Multicultural Literature Research Articles

Impact of Multicultural Literature on Intercultural Communicative Competence Development in English Language Education: A Systematic Review

This systematic literature review investigates the impact of integrating multicultural literature (ML) on the development of intercultural communicative competence (ICC) in English as a Foreign Language (EFL) and English as a Second Language (ESL) language education. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, the review examined literature published from 2013 to 2023, analyzing the benefits, and challenges in using ML to enhance ICC in language education. 16 articles were selected based on predetermined screening criteria. The analysis identified four main themes: student engagement and attitudes, development of intercultural awareness and critical thinking, enhancement of language proficiency, and the role of teachers and pedagogical strategies. ML was found to significantly enhance students’ ICC by exposing them to diverse cultural narratives, fostering critical thinking, empathy, and open-mindedness. However, challenges such as limited availability of multicultural texts, teacher preparedness and training, assessment and evaluation difficulties, and cultural sensitivity and ethical concerns were identified. Addressing these challenges was crucial to maximizing the benefits of ML for ICC development in language education. This study provided a comprehensive overview of current research on ML in EFL/ESL education, offering insights for educators, curriculum designers, and policymakers to enhance intercultural competence through effective integration of multicultural literature. Future research directions were also discussed to guide further exploration in this critical area.

A New Model оf Intercultural Education Based оn Cultural Diversity In Secondary School: Intercultural Learning: Navigating The Multicultural Maze In Literature Instruction

In an increasingly globalized world understanding and appreciating cultural diversity through literature has become paramount in educational settings. This paper explores the intricacies of intercultural learning within the context of literature instruction, positioning it as a crucial component in fostering global awareness and empathy among students. By examining various approaches to integrating multicultural literature into the Curriculum this study highlights the challenges and opportunities educators face in navigating the multicultural maze. It argues for a deliberate, thoughtful incorporation of diverse texts that reflect a multitude of cultural experiences, thereby promoting an inclusive, empathetic, and comprehensive educational experience. Through qualitative analysis and review of current pedagogical practices, this paper aims to provide insights and strategies for educators seeking to enhance intercultural competence and cross-cultural understanding through the medium of literature.

Challenging A Contentious Discourse and Dismantling the False Divide through Multicultural Literature

Objectives: This study examines ways through which the discourse of the European centrality can be challenged to combat inequality and discrimination against “the other.” The study also aims to demonstrate the positive impact that literature and cinema, with their diverse cultures, can have in teaching students how to question European central thought by understanding the lifestyle and worldview of “the Other,” highlighting their counter-narrative, and fostering empathy and tolerance toward “the other.” Methods: To achieve this purpose, Paulo Freire’s critical pedagogy was employed to equip English language students with critical thinking skills to critique facts. Works of multicultural literature and corresponding activities were chosen to enhance the ability to disrupt the discourse of European centrality. Students' responses were recorded and analyzed to track changes in empathy levels. Additionally, through critical and analytical readings of literary texts, the study sheds light on social disparities and criticizes oppressive structures that reinforce discrimination. Results: The study revealed ways to challenge the discourse of European centrality and resist discrimination against “the Other.” It also showed the positive role played by multicultural literary texts and cinema in training students to question European central discourse by exposing them to counter-narratives and the lifestyle of "the Other." The study further confirmed that increased awareness of injustice led to improved levels of empathy and tolerance towards others, inspiring a desire to contribute to social change. Conclusions: The study contributes to expanding knowledge about using multicultural literature and cinema in educating students about discrimination and combating Islamophobia and “the Other.” This is achieved by involving students in the process of liberating their minds through questioning European central discourse and the prevailing narrative of oppression, thereby enhancing their sense of empowerment, empathy, and tolerance.

Beyond Lip Service: Decolonizing Children's Literature for Promoting Racial Pride, Equity, Achievement, and Liberation (REAL)

Children in P-12 schools are growing up in racially tumultuous times, despite the promises of desegregation since Brown vs. Board of Education. Multicultural education, included under the umbrella of equity, diversity, and inclusion, is under attack and illegal in an increasing number of school districts. Advanced placement in Black history and psychology courses and the use of diverse literature written for children and young adults have been banned by many school districts nationally. Educators are being threatened, sanctioned, reprimanded, and fired. Despite this, some teachers stand steadfast in their commitment to pedagogies that use authentic, high-quality literature about and by minoritized scholars. In this publication, I discuss the importance of gifted and talented education (GATE) students being taught Black history and culture that centers diverse literature that recognizes, respects, and celebrates similarities and differences within and across cultures including ethnicity, nationality, age, gender, gender expression, sexual orientation, socioeconomic status, physical, cognitive and emotional ability, geographic location, language, and religion. Many GATE students are avid readers and like other students, they benefit from an education that includes diverse literature. Further, I use Racial Pride, Equity, Achievement, and Liberation (REAL) to underscore the monumental need for multicultural literature due to its multitude of benefits to Black and other minoritized students. In other words, children's literature can and must be decolonized, which is supported by Bishop’s metaphor of “mirrors, windows, and sliding glass doors.”

