Children's Literature To Dispel The Thesis

Length: 15 pages Sources: 15 Subject: Literature Type: Thesis Paper: #86965496 Related Topics: Exceptional Children, Chinese Literature, Anthropomorphism, Contemporary Literature

Excerpt from Thesis :

In turn, the literature does not subject the reader to another culture. For instance, in the story about the fisherman, that Smith and Wiese access, the plot remains similar plot, however, significant changes transform the reported intent to make the story multicultural. Changes included the fisherman's daughter's stated name, being changed from one common to her culture to Maha. Instead of God, as written in the original version, the reference notes "Allah." Other changes Smith and Wiese point out include: & #8230;The admonition to retrieve the fish or "be sorry" instead of the threatened curse, the reference to the golden shoe as a sandal instead of a clog;

the proposed groom is the merchant's son instead of the prince;

the wedding is set for "Friday;"

the purge and its results are deleted from the story. Smith and Wiese (2006)

Multicultural Books

Peterson and Swartz (2008) note the following books currently considered to be books that help fulfill the cause of achieving social justice goals. These goals include:

Combating intolerance, fostering a sense of inclusion, and acting for change and education and society.

The following lists relates15 contemporary books considered to qualify as good multicultural literature, as noted by Peterson and Swartz (2008).

1. Alma, Ann (2008). Brave deeds: How one family saved many from the Nazis.

2. Bridges, Shirley Yin (2002) Ruby's wish.

3. Choi, Uangsook (2001) The name jar.

4. Ellis, Deborah (2000) The breadwinner.

5. ____ (2004) The heaven shop.

6. Halibegovich, Nadja (2006) My childhood under fire: A Sarajevo diary.

7. Setteringtoin, Ken (2004) Mom and Mum are getting married.

8. Slipperjack, Ruby )2001) Little voice.

9. Highway, Thomson (2001) Caribou song.

10. Lee & Low Books (1997) In daddy's arms I am all: African-Americans celebrating fathers.

11. Weatherford, Carole Boston (2006) Moses: when Harriet Tubman led her people to freedom.

12. Winter, Jeanette (2004) The librarian of Basra: A true story from Iraq.

13. Yee, Paul (1996) Ghost train.

14. ____ (2004) A song for Ba.

15. Yerxa, Leo (2006) Ancient thunder (Peterson & Swartz, 2008, p. 147)

Multicultural books cannot, nor will they achieve social justice goals on their own, Peterson and Swartz (2008) stress. To achieve "good" changes in the social settings, will require readers not only to read about what needs to be changed, but to put into practice, those practices stimulate and mandate the changes.


In the past, nonfiction literature routinely included pedestrian writing, minimum visual appeal, and inaccuracy. Consequently, historically, "much of children's nonfiction did not match the quality of nonfiction" (Peterson & Swartz, 2008, p. 150). Today, however, due to the increased attention publishers pay to children's nonfiction, according to the Library of Congress, approximately 60% of children's books they currently categorize are nonfiction.

Historically, as today, for nonfiction or fiction books to be "good," the works need to not only have to pay the reader's interest, but be accurate. Criteria for determining a book's accuracy include:

The qualifications of the author and/or evidence of extensive research conducted by the author

Appropriate breadth and depth of the information on the book's topic

Presentation of varying viewpoints

Avoidance of stereotypes and anthropomorphism [attributing human thought

And speech to animals]. (Peterson & Swartz, 2008, p. 150)

Contrary to some historical perceptions that nonfiction was merely about relating information, the truth is that for many children and young adult readers "nonfiction serves the same purposes as fiction does for other readers; it entertains, provides escape, sparks the imagination, and indulges curiosity" (Peterson & Swartz, 2008, p. 150). A good nonfiction book, now, more than ever, consists of more than mere information.

As educators bring "good" children's literature into the classroom, it opens up a world of ideas and invites fresh ways of thinking, as it enhances the child's understanding of the ideas and concepts in the literature. To help teachers ensure good literature serves its best purposes, they may utilize discussion assessment tools, such as checklists, logs, and records, as well as open-ended, narrative observational notes. Traditional literature evolves from one's need to understand the human and natural worlds and to explore possible ways of living and being within them (Peterson & Swartz, 2008)

The following list includes 15 to traditional samples of good literature, according to Peterson and Swartz (2008),

1. Bermelmans, Ludwig (1939) Madeline

2. Booth, David (1989) Till all the stars have fallen

3. Collins, Heather (1997) This little piggy

4. Dahl, Ronald (1961). Jane's and the giant peach

5. Edwards, Wallace (2002) Alphabeasts.

6. Ginsburg, Mirra (1988) The chick and the duckling.

7. Henkes, Kevin (1996) Lilly's purple plastic purse


Hoban, Tana (1999) So many circles, so many squares.
9. Lewis, C.S. (1950) The lion, the witch and the wardrobe

