Reflection of TE 448

Overall, I feel as though this children’s literature class has been a great learning experience for me in terms of understanding diversity in our modern day society. I have a better idea of how to select quality children’s literature that represents that group in a positive, correct manor. The reading have helped shape my perspective on the insider outside debate as I have begun to understand how important it is to have a well-developed sense of who you are and how groups you identify with are being represented. Class discussion was a wonderful way to gain new perspectives and see how others are thinking about these potentially controversial subjects. I am really glad I took this course because it has changed my view of different cultures and lifestyles.

Overall Reaction

Overall, I feel like I have gained a better perspective of how those who are visually impaired or blind are represented as a whole group. The professional resource was the most important portion of this project as it gave a clear perspective of the impacts of stereotyping. Unfortunately, it seemed like the amount of children’s literature available to symbolize this group was very limited. I searched for books around the Jackson area and was able to find (available on the shelves) three picture books and one novel. The library I went to was able to order some books from other nearby libraries but I wasn’t to pick them up before returning to East Lansing. The three books I reviewed: Seven Blind Mice, A Guide Puppy Dog Grows Up, and Mom Can’t See Me, were beneficial but not complete in my opinion. It would have been nice to see more contemporary pieces of literature. All three books were written in the early 90s which may not be the most current depiction. My search for positive children’s literature that incorporates people who are visually impaired or blind is not over, I hope to discover more modern books for my children’s collection.

Professional Resource: Diversity and Visual Impairments

Milian , Madeline, and Jane Erin. Diversity and Visual Impairments: The Influences of Race, Gender, Religion, and Ethnicity on the Individual. New York: AFB Press, 2001.

For my professional resource I read the first chapter out of a book entitled Diversity and Visual Impairments: The Influences of Race, Gender, Religion, and Ethnicity on the Individual. This book was edited by Madeline Milian and Jane Erin. Part One includes the two chapters that pertain to my topic of visual impairments; 1) Individual and Societal Responses to Diversity and Visual Impairment by Jane N. Erin, 2) Multiple Dimensions of Identity with Visual Impairments by Madeline Milian. Chapter two was read but not commented on due to its length.

“The greater number of uncommon characteristics a person has, the less likely the person is to be discriminated against on the basis of any one of them.” -Milian and Erin p. 24

As the opening line of the forward states, “Education in the United States today is characterized by national, state, and local reforms aimed at improving outcomes for all students” (Milian and Erin ix) it is a common goal in our society to promote success for each student. Recently, it has become increasingly more important for educators to include students with disabilities in the classroom which means having an understanding about those students with additional and sometimes challenging needs is vital. As the article points out, those who fit into the category of special needs must enter the same world after graduation as the rest of the student body, which means everyone will face the same realities and struggles. Unfortunately, there is still a large gap between “outcomes for individuals with special needs (such as students with disabilities, those from low-income backgrounds, students of color, and students for whom English is not their first language) the middle-class majority” (Milian and Erin ix).

These authors recognize the fact that many educators and policymakers have basically been overlooking the fact that diversity in the U.S. is on the rise. Many times leaders look to literature for direction – in this case we need to answer the question “how to best serve multicultural population with special needs” (Milian and Erin ix). Unfortunately we are looking for an answer to a multicultural issue from sources that are predominately focused on the majority which is in fact not applicable to this situation. As Milian and Erin state, “literature is virtually silent on the topic of diversity and visual impairment” (Milian and Erin x). The authors are successful in addressing topics that are commonly skimmed over, if discussed at all. This book presents the idea of how different aspect of the individual’s identity will impact his or her life. That is, while someone is a minority in one aspect, they may also have a disability that will cause further struggles or hardships. One of the most important messages that this books sends is very simple, “A visual impairment does not define the individual” (Milian and Erin x). If the society as a whole could learn to view people’s abilities and interests as more important than their disability than those with visual impairments would be able to better contribute to their communities. In order to create a positive image of those with visual impairments, Milian and Erin suggest that those who identify as visually impaired should increase their participation in “education, labor, and community service activities” (Milian and Erin x).

