Critical Multicultural Analysis of Children's Literature

Maria José Botelho, Ed.D., was a faculty member at the Ontario Institute of Studies in Education of the University of Toronto and is currently Assistant Professor of Literacy Education in the Language, Literacy, and Culture Concentration of School of Education at the University of Massachusetts Amherst. Masha Kabakow Rudman, Ed.D., is Professor of Children’s Literature and Multicultural Education in the Language, Literacy, and Culture Concentration of School of Education at the University of Massachusetts Amherst.

• Foreword, Sonia NietoPrefaceAcknowledgmentsChapter 1 The Metaphors We Read By: Theoretical Foundations Chapter 2 The Historical Construction of Children’s Literature Chapter 3 Reading Literacy NarrativesChapter 4 Deconstructing Multiculturalism in Children’s Literature Chapter 5 Theorizing Critical Multicultural Analysis of Children’s LiteratureChapter 6 Doors to the Diaspora: The Social Construction of Race Chapter 7 Leaving Poverty Behind: The Social Construction of ClassChapter 8 Genres as Social Constructions: The Intertextuality of Children’s LiteratureChapter 9 Cinderella: The Social Construction of GenderChapter 10 Shock of Hair: The Endurance of Hair as a Cultural Theme in Children’s LiteratureChapter 11 Teaching Critical Multicultural AnalysisFurther Dialogue with Mingshui Cai, Patrick Shannon, and Junko YokotaAPPENDICESAppendix A Children’s Book AwardsAppendix B Children’s Book PublishersAppendix C Power Continuum: How Power is ExercisedAppendix D Critical Multicultural AnalysisAppendix E The Publishing Practices of the Mexican American Migrant Farmworker Text Collection Appendix F Children’s Literature JournalsAppendix G Online Resources

"This book is particularly useful for teachers, teacher educators, and researchers interested in designing curriculum for reading children’s literature with a sociopolitical context in mind….By thoughtfully integrating both classroom practice and theory across the book, Botelho and Rudman equip readers with valuable reading strategies to "guide children in reading dominant discourses of race, class, and gender and identify how ideology is rendered in the materials they read" (p. 94)."--Language Arts