10. Lowry, Lois (1993) The giver

11. Sabuda, Robert (2003) Alice's adventures in Wonderland

12. Slavin, Bill (2005) Transformed: How everyday things are made

13. Spinelli, Jerry (1990) Maniac Magee

14. White, E.B. (1952) Charlotte's web

15. Aindel, Paul (1989) A begoina for Miss Applebaum. (Peterson & Swartz, 2008, p. 12)

Traditional literature also lists Fairy Tales Andersen, Hans Christian (1985: Ill. Demi) The nightingale. Andrews, Jan. (2000) and others as "good,"

A number of reportedly "good" books have historically been banned for controversial reasons. These include, but may not be limited to the following examples.

In the apartheid era, the South African government banned one classic children's book titled, Black Beauty, because of the word "Black" in the title (Banned Book

Quiz, 2009).

Some individuals rejected Anne Frank: the Diary of a Young Girl, a famous diary w in parts of the U.S.A. A number of times, claiming it to the "pornographic" and a "real downer" [1982,1983 & 1998]. Historically this book proved to be a popular text book in a number of schools, as well as the subject of a television series on BBC1

during January 2009 (Banned Book Quiz, 2009).

During 1931, Hunan Province, China banned Alice's Adventures in Wonderland,

a popular children's story. The reason: "Animals should not use human language,

and that it was disastrous to put animals and human beings on the same level"

(Banned Book Quiz, 2009, p. 2).

Dr. Seuss' book The Lorax was banned, due to the charge it ciminalized the forest

Industry (Banned Book Quiz, 2009).

During 2001, the trilogy, The Lord of the Rings, was burned in Almagordo, New

Mexico, by some who perceived it to be "satanic." Later, a trilogy of films based on these books qualified as the 8th; 4th; 2nd highest grossing films ever. They also won

17 Academy Awards (Banned Book Quiz, 2009)

Current Multicultural Impact on Society

In her book review of the book "Stories of heaven and earth: Bible heroes in contemporary children's literature," by Diane Goetz Person, Ruth B. Bottigheimer (2008) recounts that stories for the focus in this work reflect the fact that a significant transition transpires on the part of the hero. This involves "a transition from innocence, naivete and youth, whether metaphorical or actual, to adulthood" (Bottigheimer, ¶ 1). The Moses chapter reveals the Persons at work, Bottigheimer reports, as Old Testament details of the life of Moses, am man who Judaism, Christianity, and Islam all revere, recounts the time from Moses' birth to his death.

This book recapitulates Moses' history and characterizesit as a "drama"; including common human literary themes of "good and evil, rebellion, growth, revenge, and triumph." Along with being a great leader. Bottigheimer purports that

Moses achieves mythic status, [as]… the Persons not only see Moses' years in Pharaoh's household as similar to the children's author Jane Yolen's conceptualization of King Arthur as a child with a hidden identity (p. 120), but they also refer to similar themes in Harry Potter books. (As an aside, however, I'd like to point out that King Arthur and Harry Potter are both epic rather than fairy tale heroes.) The Persons cite Moses' own mother and the Pharaoh's daughter as suppliers of a comforting and reassuring mother love, adding the prominence of Moses' sister Miriam in the books they've investigated (Bottigheimer, 2008, ¶ 3).

Diane Goetz. Person (2005), however, purports additional perceptions in Stories of heaven and earth: Bible heroes in contemporary, children's literature. Person states that during the past 135 years, a body of literature crafted particularly for children has risen. Her book, according to Person includes stories from the Bible, a contemporary mainstay of children's literature. Penson contends her goal to be to reflect why Bible stories serve as a vital body of Western literature for children.

Counter Claims

In her paper, "Cross-generational negotiations: Asian Australian picture books," Clare Bradford (2007), Professor of Literary Studies at Deakin University in Melbourne, Australia, who teaches literary studies and children's literature, also published widely on children's literature, with an emphasis on postcolonial literary theory and its implications for reading colonial and postcolonial texts, reports that children's texts habitually model to readers ways children and young people may become autonomous and learn to better regard other individuals. Since 1972, when the Whitlam government enunciated its vision of a multicultural nation, Australian literature for children, Bradford purports, has presented positive processes into narratives of growth and development. Books written for Australian children frequently reflect the cultural and ideological shifts, as well as possess informed discussions around Australian's, citizenship and identity.

The production of texts which feature protagonists who identify as members…

Sources Used in Documents:


Anderson, Connie Wilson. (2006). Examining Historical Events through Children's Literature.