Overview Chapter One: Individual and Societal Responses to Diversity and Visual Impairments (Jane N. Erin)

This chapter begins with a fictitious situational story about a woman named Marian who defines herself as African American as well as blind. Over the years she has learned to dissolve the stereotypical messages the world feeds her by presenting herself as an individual with “interests, abilities, and opinions” (Milian and Erin 4). In many ways this character has learned to deal with her circumstances. She explains that she has learned that “being different has some advantages: people notice her, and she has the opportunity to make a memorable first impression” (Milian and Erin 4). This is a positive way of taking what she’s been given and turning it around for her benefit. The purpose of chapter one is to “examine the variation in how human beings respond to differences in others” (Milian and Erin 4).

This chapter is the anchor of the book, and is written in anticipation to motivate readers to consider how they form outlook toward human differences. Milian and Erin present their theory on stereotyping – this type of thinking occurs as the mind innocently “attempts to cope with differences” (5). This idea suggests that stereotyping is not necessarily intentional or is it harmful. In fact, this categorization process is quite beneficial in some instances as it helps people “make sense of an otherwise random and complex world” (Milian and Erin 5). Yet at the same time, this strategy of classifying people and their differences is dangerous as those differences are often emphasized more than similarities. Much too often, these categories become fixed, rigid, and leave no room for alternative ideas which appears as an assumption. When we assume that people belong to a certain group and therefore have certain values, or act certain ways, or feel a certain way, we are forcing them to fit that image out mind has neatly arranged.

As Milian and Erin state, “a stereotype is the assumption that people have characteristics that are common to all members of a group, regardless of whether the characteristics are desirable or undesirable” (5). Basically, these authors want readers to understand the dangers of putting people into categories. It’s all too easy to do, and often times we are not aware of this phenomenon in our own minds.

Unfortunately, our minds do not allow new information to enter these categories very easily. When we’re presented with new facts about a group of people, we must make meaning of these new ideas based on pre-existing ones. This creates problems as we base our perception of others on our own experiences instead of the realities of their lives. Milian and Erin explain how stereotypes are strengthened, “If an individual has limited contact with a group of people, the stereotype is strengthened even if the person knows of only one or two members of the group with a specific characteristic” (5) Stigmas, defined by Milian and Erin are, “overgeneralizations about groups of people [that] usually describe undesirable characteristics” (5).

Stigmas provide people with illegitimate feelings of control – this false feeling of control will, in a sense, dissipate the risk of the unknown as well as heighten any feelings about their personal status, possibly feelings of superiority. The authors discuss other factors that influence people’s reactions to diversity, some of these reasons are: perception of competence, socioeconomic status, and physical status and appearance. This article goes through the history of social responses to visual impairment which includes the different responses to blindness among cultural groups. Time periods are labeled according to how those with blindness were undergoing at that time. These periods are as follows: Separation, protection, self-emancipation, and education. Milan and Erin suggest that the way to change stereotypical thinking calls for a) helping people see what misconceptions they have, b) presenting more accurate information about the groups being stereotyped in order to replace these false images.

One exceptionally influential area of power is the media. Many people receive their facts from the media via movies, news, music, literature, or elsewhere media related. The implications of the media’s decision to represent the underrepresented are huge. Many groups rely on this source for their exposure, and all too often this is a low quality source that misrepresents certain groups.

Highlight from Chapter 2: Multiple Dimensions of Identity: Individuals with Visual Impairments (Madeline Milian)

“The term multiple dimensions is used to refer to the diversity found in each person – a diversity that is based on gender, race, age, ethnicity, class, religious belief, disability status, and sexual orientations.” (Milian and Erin p. 36)

This chapter includes a) introduction to various perceptions that are applicable to the discussion of diversity, b) clarifies how these new ideas are associated with education and rehabilitation.

Although this professional resource was too long to summarize in great detail, I felt as though this book is very helpful when trying to understand how those with visual impairments are represented in society. The authors successfully define stereotypes and stigmas and elaborate on the functions of such terms as well as whom they may affect. Those who have visual impairments often face difficulties with the way they are represented in the media. Since these images tend to be harmful, it is vital for those who are insiders or who associate with this group to step forward and provide a positive view for the public to familiarize with.

