by Janelle Mathis, University of North Texas, Denton, TX
With a powerful title framing their session, four authors spoke to the theme of resistance and to the notion of “enough is enough” as they connected a recent work to contemporary social issues. The panel included Larry Brimmer (Strike, 2014), Margy Burns Knight (Talking Walls: Discover the World, 2014), S. D. Nelson (Digging a Hole to Heaven, 2014), and Eugene Yelchin (Arcady’s Goal, 2014) Continue reading
Connecting Themes, Characters, and Critical Issues across the Global Community
by Janelle Mathis, University of North Texas, Denton, TX
While I taught secondary English at both middle and high school levels during my early years of teaching, I soon focused more so on the middle school grades, and, in later graduate work with literature, elementary levels were a focus. However, in recent years teaching classes that include preservice secondary teachers, I have been forced to consider the classics and the ultimate goal of many of these—to teach the canon. Continue reading
by Janelle Mathis, University of North Texas, Denton, TX
Those who are familiar with the vast range of contemporary novels published today are aware of the diversity of topics, characters, and events that make these books significant and appealing to readers. However, as with the realm of picture books, many readers, adolescents and young adults, are not aware of the powerful contents of these books, and educators working with this population are often even less informed, or their perception is that YA literature is a bridge to the more difficult pieces traditional literature. Continue reading
by Janelle Mathis, University of North Texas, Denton, TX
Picture books have been defined over the past few decades with great integrity and attention to the complex interaction that occurs for the reader through the visual aspects of such books—text, illustrations, total design; a commercial product; a social, cultural, historical document (Bader, 1976). Still, when secondary teachers are approached about using picture books in the classroom, many somewhat shun the idea or act surprised that anyone could think this a valid curricular resource for older students. A small number attest to the fact that picture books hold significant experiences for older readers and these teachers can share numerous reasons why picture books play an important role in their instruction. Continue reading
by Janelle Mathis, University of North Texas, Denton, TX
At the beginning of each semester, many teacher educators are faced with the challenge of inviting secondary preservice teachers, as well as teachers already in classrooms, into the realization that picture books are not just for young readers and that many chapter books written for young adolescent readers can hold their own with the traditional literature of the cannon. The task is not an easy one since these individuals have entered their chosen field, frequently English Education, with a personal background that has focused on the traditional cannon. The majority of students I face have not read children’s or adolescent literature since they were in elementary or middle school and even those titles were limited. Continue reading
by Janelle Mathis, University of North Texas, Denton, TX
The realization that other young citizens of the global community have messages of empowerment, or agency, to share with children of the western world is perhaps one of the most important roles of international literature. The literature, in which the main characters reveal agency through identity, voice, decision-making, and taking action according to their learned perceptions of a situation, is one way to accomplish that exchange of ideas. That was one of the outcomes for individuals who attended the IBBY Congress last month as active participants in IBBY’s role of building bridges across global cultures. Continue reading
by Andrea Baily, April Sanders, Patricia Sosa-Sanchez, University of North Texas, Denton, TX
When incorporating varied literature into school curriculum and/or the classroom, those choices should logically reflect many stories that eventually are woven into a mosaic of understanding, but are students getting this international perspective from the literature found in their classrooms and libraries?
Understanding the authentic immigrant experience necessitates exposure to international literature. Reading about such experiences gives a peek into the hearts and minds of people whom we may not fully understand. The reader is able to experience the struggles and triumphs of these characters; thus, we get a tiny glimpse of the world through the eyes of a person who has arrived at America’s doorstep. This glimpse is where we as readers learn empathy and acceptance for other cultures that face the task of maintaining their own heritage while living in a new country with possibly vastly different rules and structures. Without the authenticity provided by the immigrant voice, the reader may begin to form false ideas about a culture or simply form no ideas and be completely void of knowledge of their new fellow country mates.
Continue reading
By Ragina Shearer & Mary Amanda Stewart, University of North Texas, Denton, TX
Once an immigrant arrives in the destination country, there is yet another journey that begins. Often, this journey is overlooked because it takes place in the heart, mind, and inner being of the recent immigrant. Many of our students are greatly affected by these issues which include language challenges, family separation, missing the home country, and negotiating two cultures.
Continue reading
By Tami Morton, Lois Knezek, & Betty Reily, University of North Texas, Denton, TX
Children’s and adolescent literature is a wonderful starting place for young readers to begin considering and understanding experiences of immigration to the United States. Many talented authors have provided characters with whom many children and young adults can relate.
Milly Lee (2006) introduces readers to Sun Lee, a 12-year old Chinese boy, who immigrates to America in the book Landed. Sun’s parents believe that there are more opportunities for him in the United States, so they prepare him for his departure. Though Sun is a bit nervous, he knows that his older brothers went to America once they reached the age of 12, so he was ready and willing to make the trek. Sun’s immigration to America was totally voluntary. In the story, the description of Sun’s preparation, traveling experiences, as well as the extended time he remained at Angel Island before he officially “lands,” were a testament to bravery. It was clear at the end of the story that Sun really was happy and proud to be in the United States. Though this story took place in the 1930’s, it provides readers an opportunity to think critically about the entrance of Chinese people who wanted to come to America.
Continue reading
Janelle B. Mathis, University of North Texas, Denton, TX
Stories of immigration to the United States are not new in children’s and adolescent literature. Earlier stories often depict immigration in a joyful, nostalgic way as people journeyed to America, most frequently from Europe, in search of a better way of life. However, recent titles explore immigration through a more critical lens as authenticity issues and the current focus on social justice impact the portrayal of social issues in literature. Such social issues include the ongoing debates in the U.S. that focus on immigration laws and potential reform. These debates present perspectives that are seated in ideologies representing a spectrum of beliefs as to whether immigration, both legal and illegal, should be prohibited in this country or acknowledged as necessary to maintain the current work force. Of course, there are additional issues as a result of immigration that involve the personal identity of immigrants, their involvement in their newly found communities, reaching immigrant children in classrooms where they may not speak the dominant language, and other complexities that are often not addressed when entering new cultures. It is not surprising, then, that we now meet characters in books whose lives are forever changed in a variety of ways as they immigrate to the U.S. So, who are these characters? What are their stories? What languages and cultures do they bring with them? Does literature represent the immigrant experience in all its complexity? Are critical topics missing in the stories read by both immigrants and those who have never been outside of the U.S.? Are we as readers and teachers aware of these complexities—enough to be able to seek out particular books and to use them effectively with students to establish insight into the people who make up their fellow community members? What is the potential curricular role of children’s literature about immigration. Should immigrant literature be “core” literature in social studies and other multicultural studies? By that we mean, with few exceptions, aren’t we all the descendants of immigrants and/or reflect the immigrant experience or a blend of cultural traits in some way?
Continue reading