The use of biographical material bearing on the Negro has been neglected for two reasons. In the ... more The use of biographical material bearing on the Negro has been neglected for two reasons. In the first place, little thought has been given to the study of the Negro in most of our schools. The Negro is still a negligible factor in the thought of most citizens of this and other nations. ...
Page 491. 38 PREPARING PRESERVICE TEACHERS TO TEACH MULTICULTURAL LITERATURE Arlette Ingram Willi... more Page 491. 38 PREPARING PRESERVICE TEACHERS TO TEACH MULTICULTURAL LITERATURE Arlette Ingram Willis and Violet J. Harris UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN Several years ago during a ...
In the United States, the mid-1950s to late-1960s was a period of tremendous social unrest, racia... more In the United States, the mid-1950s to late-1960s was a period of tremendous social unrest, racial tension, economic inequities, and political injustice. We offer ex- amples of first-grade experiences that reveal the diversity of experiences among African Americans and help frame our ...
Their collaboration with AERA and SAGE Publications to implement an electronic submission system ... more Their collaboration with AERA and SAGE Publications to implement an electronic submission system has resulted in more efficient processing of manuscripts under consideration for publication. Moreover, we are pleased to have the opportunity to serve under the new AERA publications chair William Cope and members of the current Publications Committee. AERJ has been a premier outlet for education research since it first appeared in January 1964. In a review of the first four years of the journal, Di Vesta and Grinder (1968) pondered the influence of the journal for researchers and within education. They sought answers to four key questions: ''Of what significance is AERJ on the present educational scene? In what ways do its emphases and functions differ from those of other educational research journals? What kinds of papers has it published? How do educational researchers view it?'' (p. 687). They anticipated changes in educational research paradigms and methods of inquiry. A major challenge they articulated was whether AERJ would be able to address a ''broad spectrum of educational perspectives from all the behavioral sciences'' (p. 699). Di Vesta and Grinder concluded that the journal would become a leading publication outlet for educational research, one that communicated and informed the field and served as more than an archive for research. In addition, Di Vesta and Grinder's (1968) review projected the efforts that editors would need to make for a premier journal to influence education: address a broad spectrum of educational perspectives, communicate and inform the field, and serve as an invaluable archival source. In the decades since Di Vesta and Grinder's (1968) review, their conclusions have been confirmed. The articles published in AERJ-TLHD specifically acknowledge and address the complexity of educational research as well as national and international educational policy in ways unforeseen by the early reviewers. Last year, AERJ and other AERA journals underwent Web site upgrades that provide new, Web-native functionality. In addition, all past issues have now been electronically archived and can be located in the digital
Children's tradebook publishing is in the midst of another golden age. Sales of tradebooks in... more Children's tradebook publishing is in the midst of another golden age. Sales of tradebooks increased dramatically from slightly more than $300 million in the mid-1980s to $1.5 billion in 1992 (Dunleavey, 1993). The number of children's-only bookstores hovers around 400 (Roback, 1990). Awards abound. Many authors and illustrators enjoy unprecedented popularity and critical acclaim. The number of books published exceeds 6,000 per year. Approximately 95% "just happen to feature" European Americans; herein lies a major dilemma. Three years ago, fewer than 5% of booksellers surveyed indicated that they perceived of an increased demand for tradebooks characterized as "multicultural." I, as well as others, define multicultural literature as books that feature people of color, the elderly, gays and lesbians, religious minorities, language minorities, people with disabilities, gender issues, and concerns about class. Booksellers reversed that view as they recognized the existence of an underserved segment of the book-buying market. Now, seemingly, multicultural literature abounds. Reality contradicts this perception; the percentage of "multicultural" tradebooks published each year (excluding books featuring girls and women) remains fewer than 10%. Much work remains as individuals demand more inclusive literature curricula and debates swirl about questions of authorship, authenticity, and perspective. Several critics, academics, and librarians have written books intended to clarify many of the issues associated with the demands for multicultural literature. Among the current crop are The Multicolored Mirror (Cooperative Children's Book Center, 1992), Many Voices, Many Visions (Manna & Brodie, 1992), Our Family, Our Friends, Our World (MillerLachman, 1992), and Teaching Multicultural Literature in Grades K-8 (Harris, 1992). These books address the aforementioned issues as well as others such as the historical development of the literatures, the sociocultural factors that marginalize the literatures, recurring themes and motifs, literary value, critical reception, and educational functions. Hazel Rochman, an assistant editor at the American Library Association's Booklist (a review journal), expands the resources available for analyzing multicultural literature in Against Borders. All authors possess a distinct world-view forged by their experiences,
The use of biographical material bearing on the Negro has been neglected for two reasons. In the ... more The use of biographical material bearing on the Negro has been neglected for two reasons. In the first place, little thought has been given to the study of the Negro in most of our schools. The Negro is still a negligible factor in the thought of most citizens of this and other nations. ...