A Guide Dog Puppy Grows Up by Caroline Arnold

Arnold, Caroline. A Guide Dog Puppy Grows Up. 1. New York: Harcourt Brace Jovenovich, 1991.

Caroline Arnold’s book A Guide Dog Puppy grows Up teaches children of all ages how guide dogs become trained. The illustrations are photos of actual guide dogs, the trainers, the workers, and the owners which gives readers an authentic representation. Facts about the program “Guide Dogs for the Blind” are strewn throughout the book and accompanied with real life photos.

This book takes readers through the life of a dog named Honey. The author explains how these puppies are trained to become guide dogs by going through a program called Guide Dogs for the Blind. These puppies are purebred golden retrievers and are chosen for this two-year program because they are “intelligent and seem to enjoy working with people” (Arnold). The book explains that sometimes other types of dogs are trained to be guides, but at Guide Dogs for the Blind golden retrievers are trained. There are over three hundred dogs in this program which is located in San Rafael, California. This campus also houses potential owners of these dogs. This way the owners can slowly become familiar with their new dog and learn how trainers work with the dogs. At some point in the puppies' lives between age six and eleven weeks they are assessed for “alertness, general intelligence, and willingness to learn” (Arnold).

The book points out that since every dog has a different personality, some puppies that are especially shy or overly cautious may not be the best at leading as a guide dog. Up until Honey is twelve weeks old, she is constantly undergoing health tests; vaccinations and deworming. Honey, along with all the other puppies in the program spend the first three months of their lives at the clinic then they are moved to a home of a volunteer family while they grow up. Honey is going to be taken care of by a nine-year-old girl, Amy, and her family. This family is responsible for her for the next 15 months. During this time it is important that the family exposes Honey to the community and helps her become comfortable with being around people.

Once Honey is about a year and a half years old, she is a mature adult and ready to become a guide dog for a person who is blind. Honey is given an extensive check up once she arrives back at the dog campus. There are options for dogs who do not meet the Guide Dog standards, in that situation the dog would be put up for adoption to become a family pet. Only about half of the dogs intended to become guide dogs actually make it through all of the training and become one. Fortunately, Honey makes it through all of the inspections and in about five or six months she will be assigned to someone in need of her aid. Terry is Honey’s instructor who spends time each day working with her on obedience commands. In those six months, the dogs are taken into the community as well as given time to get to know the other dogs so they learn not to be aggressive or dominate.

After the training is completed, two trainers: Terry is blindfolded, another trainer comes to supervise. They walk Honey around the neighborhood as a final assessment of his guiding abilities. As the book explains, “the other trainer isn’t needed this time because Honey guides Terry perfectly, just as she has been taught” (Arnold). Now Honey is fully trained in guiding – she is ready to be matched up with someone who needs her. The books explains that for whatever reason, some who are blind may not want a dog, but anyone who is legally blind over the age of sixteen can apply to have a guide dog. However, they must be interviewed prior to getting a dog to be sure they are responsible and caring so that the dog will be safe and cared for. Not only the dogs are trained – those who apply for a dog must also be trained on how to command the dog. Anne practices on Terry so she can receive feedback if she does something wrong. This training only takes a few days. Finally the day comes when Anne Gelles, Honey’s new owner, gets to meet her new dog. Anne is a teacher for the blind and would like a dog to help her get back and forth from school everyday. The training doesn’t end there though, for three and a half weeks Anne and Honey must live on the campus in order to become more adjusted to each other before Anne takes him to a new home. During this time Anne is also learning about how to care for Honey – how much to fed her and when, how to know when she needs to go outside, and other important things. During this time, new owners take their dogs out into the city in order to practice walking around with the guide dogs. Since dogs cannot read stop lights, it’s impossible for the owner to rely on the dog to know decide when to cross the street. However, as Arnold explains, “Honey does watch traffic, and she will refuse to take Anne across a street if she sees a car coming. This is called “intelligent disobedience,” and it is one way Honey makes sure she and Anne are safe.” After the four week training is completed, a graduation ceremony takes place. Amy’s family is invited as well as other friends or family member who may be interested. Amy is the person who presents Honey to Anne at the ceremony. This concluded the required training for Anne as well as Honey and the two can go home and begin their lives together.

