Using Children’s Literature to be Culturally Responsible and Responsive

Using children’s literature is a fantastic way for teachers to be culturally responsive as well as to “expose students to different ethnic groups, cultures, and a variety of experiences that they do not experience in their daily lives” (Gay, 2000, p.118).  Also, not only can multicultural literature be used to help students to make personal connections and provide heroes and role models, but multicultural literature can also integrate subject matter across boundaries.

As educators, it is vital to focus on the strengths of students’ cultures. Many stereotypes may decrease students’ self-esteem, especially when different cultures are contrasted against each other or one is perceived superior to the other. For instance, most fathers, whether African American or Caucasian are very good fathers and care about their families; however, a hurtful stereotype for African American students is that fathers are usually absent in their children’s lives. Once again, teachers need to focus on the positive and engage students in curricula that demonstrate strengths of all cultures. A beautifully sweet picture book called, Bippity Bop Barbershop, by Natasha Anastasia Tarpley portrays a special ritual of going to the barbershop between an African American father and son. Tarpley (2002) explains in her Author’s note,  “ There is something magical about the rituals surrounding our hair. Bippity Bop Barbershop celebrates the unique sharing I witnessed between father and son and among the men in the barbershop.”   Reading this picture book would be a perfect anticipatory set to share and discuss about how all families from all cultures are alike in many ways. Therefore, helping students to understand how we are ALL more alike than different.

·      Gay, G. (2000). Culturally Responsive Teaching: Theory, Research and Practice. New York. Teachers College Press.

·      Tarpley, N. (2002). Bippity Bop Barbershop. New York. Little Brown Books for Young Readers.