..........................................................................103 Data Collected through the Teaching Unit ........................................104 Illustrations .............................................................................109 Interviews ...............................................................................111 Large Group Discussions .......................................................114 Teacher Observations ............................................................116 vi Profiles: Selected Students ....................................................117 Katie ...............................................................................119 Irv...................................................................................122 Glen................................................................................124 Adam..............................................................................127 Sally ...............................................................................128 Kelly ...............................................................................130 Jacob..............................................................................133 Mark...............................................................................134 Student Summary..................................................................135 Student Responses to Books ................................................138 Chapter Summary.............................................................................142 Chapter 5 Discussion........................................................................................................145 Review of Questions .........................................................................145 Teacher Understandings...................................................................145 The Project Approach............................................................147 Critical Race Theory..............................................................147 Discourse Strategies .............................................................148 Question I..........................................................................................149 Question II.........................................................................................158 Question III........................................................................................162 Question IV .......................................................................................165
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