I felt as though this book gave a detailed and comprehensive view of what a guide dog’s life looks like. Those who may not be familiar with guide dogs will gain a better understanding their functions after reading Guide Dog Puppy Grows Up. It is important to be aware of what is acceptable and what is not in terms of approaching a guide dog. For example, Arnold explains, “Even though the animal [guide dog] may look friendly, it is not a good idea to pet it without first asking permission from its blind partner. A dog in harness is at work, and petting it might distract it” (Arnold). The author also included some information about occupations of people who are blind, such as “lawyers, social workers, newspaper reporters, piano tuners, or almost anything else” (Arnold). This message is an important one for people who may have a misconception about what people who are blind are capable of. I would include this book in my collection someday because it promotes curiosity and teaches children (and adults) about something new they may not already know. This book is on a higher reading level, it may be hard for young children to stay focused for as long and as detailed as this book is. Children who are interested in the topic gain a lot of new information and would hopefully be more aware of society as a whole as a result. This may be a book that is read to children since it has a lot of text.

Mom Can't See Me by Sally Alexander

Alexander, Sally. Mom Can't See Me. New York: Macmillan Publishing Company, 1990.

This book is written from the perspective of the author’s nine-year-old daughter, Leslie. This is a true story about one little girl’s perspective of life with a blind parent. This book touches on many of the common misconceptions people may have about blindness. This is extremely beneficial for children who may not know anyone personally who is blind because it touches on everyday life situations.

Although Sally Alexander is writing this book, it is Leslie who is providing the ideas. Mom Can’t See Me begins by explaining how her mother lost her vision, breaking blood cells in her eyes eventually blinded her. Leslie explains, “Some blind people can see colors or blurry blotches, but my mom can’t see any of those things. She’s totally blind and can’t even tell if a light is on or off. She doesn’t see black, just smoky white or grey” (Alexander). This page is unlike other pages because it is black with white writing, possibly in attempt to emphasize this point. Actual photos provide illustration for this book which gives readers a more authentic experience. There are many different images of Sally, Leslie’s mother, doing normal everyday activities, such as: spending time with the family, cleaning the house, walking with her guide dog, eating dinner, riding the bus, boating, reading, (Braille) cooking, camping, tap dancing, going to the movies, playing the piano, biking, (tandem bike) swimming, writing, (on a computer that speaks every word she types) attending parent conferences, and shopping.

I felt as though this book was successful in communicating a few important messages. One message readers are hopefully picking up on is that Sally’s disability does not negatively affect her everyday life. She is fully able to accomplish her goals and live life as she pleases. Just as anyone might occasionally need some assistance, Leslie is able to help her mom out with small things like cooking, cleaning, or dictating the silent parts of movies. Leslie realizes that her mom is independent yet needs some help from time to time. This emphasizes the idea of responsibility for Leslie. Children are seeing other kids their age doing housework and being helping their parents out. This is a positive image for children who may normally dislike or have a poor attitude about chores. This book also sends children a strong message about the importance of family relationships. This family is seen spending a lot of time together doing various activities together. Lastly, this book subtly addresses the misconceptions children may possibly have about people who are blind. For instance, Leslie points out that her mother doesn’t see blackness; in fact she sees smoky white or grey. Mom Can’t See Me also tackles the frustrations family members may have at other people who do not understand the situation. As Leslie explains, “Not everybody understands about having a blind mom. I wish they did. My friends always nod or point when they talk. Since mom can’t see what they’re doing, I have to explain. I feel like a translator.” It is important to know how Leslie feels, especially for readers who are not an insider. Overall, I would use this book or one similar to it in my classroom collection someday because of the many positive messages it sends readers. Leslie’s mother is committed to her family, very independent, and is able to accomplish her goals.

Seven Blind Mice by Ed Young

Young, Ed. Seven Blind Mice. New York: Philomel Books, 1992.