Exploring the link between reader sentiments and ratings of children’s multicultural literature

Exploring the link between reader sentiments and ratings of children’s multicultural literature

Home–school connection framework: Elevating multilingual familial engagement capital to build bridges

AbstractSchool readiness research points to familial assets as tools for enriching home–literacy and home–school partnerships. This research informs an urgent call for reimagining educator preparedness relative to bridging students' lived experiences at home and school. Developing a multidimensional approach to effectively partnering with multilingual families that centers families as knowledge holders has potential to interrupt persistent opportunity gaps for ethnoracially and linguistically diverse learners. This conceptual paper presents a reconceptualizing of educator preparedness through what we call a home–school connection framework. This framework situates seven principal tenets—asset‐based culturally sustaining foundations, bilingual and bicultural mirrors, authentic cariño (Curry, 2021; Kwon, 2020; Martínez‐Álvarez, 2020; Valenzuela, 1999), reciprocal collaboration, anti‐bias awareness, community valuing of multicultural literature, and familial capital. This framework is applied in practice across each tenet. Preliminary findings suggest the importance of shifting dispositional stance away from educators serving families and toward educators purposefully partnering with families honoring familial engagement capital to inform multilingual multiliteracies in educational spaces.

A Critical Pedagogy Analysis of Literature Teachers’ Perspectives on The Integration of Multicultural Literature in Higher Education

This qualitative study investigates the integration of multicultural literature within higher education classrooms, examining experiences, challenges, necessary support, and perceived impacts on students. Framed within critical pedagogy theory, the research aimed to uncover insights into the transformative potential of diverse narratives. Guided by qualitative research principles, specially descriptive phenomenology, the study employs semi-structured interviews with literature instructors selected through purposive sampling. Data collection involved multiple online platforms to facilitate candid discussions, ensuring a diverse representation of perspectives. The interview guide was rigorously developed and validated through pre-testing and expert consultation, ensuring relevance to the research objectives. Interviews were recorded and transcribed verbatim for thematic analysis, a methodical approach to identifying patterns and themes within the data. Inductive reasoning guided the analysis process, allowing for theory formulation from observed patterns. Intercoder reliability checks and member-checking techniques were employed to enhance data validity and credibility. The analysis of participant responses revealed multifaceted teaching strategies, emphasizing the significance of cultural representation, innovative approaches, and fostering cross-cultural understanding. Teachers adapt their methods to accommodate diverse student voices while leveraging technology and cultural sensitivity. This study emphasises that institutions, educators, and students collectively contribute to fostering a culturally enriched learning environment. It also contributes to inclusivity and diversity in education, cultivating cultural intelligence and a broader understanding of global perspectives. The study highlights the necessity for literature teachers to have access to diverse resources, professional development opportunities, and collaboration for effective integration. Moreover, higher education institutions are crucial in supporting this integration through curriculum enhancements, resource allocation, and adequate preparation time. Despite challenges such as limited institutional support, the personal dedication and commitment of teachers and students play a pivotal role in successfully integrating multicultural literature into educational settings. These findings provide nuanced insights into the complexities of integrating multicultural literature in higher education, contributing to educational theory, policy development, and pedagogical practices.

Cultural Diversity and Curriculum

Cultural diversity in education involves incorporating various perspectives, experiences, and values into the curriculum to create a more inclusive and enriching learning environment. Cognitive and academic advantages, cultural competence, global awareness, reduced stereotyping, workforce preparedness, enhanced communication skills, creativity and innovation, and positive social and emotional development are the benefits of cultural diversity in the curriculum. Similarly, resistance from traditional structures, lack of teacher training and resources, limited representation in educational materials, time constraints, curriculum overload, resistance from learners and parents, assessment and standardization challenges, inadequate institutional support, and cultural competence gaps among educators are the challenges of it. In the same way, incorporating diverse perspectives, bed cross-cultural examples, promoting inclusive teaching practices, introducing multicultural literature and resources, collaborating with diverse guest speakers, offering language courses, integrating cultural competence training, and reflecting on cultural inclusivity are the strategies for implementing cultural diversity in education. The integration of cultural diversity into curricula offers numerous merits but is not without its obstacles. Strategic implementation, addressing resistance, and fostering institutional support are crucial for creating inclusive and culturally responsive educational environments in the context of Nepal.

