(Mis)Reading Different Cultures

Interpreting International Children’s Literature from Asia

Häftad, Engelska, 2018

Av Yukari Takimoto Amos, Daniel Miles Amos

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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 country’s and a region’s 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 children’s literature from Asia. The book engages readers with comprehensive coverage on theories, concepts, pitfalls, and applications when endeavoring to use international children’s 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.

Produktinformation

Utgivningsdatum2018-06-29
Mått152 x 227 x 10 mm
Vikt222 g
FormatHäftad
SpråkEngelska
Antal sidor134
FörlagBloomsbury Publishing Plc
ISBN9781475836905

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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 People’s 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.

Foreword: The Danger of Cultural De-contextualization in Studying Diversity through LiteratureGeneva GayPrefaceYukari Takimoto AmosAcknowledgementsIntroductionDaniel Miles AmosPart I: Issues and ConcernsChapter 1 – Preparing Our Students for the “Right” Future: Using Children’s Literature to Promote Cultural UnderstandingKathy BrashearsChapter 2 – Authenticity: In the Eye of the Beholder? Sharryn Larsen WalkerChapter 3 – Cultural Differences, Interpretations, and PowerYukari Takimoto AmosPart II: (Mis)interpretationsChapter 4 –The Cultural Battle Between East and West: Chinese Mulan Meets Disney’s MulanAnnie Yen Ning YangChapter 5 – Remembering the Dark Past: Stories of the Korean War and Korean Immigration in American Children’s LiteratureChong Eun AhnChapter 6 – Reading with Cultural Empathy: Why Is It Difficult?Yukari Takimoto AmosChapter 7 – Reading Analytically and Feeling Connected: When Indonesian Preservice Teachers Read Foreign Stories from China, Iraq, and the U.S.Tati Lathipatud DurriyahAbout the EditorsAbout the Contributors

Yukari and Daniel Amos have produced a crucial addition to the teaching of language arts with (Mis)Reading Different Cultures: Interpreting International Children’s Literature from Asia. This edited collection of essays invites and obliges teachers, parents, teacher educators, and specialists to broaden their scope of children’s 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 children’s books. I expect this text to show up on many syllabi of children’s literature courses in teacher education programs.