This children’s book is a Caldecott winner that tells the story of seven unique mice who take turns examining a “strange object” in their pond. These mice are blind, so they are not able to identify the object by sight; they must investigate using other senses. The book is divided into days, on each day a different mouse, characterized by a color, approaches the object and comments on what it might be. The first day they are all too scared to go near it, and decide to go home. The book also introduces the days of the week to younger children, beginning with Monday. They also are exposed to numbers, for example words like first, second, third, and forth are used to specify the order in which the mice take turns examining the object.

The Red Mouse went first to find out what was in their pond. The reader can clearly see this object, but to the Red Mouse, it appears as a pillar. He returns to the group to share his findings, but no one believed him. The Green Mouse had the chance to explore on Tuesday, and again, readers are able to see a portion of the object even though the mice can not. His consensus is that the object is a snake. The next day, on Wednesday, the Yellow Mouse disagrees that the object is in fact a spear. On Thursday it is the Purple Mouse’s turn – he believes the object to be a cliff. According to The Orange Mouse who was the fifth to go (Friday) the object resembled a fan. Blue Mouse ventured out on Saturday to discover that the object seemed like a rope. Again, the mice don’t agree with this analysis and begin to bicker. Sunday came, and the White Mouse got the chance to see for her self (the only female) what the object was. The White Mouse “ran across the top and from end to end” (Young) to find that this object is “as sturdy as a pillar, supple as a snake, wide as a cliff, sharp as a spear, breezy as a fan, stringy as a rope, but altogether the Something is…an elephant!” (Young) Then all the mice ran across the elephant to get a better image, and they also agreed with White Mouse. Children are given a “Mouse Moral” at the end of this book: “Knowing in part may make a fine tale, but wisdom comes from seeing the whole” (Young).

I felt as though this book accomplished a lot of things and would be a good way to introduce young children to the idea of being blind and what the implications are. It also incorporated teaching children colors, numbers, days of the week, and gave an important moral at the end of the story. I think that most children would enjoy the contrast in colors, the black background with the colorful mice on it as well as the creative portrayal of the elephant. I question the author’s choice to include a picture of the elephant for the reader. It may be more impacting if readers are also curious about this “Something” in the pond, but most children would catch on that it is an elephant. I also question the choice of having only one female mouse, and that she was the one to make the largest discovery about the elephant. Whether or not this was a conscious choice is debatable, but there are certain implications of this decision. As a whole, I would include this book in my collection because of the unique presentation of how someone with visual impairments may “view” life. That is, children are receiving an alternative perspective on how to experience their world. Ed Young does a remarkable job with his illustrations; children would be captivated by the texture of the elephant and the bright colors of the mice.

Final Project

For the final project I have chosen to focus on literature that represents people who are visually impaired or blind. I am especially interested in this topic because it occurred to me that I don't know of many books with characters who experience visual impairments. I am a special education major who hopes to have a vast amount of diversity in my collection someday, this would be a great dynamic to add to any classroom.

Prior to taking this children's diversity literature course I have never considered a visual impairment a disability. Now that I give it some thought, without the tools to help me see better I would be at a major disadvantage. I can't even imagine not being able to see clearly all the time, I would definitely be hindered by that reality. But since I've been blessed with the money to buy instruments that can fix my visual impairments for me, such as my glasses and my contacts, I am no longer at a disadvantage.

I plan to have lasik eye surgery eventually which will completely fix my visual impairment, or my "disability" so to speak. It's amazing how much technology has influenced our society that I can have an eye surgery that will repair my vision and allow me to see perfectly again.

QTT: Confessions of a Closet Catholic

Here is a portion of my questioning the text paper...

Part 1:

Although Littman presents both Catholicism as well as Judaic religious environments, there is room for discussion as to whether each was presented equally and free of biases. Does Littman provide an accurate depiction of both Catholicism and Judaism – is it possible that she may be favoring one over the other? This concern stems from numerous in class debates centered around this notion of authentic authors verses those who may not have first hand experiences. This on-going insider outsider debate is indisputably controversial and should be approached respectfully and open-mindedly to avoid assumptions as well as oversimplifications.