Multicultural Education. Caddo Gap Press. 2006. Retrieved May 03, 2009 from HighBeam Research:

Banned Book Quiz. (2009). Retrieved May 03, 2009 from

Bottigheimer, Ruth B. (2008). Stories of heaven and earth: Bible heroes in contemporary
children's literature. Shofar. University of Nebraska Press. Retrieved May 02, 2009 from HighBeam Research: Bradford, Clare. (2007). Cross-generational negotiations: Asian Australian picture books.
2009 from HighBeam Research: Cheng, Karen Kow Yip. (2007). Issues in the teaching and learning of children's literature in Malaysia. Christian University English Department, Faculty of Letters. Retrieved May
02, 2009 from HighBeam Research:
Research: Dudek, Debra & Ommundsen, Wenche. (2007). Building cultural citizenship: multiculturalism and children's literature. Papers: Explorations into Children's Literature. Deakin University. Retrieved May 02, 2009 from HighBeam Research: Hinton, KaaVonia. (2006). Trial and error: A framework for teaching multicultural literature to aspiring teachers. Multicultural Education. Caddo Gap Press. Retrieved May 02,
2009 from HighBeam Research: Juchniewicz, Melissa. (2007). Asking the hard questions: Giving children's literature a critical reading. New England Reading Association Journal. New England Reading Association.
Retrieved May 02, 2009 from HighBeam Research:
Multicultural Education. Caddo Gap Press. 2006. Retrieved May 03, 2009 from HighBeam Research:
Research: Korpez, Esra Coker. (2007). Revisiting the Amy Tan phenomenon: Storytelling and ideology in Amy Tan's children's Story The Moon Lady/Amy Tan. Departments of English Language
2009 from HighBeam Research:
03, 2009 from HighBeam Research:
Pembroke Publishers Limited. Retrieved May 02, 2009 from

Cite this Document:

"Children's Literature To Dispel The" (2009, May 03) Retrieved October 4, 2023, from

"Children's Literature To Dispel The" 03 May 2009. Web.4 October. 2023. <>

"Children's Literature To Dispel The", 03 May 2009, Accessed.4 October. 2023,

Related Documents
Genre of Children's Literature
Words: 1065 Length: 3 Pages Topic: Agriculture Paper #: 18961422

Children's Literature Chris Van Allsburg's, The Stranger, is the tale of the Bailey family and a mysterious visitor they receive one year during early autumn. It is told from the by an unknown narrator, but this unnamed narrator tells the story from the daughter Katy Bailey's point-of-view. One night the father accidentally hit a stranger in the road and brought him home to recover. Although the stranger never spoke a word

Integrating Literature Into the Math
Words: 1826 Length: 6 Pages Topic: Literature Paper #: 99745040

It enlivens what many people see as the isolating abstractness of mathematics Lipsey and Pasternack). A study of the literature on this issue brings clearly to the fore the realization of the importance of the integration and intersection between various subjects that were in the past seen to be separate and even in opposition to one another. There are an increasing number of cogent and well researched books and articles which

Supportive Environment for Young Children
Words: 2757 Length: 10 Pages Topic: Children Paper #: 99515445

The participant's conditional use of requests for assistance and independent task completion were sustained across time" (Reichle, Dropik, Alden-Anderson & Haley, 2008, ¶ 1). A number of young children with autism experience considerable communicative delays. Peter (a pseudonym), a 5-year-old boy, diagnosed with autism and global developmental delay, had been diagnosed with autism at 3 years, 8 months (Reichle, Dropik, Alden-Anderson & Haley, 2008, Participants section, ¶ 1). Sessions for

Peanut Allergy in Children Peanut
Words: 3184 Length: 10 Pages Topic: Children Paper #: 36122284

Forethought is necessary as is the ability to educate those around you and in some cases such precaution may lead to limitations on the child's activities, especially in cases where those who are ignorant of the seriousness of the issue discount and do not respond to offered education. Another mom who is managing a child with a peanut allergy stresses the two hardest things about having a child with

Divorce Children the Impact of
Words: 1042 Length: 4 Pages Topic: Family and Marriage Paper #: 88083937

Data will be collected using a survey instrument. The instrument will be designed by researchers for the purposes of this particular study and will feature two sections. The first section will ask for some brief familial and biographical information. First and foremost, the survey will ask the life and marital status of the respondents' parents, accounting for single mothers, single fathers, legal non-biological guardians, divorced parents, remarried parents and married

Effects of Family Violence on School Aged Children
Words: 5115 Length: 20 Pages Topic: Family and Marriage Paper #: 95936710

Family Abuse on Children The widespread prevalence of family abuse has been increasingly the focus of media, societal, and scholarly attention. This research paper examines the effects of various forms of family abuse on the psychological development of children, and its long-term consequences for adult functioning. The scope of the paper includes research on the causes of family abuse and a discussion on the need for social interventions to minimize