(Mis)Reading Different Cultures: Interpreting International Childrens Literature from Asia

(Paperback)

Available Formats

Publishing Details

Classifications

Physical Properties

Description

Teachers selection of the literature they use in instruction frequently depends on how they interpret, in other words whether or not they accurately take in the authors perspectives. This point presents a particular challenge in the selection of international literature. International literature reflects a countrys and a regions unique cultural values and practices and is usually not written for people outside the country of origin. Therefore, it is possible that readers in other countries may not understand/be aware of those values and misinterpret the stories. Since Asian and the Western countries, including the U.S., hold maximum sociocultural differences and the perceived cultural distance has remained significantly wide, reading and interpreting literature from Asia can present tremendous challenges to Americans. The book addresses the challenges teachers face when interpreting and teaching with international childrens literature from Asia. The book engages readers with comprehensive coverage on theories, concepts, pitfalls, and applications when endeavoring to use international childrens literature from Asia in classrooms. The book should be used to teach how interpretations/worldviews vary by cultures, and how power influences such interpretations/worldviews. Strategies and frameworks will be provided relating to how teachers can be more culturally conscious of their own biases and develop culturally authentic interpretations.

Reviews

Yukari and Daniel Amos have produced a crucial addition to the teaching of language arts with (Mis)Reading Different Cultures: Interpreting International Childrens Literature from Asia. This edited collection of essays invites and obliges teachers, parents, teacher educators, and specialists to broaden their scope of childrens literature by encompassing into the curriculum iconic titles written by Asian authors. Even the most veteran and experienced literacy educators will be find nugget after nugget of practical and theoretical gems to assimilate into their practice and classrooms. This book addresses a glaring void in teacher training, professional development, and overall pedagogical understanding namely awareness and appropriate utilization of literature written by, and in the language of Asian writers of childrens books. I expect this text to show up on many syllabi of childrens literature courses in teacher education programs. -- Cory Gann, professor emeritus, Central Washington University, Ellensburg, Washington
Educators from all walks of life need to nurture future generations to be globally successful citizens. Global awareness and cultural sensitivity are among the first steps necessary to achieve this. This book is way overdue for teacher candidates training so that the participants will be sensitive to all cultural differences in their students so that their students will learn to be sensitive to their future colleagues. Furthermore, this is an excellent guide book for public school teachers and teacher candidates to instill a love of reading in their students through awakening young readers curiosity by reading books and stories from different cultural and historical perspectives. It is well understood that current teacher education programs do not include enough cultural education and ethnic sensitivity. In order to meet the needs of k-12 students global future, this is a must read for current teachers and teacher candidates. -- Fumie Hashimoto, professor and associate dean, College of Education and Counseling Psychology, Saint Martins University, Lacey, Washington

Author Bio

Yukari Takimoto Amos is a full professor at Central Washington University. She teaches a wide range of subjects including Asian Studies, linguistics, and multicultural education. With graduate training at both Japanese and U.S. universities, she has been a professor or an instructor in Japan, Singapore, the United States, and Hong Kong. Daniel Miles Amos was the first U.S. graduate student to successfully complete ethnographic research in the Peoples Republic of China. He has held academic positions at several universities, including the Chinese University of Hong Kong and Beijing Normal University in greater China, and Clark Atlanta University in the United States.