Part 2:

In the face of adversary from her family, Justine decides to investigate a different faith. On page 3 Justine explains that she wants to be like her best friend, Mac, who is Catholic. Again on pages 20 and 21 Justine presents rationale for desiring to become Catholic, “Weekly confession was just one of the reasons I decided to become Catholic. Here are some of the others: 1) I get to celebrate Christmas […] 2) I like the music […] 3) Catholic families are more normal than Jewish ones.” Pages 11 through 14 depict Justine’s first closet confession experience. She investigates Catholic practices on her own in her closet with her own representations of symbolic items from this religion. While wearing a cross necklace, Justine pretends to “look like a nun” with a white napkin on her head, participates in communion with grape juice and matzos, confesses her sins to “Father Ted,” her teddy bear, and recites Hail Mary on her rosemary. While this practice may be valid, I question where Justine learned these activities – what source is this information coming from? Justine attends mass with Mac which serves as the first factual representation of the Catholic faith. Due to her lack of knowledge concerning the events of mass, Justine walks away with a possibly skewed image of this faith.

In terms of Jewish culture and religion, Justine is influenced mainly by the lifestyles of her grandmother Bubbe, and the Weinstein’s. As mentioned previously, Justine is exploring the idea of being more committed to her faith; becoming more connected with her Jewish roots. It is clear that Justine receives information about Judaism from her Jewish family, which makes these ideas more authentic as a reader. The text is packed full of references, information, and even Yiddish and Hebrew terms that further influence readers view of this culture. As Justine compares and contrasts Catholic customs with that of her Jewish ones, it is debatable that readers are generally exposed to more authentic representations of Judaism in light of the family’s rich surplus of information and experiences.

Part 3

The issue of accurate representations, in this case in reference to religion, is not an easy matter, nor does it have a simple solution. Jacqueline Woodson’s article “Who Can Tell My Story?” emphasizes the importance writers experiencing events they write about. In reference to her partner’s religion she explains, “It is not my house, nor will it ever be, but there are elements we share” (44). No matter what stand you take on the insider/ outsider debate, as teachers it is unavoidable that we will face the task of discerning quality writing from poor writing. We should concentrate on universal ties that we share instead of the differences that pull us a part.

The influence of terminology

After reading a portion of Simi Linton's book Claiming Disability, I was struck with the notion of how much terminology matters and effects various people. She mentions the idea of an insider and an outsider - in respect to being inside the realm of what is normal or outside of it. This presents a new dimension to our discussion of being an insider or an outsider. The bottom line: whatever ways you define yourself are the groups you are a part of as an insider. I was very intrigued by the historical perspective on the study of disabilities offered my Linton. Similar to other movements across this nation, the function of the term disability has evolved, changed, and adapted to fit cultures as well as the individual using the term. As Linton explains, "Disability studies has arisen in the past twenty years to focus an organized critique on the constructed, inadequate, and inaccurate conceptualizations of disabilities of disability that have dominated academic inquiry" (Linton, 2). This explanation parallels many others who have decided to chart their own path, define their own terms, and set their own qualifications. For so long those who identify as part of the disabled world were shoved under the carpet, hidden, or ignored. However, with new laws and movements, the "screens" as Linton calls them, are being removed. As this change takes place, new problems are arising. As Linton describes, "The public has gotten used to these screens that we are now emerging, upping the ante on the demands for a truly inclusive society, we disrupt the social order" (Linton, 3). With this new emergence comes confusion - confusion concerning how to label and which terms are socially acceptable.

