Border Crossing: Children in the Cultural Crossfire

by Julia López-Robertson with Amanda Dunnigan & Rebecca Martin
University of South Carolina

In A Step from Heaven, An Na invites us on the Parks’ journey as a recently arrived Korean family who migrated to the United States (Mi Gook) seeking a better life. Young Ju, our seven year old protagonist, believes that Mi Gook is heaven, but is it? The family’s new life in the United States is full of contradiction and chaos; they desire to belong and fit in while still maintaining their Korean heritage, is this possible? As we continue to serve more immigrant children in our schools, how can we help them cross borders between life inside the home vs. life outside in the world?
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Border Crossings: Tangled Threads

by Julia López-Robertson, Michelle Metts and Tracy Spires, University of South Carolina

Immigrant students face significant challenges in balancing their home culture and American culture. In Tangled Threads: A Hmong Girl’s Story (Shea, 2003), Heather and Lisa assimilated to the American culture and brought heartache and disappointment to their parents and grandmother. Many parents display tremendous bravery in bringing their families to America, only to lose their children to American culture (Buley-Meissner, 2002). ESOL (English to Speakers of Other Languages) teachers can assist students in embracing their home culture. Continue reading →

The Space Between : A beginning journey into border crossing

by Julia López-Robertson & Lillian Reeves, University of South Carolina

Emergent bilinguals make up 8.2% of the total population of all children under the age of 18 in South Carolina. While there are many languages spoken by immigrant children in our schools, Spanish is the most widespread language spoken by 40,000 of all emergent bilinguals (http://www.migrationinformation.org/ellinfo/FactSheet_ELL3.pdf). The Latino population has been on a steady increase nationally and in South Carolina specifically the population growth has been staggering; as reported by the American Community Survey, the change in the Latino population in the state of South Carolina in the period between 2000-2009 was 115.5%; in 2000 the Latino population was 94,652 and in 2009 it was 203, 939
(http://pewhispanic.org/files/factsheets/hispanics2009/Table%2014.pdf). Yet, when I arrived at the University of South Carolina in 2006, I taught the first course that had anything to do with teaching emergent bilinguals (while the state of South Carolina uses the term English Language Learner to describe children who will learn English as an additional language, I prefer emergent bilinguals (see García & Kleifgen, 2010).
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Strategies for Reading and Discussing Paired Books

Kathy G. Short, University of Arizona

An exploration of strategies for pairing and reading books alongside each other was at the heart of my teaching in a recent global literature course. Once I realized the power of reading books within the context of other books, I brainstormed pairings that could be productive to explore and made stacks of books that I sorted and resorted to find different points of connections. I was intrigued by how my understandings of a book shifted when that book was juxtaposed with different books. The significance of perspective quickly became clear—the most interesting pairings were ones where the two books offered distinctly different perspectives on a particular event, culture, theme, or issue. The two books needed to challenge each other in some way, not simply be connected by a surface-level topic.
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Paired Books: Reading a Book in the Context of another Book

Kathy G. Short, University of Arizona

Critically reading books set in global cultures is difficult when you only have surface knowledge about those cultures. In a global literature class, we found that reading a book in the context of other books provided us with perspectives that facilitated more critical reading. One effective strategy was to read paired books that were from the same culture or had similar themes, but provided differing perspectives. These pairings often exposed problematic issues, such as the domination of western views or assumptions about race, class or gender. The books in each pair were selected to reflect opposing points of view and so we were able to read the books against and beside each other, which supported us in uncovering problematic issues. We learned how to read critically as we read globally.

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Never Read a Book Alone

by Kathy Short, University of Arizona, Tucson, AZ

One of the lessons that I have learned as a reader of global literature is to never read a book by itself–to always read a book alongside other books. Over and over, I find that our interpretations and connections change dramatically when we read paired books or read a book within a larger text set or collection. Throughout the next month, my blogs will focus on my experiences of reading books alongside each other, most recently within a graduate course on global literature.

This blog focuses on an example of how our perspectives on a book can change dramatically when we read it within a broader collection. Mirror, written and illustrated by Jeannie Baker (2010), is an Australian picture book that is receiving enthusiastic reviews as visually stunning with a thoughtful message of global interdependence. As an individual piece of literature, this picture book is exemplary and deserving of awards and recognition as an aesthetic masterpiece. When considered within the political structures of our society and the broader collection of children’s books, however, the book is problematic and raises provocative questions about the responsibilities of authors, reviewers, and readers.
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A Conversation with Just Us Books

by Ann Parker, Pima Community College, Tucson, AZ

Last week, we published an interview with Dana Goldberg of Children’s Book Press. He shared his beliefs and strategies for operating a successful small, independent press publishing multicultural and bilingual literature for children. This week, we present an interview with Wade Hudson, Publisher and CEO of Just Us Books.
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A Conversation with Children’s Book Press

by Ann Parker, Pima Community College, Tucson, AZ

Last week, we heard from Jason Low from Lee and Low Books, a company that focuses on writers and illustrators of color. This week, we present an interview with Dana Goldberg, Executive Editor of Children’s Book Press.
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Confronting History: Using Realistic Fiction to Reflect on Historical Journeys

Yoo Kyung Sung, University of New Mexico, Albuquerque NM

This winter, while visiting Seoul, I felt like I a special reporter assigned to a foreign country. While I am there, Seoul amazes me with its advanced technology and great public services that I wish were available to me in the U.S. Korea is busy, young, and somewhat more modern than I remember from my last visit. I go to places where crowds of foreign tourists enthusiastically hang out. People, old and new, meet at Starbucks and other European coffee franchises. They are beloved here. All of it makes me feel like I am in a real city. Watching sophisticated Korean people subtly reminds me that my new home is Albuquerque. I grew up in Korea and married a Korean man from Seoul. Visiting Korea every other year allows me to comprehend the many rapid changes in Seoul. It is my native culture, yet it is no longer home.

Bookstores are also places that I feel and notice changes. Selections in the children’s area as well as the young adult section are growing more rich and creative. Floods of new genres and themes in children’s literature thrill me. I just want to sit down and read them all!

As I reflect on my experiences living in the U.S. I often focus on how Korea is perceived by the many Americans I meet. When I moved to the U.S. about 10 years ago, people often tried to engage me in a conversation based on their knowledge of Korea. All too often Korea is still remembered within the context of the Korean War, fought some sixty years ago. Sometimes, younger adults ask me whether I am from South Korea or North Korea. It is obvious that they don’t recognize the difference. Before my departure on this current trip, I was frustrated with most American’s limited knowledge about Korea and the Korean War. The question, “Which Korea are you from?” seems innocent enough, yet it reveals an ignorance of the politics on the Korean peninsula.
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Confronting History: Young Korean Diasporas During WWII and the Chinese Cultural Revolution

by Yoo Kyung Sung, University of New Mexico Albuquerque NM

Why, in the classroom, is immigration often presented only as a parochial issue? Seldom do U. S. students read and discuss migration as a worldwide political and economic concern. Far too often their understandings of other countries are formed from easily generalizable geographical and cultural information. This denigrates the complexity of socio-political realities and the historical experiences of other countries. For example, they often reference Africa as one large nation instead of as a continent of many countries and diverse cultures. They are primarily aware of dominant groups within countries who, for their part, are frequently dismissive of others (i.e. Koreans in Korea dismissing non-Koreans). Sophisticated inquiry required for deeper understandings of global issues is too often neglected. I want to, then, introduce two books that may challenge such superficial assumptions about other nations.
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Worlds of Words

International Collection of Children’s and Adolescent Literature

Books & Resources