Reflection: McDaniel's article, "Critical literacy: A Questioning stance and a possibility for change," is based on how critical literacy ties into children's literature. Critical literacy involves assessing one's literature and questioning it. Sometimes, the stories that children read can be very influential, and possibly impact their character and their perception of the world. . Thus, developing critical literacy would allow students to read about all types of literature, and feel empowered. Critical literacy encourages readers to develop critical thinking and ask critical questions. Teachers can only teach their students to be critical readers if they themselves are also critical readers. Teachers must be able to understand the literary theory in order to produce critical readers in the classroom. Children should be able to recognize the underlying meaning or true message and values hidden in a story, and be able to learn from this. Thus, students should critically assess all stories that they read and think deeply about what they are seeing and reading. Various books should be introduced into the classroom that support critical literacy.
Multicultural picture books read:
Flack, M., & Wiese, K. (1933). The story about Ping. New York, NY: [Viking Press].
Ketteman, H., & Greenseif, D. (2007). Waynetta and the cornstalk: A Texas fairytale. Morton Grove, IL: Albert Whitman.
Say, A. (1993). Grandfather's journey. Boston: Houghton Mifflin Company.
Steptoe, J. (1987). Mufaro's beautiful daughter: An African Tale. New York: William Morrow & Company.
Multicultural literature can be linked to critical literacy. Multicultural books usually portray stories from a different perspective and contain underlying meaning and values. Thus, if students learn to critically read, they would be able to determine these underlying ideas and see the bigger picture with what they are reading. For example, in "The Story about Ping," children are able to learn about Chinese culture, are able to explore individual differences and even bigger issues such as family relationships and separation from families. From a noncritical viewpoint, students may interpret this story simply as a family of ducks who live on a boat. However, when critical literacy skills are developed, students would be exposed to the more important value of the text, and would be able to question it.
"Mufaro's Beautiful Daughter : An African Tale" is a great way to show students that cinderella and other princesses do not all have to be the same. These daughters are from Africa, and look different from the generic princesses. This may provoke questions from readers like, "Why aren't there many other princesses the same color as Nyasha and Manyara?" Thus, it provides a wider understanding of how the world works.
"Waynetta and the Cornstalk" also provides students with a different perspective and culture compared to the traditional tale.
These texts should be used in the classroom to help children discover underlying ideologies. Children would be exposed to a variety of perspectives in order to gain a better understanding of the world as well as themselves. Readers are introduced to many aspects of life such as culture, identity, stereotypes, racism etc. With books like these, children can decide for themselves what they think, and how they feel about such issues.
Multicultural picture books read:
Flack, M., & Wiese, K. (1933). The story about Ping. New York, NY: [Viking Press].
Ketteman, H., & Greenseif, D. (2007). Waynetta and the cornstalk: A Texas fairytale. Morton Grove, IL: Albert Whitman.
Say, A. (1993). Grandfather's journey. Boston: Houghton Mifflin Company.
Steptoe, J. (1987). Mufaro's beautiful daughter: An African Tale. New York: William Morrow & Company.
Multicultural literature can be linked to critical literacy. Multicultural books usually portray stories from a different perspective and contain underlying meaning and values. Thus, if students learn to critically read, they would be able to determine these underlying ideas and see the bigger picture with what they are reading. For example, in "The Story about Ping," children are able to learn about Chinese culture, are able to explore individual differences and even bigger issues such as family relationships and separation from families. From a noncritical viewpoint, students may interpret this story simply as a family of ducks who live on a boat. However, when critical literacy skills are developed, students would be exposed to the more important value of the text, and would be able to question it.
"Mufaro's Beautiful Daughter : An African Tale" is a great way to show students that cinderella and other princesses do not all have to be the same. These daughters are from Africa, and look different from the generic princesses. This may provoke questions from readers like, "Why aren't there many other princesses the same color as Nyasha and Manyara?" Thus, it provides a wider understanding of how the world works.
"Waynetta and the Cornstalk" also provides students with a different perspective and culture compared to the traditional tale.
These texts should be used in the classroom to help children discover underlying ideologies. Children would be exposed to a variety of perspectives in order to gain a better understanding of the world as well as themselves. Readers are introduced to many aspects of life such as culture, identity, stereotypes, racism etc. With books like these, children can decide for themselves what they think, and how they feel about such issues.