Native americans in the stories of Sherman Alexie

In the XX century of American Literature the themes, new characters, new directions and genres could be observed in the novels, stories and poems. In their scholarly articles literary critics analyzed the multicultural dimension in the literature of this period as the country had raised a new generation of immigrants, who were writing about their national identities in American society. Thus XX century American literature could be considered as multicultural literature that depicted the life of new generation of people who belong to various cultures but who grew up and were educated in modern American society. In its turn this multiculturalism caused the development of different nations studies that examined this aspect of literature. Examples are Chinese, Japanese, Taiwanese and Mexican literary studies. Similarly, there is also Native American literature that studies creative works written by a new generation of Native American Indians. Representatives of Native American Literature raised several issues that young generation of native Americans are facing in American society. This paper deals with the stories of the Native American writer Sherman Alexie, whose works depict life, interests and problems of modern native Americans.

Measuring Pedagogical Transformation: A Quantitative Analysis of Critical Thinking Integration in Literary Criticism for Heightened Student Engagement and Learning Outcomes

In today’s democratic world, one of the most significant objectives of the educational system is to promote independent thinking in students regarding both academic subject matter and daily life (Ennis, 1989; Grinberg, 2004; Nelson, 2004). The necessity and significance of critical thinking in education might primarily lie in the fact that students are not passive participants in the learning process since they are no longer engaged in rote memorization of facts; rather, they need to graduate from educational institutions that engage them in learning that improves their thinking skills. Empirical research suggests that benefits accrue to students who possess the ability to think critically; hence, many institutions need to incorporate instruction oriented toward providing students with critical thinking skills (Tsui, 1999; Stupnisky et al., 2008) through programmed interventions that vary from the traditional instructional approach (Sanz de Acedo Lizarraga et al., 2009). This paper examines the significance of the application of a literature-based critical thinking program and its impact on both students’ critical thinking skills and teachers’ and students’ beliefs about literature instruction. The study employed both qualitative and quantitative research methods, namely, survey research and One-Group Pre-Test/Post-Test Design. It is based on one group pre-test–post-test design, a quasi-experimental design, in which a seven-week literature-based critical thinking program involving 34 students attending an English Language and Literature Department was implemented. Data regarding the present critical thinking situation and change process were collected through questionnaires, interviews, and classroom observations. T-test results show a significant change between the students’ pre-critical thinking and post-critical thinking levels. These findings indicate that a literature-based critical-thinking program leads to more student-centered classrooms and creative literature instruction that fosters the development of students’ critical thinking skills. Another major purpose of this research study is to discover and understand the experiences and perspectives of teachers on the topic of using multicultural literature as responsive pedagogy to engage cultural understanding. Therefore, the study will also be conducted using a qualitative research approach involving a literature review and semi-structured interviews.

The Kansas Literary Canon: A Study of Texts Taught in High School English Courses

Selecting diverse texts is vital for creating culturally inclusive and responsive literacy classrooms. However, despite growing student diversity and a push for multicultural literature curricular adoption, little impact has been made on secondary teacher multicultural text selection. This text selection stagnation begs further examination amidst the alarming context of a marked reading decline in U.S. classrooms wherein fewer than one-third of students entered high school as proficient readers this year (Nation’s Report Card, 2022). This study uses data from recent high school graduates to unfurl text selection practices in Kansas high school English classrooms. Study results detail Kansas's most frequently taught texts, compare these texts to two previous studies, and suggest a continued homogeneity in text selection. These results demonstrate the need to understand the factors influencing text selection practices and the impact of traditional text selection on students’ engagement, motivation, and learning.