Page 491. 38 PREPARING PRESERVICE TEACHERS TO TEACH MULTICULTURAL LITERATURE Arlette Ingram Willi... more Page 491. 38 PREPARING PRESERVICE TEACHERS TO TEACH MULTICULTURAL LITERATURE Arlette Ingram Willis and Violet J. Harris UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN Several years ago during a ...
In the United States, the mid-1950s to late-1960s was a period of tremendous social unrest, racia... more In the United States, the mid-1950s to late-1960s was a period of tremendous social unrest, racial tension, economic inequities, and political injustice. We offer ex- amples of first-grade experiences that reveal the diversity of experiences among African Americans and help frame our ...
Their collaboration with AERA and SAGE Publications to implement an electronic submission system ... more Their collaboration with AERA and SAGE Publications to implement an electronic submission system has resulted in more efficient processing of manuscripts under consideration for publication. Moreover, we are pleased to have the opportunity to serve under the new AERA publications chair William Cope and members of the current Publications Committee. AERJ has been a premier outlet for education research since it first appeared in January 1964. In a review of the first four years of the journal, Di Vesta and Grinder (1968) pondered the influence of the journal for researchers and within education. They sought answers to four key questions: ''Of what significance is AERJ on the present educational scene? In what ways do its emphases and functions differ from those of other educational research journals? What kinds of papers has it published? How do educational researchers view it?'' (p. 687). They anticipated changes in educational research paradigms and methods of inquiry. A major challenge they articulated was whether AERJ would be able to address a ''broad spectrum of educational perspectives from all the behavioral sciences'' (p. 699). Di Vesta and Grinder concluded that the journal would become a leading publication outlet for educational research, one that communicated and informed the field and served as more than an archive for research. In addition, Di Vesta and Grinder's (1968) review projected the efforts that editors would need to make for a premier journal to influence education: address a broad spectrum of educational perspectives, communicate and inform the field, and serve as an invaluable archival source. In the decades since Di Vesta and Grinder's (1968) review, their conclusions have been confirmed. The articles published in AERJ-TLHD specifically acknowledge and address the complexity of educational research as well as national and international educational policy in ways unforeseen by the early reviewers. Last year, AERJ and other AERA journals underwent Web site upgrades that provide new, Web-native functionality. In addition, all past issues have now been electronically archived and can be located in the digital
Children's tradebook publishing is in the midst of another golden age. Sales of tradebooks in... more Children's tradebook publishing is in the midst of another golden age. Sales of tradebooks increased dramatically from slightly more than $300 million in the mid-1980s to $1.5 billion in 1992 (Dunleavey, 1993). The number of children's-only bookstores hovers around 400 (Roback, 1990). Awards abound. Many authors and illustrators enjoy unprecedented popularity and critical acclaim. The number of books published exceeds 6,000 per year. Approximately 95% "just happen to feature" European Americans; herein lies a major dilemma. Three years ago, fewer than 5% of booksellers surveyed indicated that they perceived of an increased demand for tradebooks characterized as "multicultural." I, as well as others, define multicultural literature as books that feature people of color, the elderly, gays and lesbians, religious minorities, language minorities, people with disabilities, gender issues, and concerns about class. Booksellers reversed that view as they recognized the existence of an underserved segment of the book-buying market. Now, seemingly, multicultural literature abounds. Reality contradicts this perception; the percentage of "multicultural" tradebooks published each year (excluding books featuring girls and women) remains fewer than 10%. Much work remains as individuals demand more inclusive literature curricula and debates swirl about questions of authorship, authenticity, and perspective. Several critics, academics, and librarians have written books intended to clarify many of the issues associated with the demands for multicultural literature. Among the current crop are The Multicolored Mirror (Cooperative Children's Book Center, 1992), Many Voices, Many Visions (Manna & Brodie, 1992), Our Family, Our Friends, Our World (MillerLachman, 1992), and Teaching Multicultural Literature in Grades K-8 (Harris, 1992). These books address the aforementioned issues as well as others such as the historical development of the literatures, the sociocultural factors that marginalize the literatures, recurring themes and motifs, literary value, critical reception, and educational functions. Hazel Rochman, an assistant editor at the American Library Association's Booklist (a review journal), expands the resources available for analyzing multicultural literature in Against Borders. All authors possess a distinct world-view forged by their experiences,
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Papers by Violet Harris