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ERIC Number: EJ1053470
Record Type: Journal
Publication Date: 2015
Pages: 7
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1521-0960
Exploring Names and Identity through Multicultural Literature in K-8 Classrooms
Peterson, Barbara; Gunn, AnnMarie; Brice, Alejandro; Alley, Kathleen
Multicultural Perspectives, v17 n1 p39-45 2015
Children's names reflect their gender, culture, religion, language, and family history. Use of students' personal names has the power to positively affirm identity and signal belonging within the classroom and school community. However, naming practices also have the power to exclude, stereotype, or disadvantage students. For many students from diverse cultural and linguistic backgrounds, their names can be a source of cultural conflict and a watershed for issues of identity and belonging within the school setting. Through multicultural explorations of students' names, educators can affirm students' cultures and identities, and draw upon these as resources to support learning and development from early childhood through the adolescent years. The purpose of this article is to (a) discuss the importance of a person's name to cultural identity, (b) describe strategies to build multicultural communities in K-8 classrooms through exploration of students' names, and (c) suggest multicultural children's literature and curricular activities to teach about the importance of personal names, and develop cross-cultural understandings.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A