Translation in the Dubbed Films in “Seventeen Years” (1949-1966) from an Occidentalism Approach: Two Case Studies of Great Expectations and Salt of the Earth

This paper focuses on dubbed films in the “Seventeen Years” (1949-1966) after the founding of the People’s Republic of China, during which period China imported and translated 18 films from the United Kingdom and the United States to construct unreal, hallucinating images of the Western world. Two case studies, namely Great Expectations and Salt of the Earth, are examined and the study finds that translation played a significant role in changing the plot, lines and narratives. Simultaneously, translation helped maintain the humanistic values and literary content in the films. Occidentalism is used as the framework to explore the role of translation and media production in molding the products of multicultural literature in different cultures. The study of the film industry in the “Seventeen Years”, especially the dubbed and subtitled films, requires a rethinking of the contents and functions. Dubbed and subtitled films from the West followed the Occidentalist discourse, like those imported from the Soviet bloc, and helped promote China’s cultural leadership and supported its social and political practices, but at the same time the translation helped retain the aesthetic and humanistic aspects of the original films and served as counter-Occidentalist discourse. The findings reveal that Occidentalist discourse in translation functions to strengthen the state ideology and translation also functions as counter-Occidentalist through retaining humanism and artistic features of the films.

Y. TAWADA’S WORKS IN MULTICULTURAL CONTEXT

The present paper investigates the stylistic and philosophical-aesthetic features in the works written by Y. Tawada, a contemporary Japanese-German author. The unique position occupied by the author in the literary space leads us to consider her works in the context of multicultural and postcolonial theories. Being stuck between two opposite cultural paradigms and literary traditions — Eastern and Western European — the writer does not fit into either of them. Such a unique position impacts on the author’s view on the problems typical for multicultural literature, such as search for identity, creation of one’s own self in a polyphonic globalized world, cultural dislocation and homelessness experience. In our article particular attention is paid to studying the image of a multicultural writer who is situated at a cultural crossroads and is a nomad in a broadest sense. As a result of the research, it has been found out that development of a new identity takes place in the so-called third or “interstitial space”, where two opposing worldviews meet. Linguistic experiments and unique attitude to universal language codes as a means of intercultural communication are dominant in the author’s writing style. The author is in search of her lost identity. These searches are associated with the searches of the protagonists who suffer from a traumatic experience and go through the loss of their own roots. In the works under analysis the influence of the Japanese literary tradition can be traced. Y. Tawada turns to the genre of monogatari, typical for Eastern literature. In general, the poetic features of the author’s prose are illustrated through examples from the works “Where Europe Begins”, “Suspects on the Night Train” and “Memoirs of a Polar Bear”.

Hybridity and the Quest for Self-Identity: A Critical Analysis of Nadia Hashimi's "Sparks Like Stars" ( 2021)

This study addresses the depiction of cultural hybridity and its ramifications on self-identity within Nadia Hashimi's "Sparks Like Stars" (2021), focusing on the protagonist's challenges and opportunities in navigating multiple cultural identities. The research problem centers on understanding the complex interplay between cultural hybridity and individual identity formation in a postcolonial context. Significantly, This approach adds to questions on how literary autobiographical narratives manage cultural hybridity in contemporary society. Employing Peter Morey's theoretical framework on cultural representation, the study aims to dissect the nuanced portrayal of the protagonist's journey towards self-identity, amidst the backdrop of inherited and acquired cultural influences. The novel's intricate exploration of cultural hybridity's impact on identity and the protagonist's struggle and growth as a postcolonial identity symbol.The study concludes by affirming the essential role of cultural hybridity in shaping complex individual identities, thereby enriching the discourse on postcolonial studies and multicultural literature.

이민진의 <파친코>를 활용한 다문화 문학 교육 방안

The purpose of this paper is to design a reading class for multicultural literature using the novel <Pachinko> by Min Jin Lee, a 1.5th generation Korean-American author. In Chapter 2, reviews were conducted, and in Chapter 3, the author and the outline of the work were first examined, and the characteristics, narrative structure, and content development flow were examined. It also discussed what essential characteristics and elements of <Pachinko> can be used as materials for multicultural literature education. Chapter 4 established a theoretical foundation for multicultural literature education and discussed the principles and points of instructional design. Finally, actual classes were designed and learning activities for each class were devised. After designing the entire class by dividing it into six classes by considering the goals and contents of the class and the narrative development of the work, the class goals and learning activities for each class were organized. Unlike previous studies on <Pachinko>, this paper is meaningful in that it explored the possibility of use as a multicultural education material and prepared practical instructional design plans.

