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ERIC Number: ED371401
Record Type: Non-Journal
Publication Date: 1994
Pages: 241
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8141-0972-1
ISSN: N/A
Crossing the Mainstream: Multicultural Perspectives in Teaching Literature.
Oliver, Eileen Iscoff
Intended to help literature teachers examine ways in which the traditional canon can be expanded to include diversity in curricular choices, this book invites readers to work together to find new and better ways to introduce an ever-changing student body to what has heretofore been either unacknowledged or undervalued. The book is divided into three sections. Part 1, "Multicultural Literature for Whom?" develops a rationale for expanding the canon to include multicultural literature in every student's experience and also confronts the issue of censorship. Part 2, "Curricular Challenges: Beyond Eurocentric Values," begins the task of cataloging the multitude of literary works that might be included in the new repertoire and also explores the process of learning a different kind of critical analysis. This section of the book also provides comprehensive bibliographies of African American, Asian American, Jewish, Latino, Native American, and cross-cultural literatures, as well as bibliographies of literature addressing emotional/mental and physical disabilities, homelessness, homosexuality, older adults, teenage suicide, and Vietnam veterans. Finally, Part 3, "Teaching Strategies for Multicultural Literature," gives examples of how multicultural works can be incorporated into literature courses. Also included are discussions of incorporating multicultural perspectives within composition classes, assessing student writing, and making interdisciplinary connections in teaching multicultural literature. (NKA)
National Council of Teachers of English, 1111 West Kenyon Road, Urbana, IL 61801-1096 (Stock No. 09721-3050: $14.95 members, $19.95 nonmembers).
Publication Type: Guides - Non-Classroom; Books
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: National Council of Teachers of English, Urbana, IL.