Americans share, regardless of background, and literary interpretations of that experience, historical and contemporary, would seem to be the proper focus for our literature programs.
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Fullinwider, Robert. 1991. “Multicultural Education.” The University of Chicago Legal Forum. 75–99.
Gates, Henry Louis, Jr. 1991. “Authenticity, or the Lesson of Little Tree.” The New York Times Book Review November 24, 1 ff.
Gonzalez, Roseann Duenas. 1990. “When Minority Becomes Majority: The Changing Face of English Classrooms.” English Journal 79.1 (Jan.): 16–23.
Hayden, Carla D., ed. 1992. Venture into Cultures: A Resource Book of Multicultural Materials and Programs. Chicago: American Library Association.
Kruse, Ginny Moore. 1992. “No Single Season: Multicultural Literature for All Children.” Wilson Library Bulletin 66.6 (Feb.): 30–34.
Nelms, Ben. 1989. “Holden's Reading.” English Journal 78.4 (Apr.): 13.
Platero, Juanita, and Sijowin Miller. 1991. “Chee's Daughter.” In Literature & Language, Grade 10. Evanston, IL: McDougal.
Ripley, Nonie. 1991. “Red and Yellow, Black and White and Brown: Minds across Five Cultures.” Unpublished handout. NCTE Spring Conference. Indianapolis, Indiana, March 14–16.
Robinson, Connie and Gingrich, Randy. 1991. “Multicultural Literacy.” Unpublished handout. NCTE Fall Conference. Seattle, Washington, November 20–24.
Savage, Marcia and Savage, Tom. 1991. “Exploring Ethnic Diversity through Children's Literature.” Unpublished handout. NCTE Fall Conference. Seattle, Washington, November 20–24.
Shore, Debra. 1991. “Our Captors, Our Selves.” The University of Chicago Magazine 83.5: 28–32.
Smagorinsky, Peter. 1992. “Towards a Civic Education in a Multicultural Society.” English Education 24.4 (Dec.): 212–228
Stotsky, Sandra. 1989. “Literature Programs and the Development of Civic Identity.” The Leaflet 88.1 (Winter): 17–21.
Stotsky, Sandra with Barbara Hardy Beierl. 1991a. “Teaching Contemporary American Literature: A Professional Dilemma.” Connecting Civic Education and Language Education: The Contemporary Challenge. New York: Teachers College P.
Stotsky, Sandra. 1991b. “Does a Literary Canon Exist in our Secondary Schools? Or How Many Students Need to Read the Same Body of Works Before It Can Be Called a Literary Canon?” Paper presented at the American Educational Research Association, Chicago, Illinois. ERIC 326 877.
Stotsky, Sandra. 1991–92. “Whose Literature? America's!” Educational Leadership 49.4 (Dec./Jan.): 53–56.
Stotsky, Sandra. In press. “Multicultural Literature and Civic Education: A Problematic Relationship with Possibilities.” Public Education in a Multicultural Society. New York: Cambridge UP.
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1. Consider Stotsky's distinction between multiethnic and multicultural literature. What rationale does she offer for including each type? What kind of balance would you strike between the drive to represent various kinds of American authors and the need to foster global or cross-cultural understandings?
2. In her discussion of stereotyping, Stotsky offers some familiar and some surprising examples of the way literature can reinforce prejudicial views of certain groups. What do you think of her discussion of young American males or the reference to works like Sounder or The Color Purple? Think of two texts that might be taught together to achieve some balance in the way groups are characterized.
3. Another unusual feature of Stotsky's analysis is the attention she pays to local and regional factors. What might be the benefit of using literature that has a local flavor? Is there a tension between Stotsky's recommendation in this