‘All American boys’ in the time of George Floyd: how multicultural literature can address racism’s effect on community health

Abstract Multicultural Literature is an educational tool that has been increasingly used in adolescent education to help understand the impact of police brutality. Limited research is available on the impact of multicultural literature and its ability to educate themselves on the effects experienced by communities affected by police brutality. Through the implementation of multicultural literature, people would be exposed to both the experiences of the individuals getting assaulted and the community that is affected once an incident occurs. When reading these stories, they are emotionally connected to the stories, which have been proven to show a deeper understanding of the topic. This article will analyze a specific book, ‘All American Boys’, and its potential impact on community health through fostering empathy and giving a deeper understanding of community impact in a heavily monitored community. As more books that introduce topics like this get restricted from students, it is necessary to analyze the potential benefits multicultural literature can bring to adolescents both through reading comprehension and human connection.

By Way of the Heart: Cultivating Empathy Through Narrative Imagination

When trying to promote empathy, it is not sufficient to merely learn about other people and cultures if we seek to understand them better (Case, 1993). As a language arts teacher and researcher, the author sought to explore the potential for multicultural literature to expand adolescent learners’ worldviews and shape their perceptions as global citizensthrough classroom inquiry. This doctoral research features the case study of her Grade 8 class. Findings revealed that through narrative imagination (Nussbaum, 1997), learners’ experiences led to emerging themes of empathy, insight, and agency. This article focuses on the most prominent of these themes: empathy.

The current paradigm and its manifestation in multicultural literature

The article focuses on manifestations of the metamodern philosophical paradigm in contemporary multicultural art, particularly in an American immigrant novel. In recent years, there has been a wide discussion on naming and defining the ongoing reality, so the related theories have been reviewed to identify the current period characterized by globalization and, thus, cross-culture diversification of the communities. According to our research, multiculturalism can be defined as a social policy of metamodern diversity. Analyzing multicultural literature, we have illustrated how the distinguishing features of the metamodern worldview, like constant oscillation, reconstruction, metaxy, pluralism, etc., are expressed in the content and form of multicultural literature. The research findings may contribute to the further understanding the multicultural nature of metamodern principles in philosophy, cultural studies, and social relations.

Navigating Diversity in Plural Indonesia

The research aimed to show the supposedly unquestionable national slogan ‘Unity in Diversity’. It still got severe challenges today, as proven by the rise of religious, political, and psychological underpinnings of intolerance surrounding the 2019 presidential election, politically dividing Indonesian into pros or cons of NKRI (Negara Kesatuan Republik Indonesia or The United Nations of Indonesia). This was a reader response research of EnglishDepartment students using short stories to gather their perspectives on the role of Multicultural Literature (ML).The short stories were taken from internationally recognized authors from Indonesia, the USA, Japan, France, China, and Egypt. Questionnaires and interviews were used to intensively collect the participants’ experiences and ideas. The results of the research show that diversity problems are identified, and solutions are proposed through the literary learning curriculum design and process. It also shows the need to promote multicultural literature practice for English department students. The mastery of Multicultural Literary Competence is finally proposed as one of the golden goals of Indonesian national education, where diversity is the true color of Indonesia to easilyequip graduates to become global citizens. Today’s interconnected, globalized world has required millennials to possess CQ (Cultural Quotient) regardless of their diverse background. This CQ can effectively be cultivated through multicultural literature in a multicultural education system. Only through mastering CQ cultivated through ML are Indonesian graduates ready to enter the global and digital competition as global citizens.

Multiculturalism in Teju Cole's Novel "Open City"

The object of the study is the modern American multicultural prose of the late XX-early XXI century, the subject of the study is the situation of multiculturalism. The research material is the novel "Open City" by the modern American writer of Nigerian origin Teju Cole, published in 2012. The purpose of the study is the relevance of this study due to several factors. Firstly, at this stage, both in foreign and domestic literary studies, one can observe a continuing interest in highlighting various features of multicultural literature in the United States. Secondly, today T. Cole is a significant author in the modern literary space of the USA. The novel we are analyzing is distinguished by its appeal to the iconic trends of modern US literature and is an interesting material for research in the context of the designated topic. If the work of many representatives of the multicultural prose of the USA of the late XX-early XXI century became the subject of scientific research, the work of Teju Cole is practically not studied. In this regard, the novelty of our research lies in the fact that for the first time in Russian literary studies, an analysis of the novel "Open City" is provided from the point of view of the functioning of various cultures and their influence on the formation of the identity of the protagonist. As a result of the research, we come to the conclusion that the novel highlights the multicultural situation in which the main character finds himself. Such a situation causes a mental crisis in the mind of the hero, since he cannot fully feel his belonging to any of the cultural components.