Exploring the effects of a multicultural literature intervention on children’s creative writing skills

Abstract

Multicultural literature can be used as a pedagogical tool to promote the voices of marginalised communities (Yokota, 2001). At present, most of the research on multicultural literature focuses on studies which are based in America. To address this research gap, this study aimed to explore the effects of one Scottish primary school’s bespoke multicultural literature intervention by analysing stakeholders ‘perspectives on pupils’ creative writing skills post-intervention. Four focus groups were conducted with: the senior management team, class teachers, P7 pupils, and the authors/illustrators who participated in the intervention. Through thematic analysis (Braun & Clarke, 2006), two overarching themes were identified: Developing Critical Awareness and Promoting Culturally Diverse Stories. The findings suggested that the intervention helped to: develop pupils ‘critical awareness skills; enrich pupils’ creative writing skills; and normalise multiculturalism. From a Scottish context, these findings illustrate how the multicultural literature intervention appeared to have a positive effect on P7 pupils.