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This book acknowledges the existence of high quality nonfiction
children's literature that may serve as a basis for conversation
about civic engagements and our roles as global citizens. It
touches on our social history, and offers ideas for how educators
might be able to engage readers in healthy and useful dialogues on
what it means to be human and how nonfiction texts attempt to
reconstruct this reality in this quest to recognize our collective
humanity.
First awarded in 1993, the Americas Award is given in recognition
of books that authentically and engagingly portray Latino/as in
Latin America, the Caribbean or the United States. By combining
both and linking the Americas, the award reaches beyond geographic
borders, as well as multicultural-international boundaries,
focusing instead upon cultural heritages within the hemisphere. The
Award is unique in that selects Latino/a youth literature for
classroom use and in that it focuses on the entire Western
Hemisphere. Scholars from the fields of literature, education,
lbrary science, and theater engage with Latino/a Critical Race
Theory (LatCrit) in this ecollection of essays about the Americas
Award, the Award-winning and honored books, and the contexts in
which the books are used. This collection offers essays on the
history of the award, close readings of Award-winning and honored
books situated in the classroom, and discussions of how best to use
the books in the classroom, library and theater.
Using the lens of Culturally Responsive Teaching (CRT) a pedagogy
that recognizes the importance of including students' cultural
references in all aspects of learning (Ladson-Billings, 1994), this
book presents empirical studies and personal stories, examples
across immigrant and refugee experiences including African, Asian
and Latin immigrants. The chapters focus on the educational
wellbeing of immigrant children and their families, and on bringing
the home, school and community together as a united force to meet
their needs.
This book presents the experiences of immigrant children and their
families in the US. We use the lens of Culturally Responsive
Teaching (CRT), a pedagogy that recognizes the importance of
including students' cultural references in all aspects of learning
(Ladson-Billings, 1994). Teachers become culturally relevant when
they intentionally acknowledge and incorporate the experiences of
all their students. They ensure that all students feel welcomed in
their classrooms, regardless of their cultural, racial or ethnic
backgrounds. The ongoing negative debates surrounding immigrant
populations, center on minority immigrants. We believe that all
immigrant students can succeed in the US education system if given
the most appropriate experiences to support their learning. We
advocate for employing a culturally responsive stance to achieve
this. To that end, this book shares diverse experiences from
different minoritized immigrant groups, in the hope that these
stories illuminate the importance of acknowledging and celebrating
all students and their experiences in the school, home and
community.
This book presents the experiences of immigrant children and their
families in the US. We use the lens of Culturally Responsive
Teaching (CRT), a pedagogy that recognizes the importance of
including students' cultural references in all aspects of learning
(Ladson-Billings, 1994). Teachers become culturally relevant when
they intentionally acknowledge and incorporate the experiences of
all their students. They ensure that all students feel welcomed in
their classrooms, regardless of their cultural, racial or ethnic
backgrounds. The ongoing negative debates surrounding immigrant
populations, center on minority immigrants. We believe that all
immigrant students can succeed in the US education system if given
the most appropriate experiences to support their learning. We
advocate for employing a culturally responsive stance to achieve
this. To that end, this book shares diverse experiences from
different minoritized immigrant groups, in the hope that these
stories illuminate the importance of acknowledging and celebrating
all students and their experiences in the school, home and
community.
Using the lens of Culturally Responsive Teaching (CRT) a pedagogy
that recognizes the importance of including students' cultural
references in all aspects of learning (Ladson-Billings, 1994), this
book presents empirical studies and personal stories, examples
across immigrant and refugee experiences including African, Asian
and Latin immigrants. The chapters focus on the educational
wellbeing of immigrant children and their families, and on bringing
the home, school and community together as a united force to meet
their needs.
This book recognizes nonfiction text as a staple part of the
literacy curriculum and advocates that educators include it in
their daily practices. It offers innovative ideas on how these
texts can be used to nurture literacy acquisition, growth, and
fluency in and out of the classroom.
This book recognizes nonfiction text as a staple part of the
literacy curriculum and advocates that educators include it in
their daily practices. It offers innovative ideas on how these
texts can be used to nurture literacy acquisition, growth, and
fluency in and out of the classroom.
Educators who teach children's literature at the college level as
part of the pre-service experience seldom allocate enough space in
the curriculum for nonfiction literature. This book recognizes the
viability of nonfiction as a literary genre that demands critical
analysis, celebrates storytelling in its varied forms, and invites
teacher educators and pre-service teachers, our primary audience,
to nurture a spirit of inquiry and skepticism in the classroom. It
is an excellent resource for teacher educators looking for a
variety of nonfiction texts to include in their literacy curriculum
at both the undergraduate and graduate levels. It also offers
critical approaches through which students are encouraged to read
these texts, and ideas for critical inquiry with young learners.
This book acknowledges the existence of high quality nonfiction
children's literature that may serve as a basis for conversation
about civic engagements and our roles as global citizens. It
touches on our social history, and offers ideas for how educators
might be able to engage readers in healthy and useful dialogues on
what it means to be human and how nonfiction texts attempt to
reconstruct this reality in this quest to recognize our collective
humanity.
The all new essays in this book discuss Black cultural retellings
of traditional, European fairy tales. The representation of Black
protagonists in such tales helps to shape children's ideas about
themselves and the world beyond their limited experiences. Allowing
them to see themselves in traditional tales strengthens connections
with the world and can ignite a will to read books representing
diverse ethnic and cultural characters. Also discussed is the need
for a multicultural text set which includes the multiplicity of
cultures within the Black Diaspora. The tales referenced in the
text are rich and diverse in perspective, illuminating stories such
as Aesop's fables, Cinderella, Rapunzel and Ananse. Readers will
see that stories from Black perspectives adhere to the dictates of
traditional literary conventions while steeped in literary
traditions that can be traced back to Africa or the diaspora.
Educators who teach children's literature at the college level as
part of the pre-service experience seldom allocate enough space in
the curriculum for nonfiction literature. This book recognizes the
viability of nonfiction as a literary genre that demands critical
analysis, celebrates storytelling in its varied forms, and invites
teacher educators and pre-service teachers, our primary audience,
to nurture a spirit of inquiry and skepticism in the classroom. It
is an excellent resource for teacher educators looking for a
variety of nonfiction texts to include in their literacy curriculum
at both the undergraduate and graduate levels. It also offers
critical approaches through which students are encouraged to read
these texts, and ideas for critical inquiry with young learners.
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