Are We Comfortable Teaching This? Using Banned Books as a Vehicle for Teaching about World War II-Era Japan & Korea

Autor/inn/en	Suh, Yonghee; Hinton, KaaVonia; Marken, James; Lee, Guang-Lea
Titel	Are We Comfortable Teaching This? Using Banned Books as a Vehicle for Teaching about World War II-Era Japan & Korea
Quelle	In: Multicultural Education, 19 (2011) 1, S.24-30 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Literature; Teaching Methods; Cultural Awareness; Foreign Countries; Teacher Educators; Teacher Education; World History; Books; Censorship; Cultural Pluralism; Minority Groups; Asian Americans; Identification (Psychology); Ethnicity; Grounded Theory; Cultural Influences; Japan; South Korea + Suchen Sie Ihr Suchwort? Literatur; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Weltgeschichte; Book; Buch; Monographie; Monografie; Politische Zensur; Kulturpluralismus; Ethnische Minderheit; Asian immigrant; United States; Asiatischer Einwanderer; USA; Ethnizität; Cultural influence; Kultureinfluss; Korea; Republik
Abstract	Teacher educators are pivotal in the effort to prepare teachers to teach in culturally responsive ways (Vescio, et al., 2006). In subject areas such as social studies and English, multicultural literature is viewed as a prime resource for creating a culturally inclusive curriculum. Yet, effective inclusion of these texts--many of which are filled with complex themes and issues and are often labeled controversial--involves knowledge of methods and cultural understanding that are not traditionally taught in education programs (Dong, 2005). This study explores what teacher educators of color learned from each other about the possibility of teaching a controversial Asian-American children's book such as Yoko Kawashima Watkin's "So Far from the Bamboo Grove" (1986) and its sequel, "My Brother, My Sister, and I" (1996). The sequel, however, did not spark controversy. Specifically, this study discusses how the teacher educators' cultural identities influence how they might help pre-service teachers make sense of and use texts like "So Far from the Bamboo Grove" to teach about Japanese and Korean experiences during World War II. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10