Choice of language is also very essential to this issue, words like “victim,” assume an awfully negative relationship between the person and the disability. As Linton clarifies, “Using this language attributes life, power, and intention to the condition and disempowers the person with the disability, rendering him or her helpless and passive” (Linton, 25). Again, the image created here is a very incapable individual who suffers greatly from their condition and seems to be overpowered by it. This damages the person in many extreme ways; it harms their appearance, performance, and self-efficacy. It is a much better option to avoid such language that may render the individual defenseless. Putting the person before the condition is the best way to avoid misunderstanding and hurtful words. As Linton gives the example, “if there is a particular need to note what the individual’s disability is, saying the woman has cerebral palsy describes solely the characteristic of importance to the situation, without imposing extraneous meaning” (Linton, 26). I find this corresponding with Gennifer Choldenko’s novel, Al Capone Does My Shirts, as Natalie is misrepresented on many accounts. In fact, I would venture to say that Moose is the only person to really see past her condition enough to recognize her strengths. Piper, Theresa, and Jimmy improve on this a lot, but not to the extent of her brother. This may be why Moose had such a problem with the way Natalie was being represented and reduced to a ten-year-old when she was really sixteen. Coming back to the point Linton is making, language is particularly essential to how individuals are represented, which ultimately influences how see themselves. The unavoidable truth is that people are greatly affected by society, so much that they will become the label given to them, and literally live up to whatever expectations they are given. Avoid words and phrases like innocent victim, suffering from, afflicted with, agonized by, tortured by, confined by, and is dying from. Instead, chose terms like has a disability, living with, uses, or maybe, just maybe, if it isn’t needed, don’t mention the condition at all. There are other ways to categorize people; other less harmful ways. Always consider the connotations, that is, what am I suggesting or implying about this person? You would be surprised how much someone would rather be known as “the influential children’s author” rather than “the disabled children’s author.” This would avoid the problem all together and allow the person to feel that their influence is greater than their disability. Like most sensitive areas, it is best to allow insiders to set the rules for terminology, labels, and what is socially acceptable for their group.

I feel this issue affecting my daily life as I have a sister with special needs. She has multiple serve disabilities and moves by use of a wheelchair. When I was younger I remember wondering why other people were staring at her, to me she was who she was, which was exactly how she was supposed to be. In my mind there is absolutely nothing wrong with Karin, but soon I learned she was not "normal." I would fight with people constantly about that as a child. My friends (or sometimes strangers) would ask "What's the matter with your sister, she looks funny" and I would get very angry and tell them "She is perfect in every way is prettier than you will ever be." I was in constant defense of her since she is not able to speak for herself. But I do not mind being the voice of my sister, I hope she agrees with the decisions her family and I make on her behalf.

The Middle East book award

The Middle East Book Award
The following information is paraphrased from the official website for The Middle East Book Award:
http://socialscience.tyler.cc.tx.us/mkho/MEOC/middle_east_book_award.htm

The Purpose:
MEOC established the Middle East Book Award in 1999 to recognize books for children and young adults that contribute meaning-fully to an understanding of the Middle East.

Selection Criteria:
Books are judged on the authenticity of their portrayal of a Middle Eastern subject, as well as on their characterization, plot, and appeal for the intended audience. (Awards are announced in November for books published during the period from January of the previous year through September of the current year.)
Eligible books are books for children and young adults that contribute meaningfully to an understanding of the Middle East. Award categories include picture books (for ages 3-8), literature for children or young adults, and reference books for children or young adults.Sponsor:
Middle East Outreach Council (MEOC) is the sponsor of the award. Established in 1981, it is a national nonprofit organization working to increase public knowledge about the peoples places, and cultures of the Middle East, including the Arab world, Israel, Iran, Turkey, and Afghanistan. MEOC is a national network of educators dedicated to disseminating apolitical and nonpartisan information, resources and activities furthering understanding about the Middle East.

While researching The Middle East Book Award, there were only four websites that had helpful information. The information on each website was similar both in information and word usage. Information on the selection committee qualifications could not be found on any website. An interesting fact is that the book winners have no recognition on the cover of the book or on the inside of the book. All the recognition for the Award Winning Books is on the website. Some of the books that won The Middle East Book Award also won other awards; those awards were mention as "An Award-Winning Book" or "An Award-Winning Author" inside of the book jackets.


Other websites that were used are:
http://socialscience.tyler.cc.tx.us/mkho/MEOC/
http://www.outreachworld.org/article.asp?articleid=45
http://cmes.hmdc.harvard.edu/outreach/news/meoc_2006

Insider/Outsider Debate - Multicultural Literature

"Diversity without equity is not the goal of multiculturalism." -Mingshui Cai

As Cai mentions in his article Multiple Definitions of Multicultural Literature: Is the Debate Really Just "Ivory Tower" Bickering? this debate directly affects teachers in that we are an integral part of maintaining goals of providing a multicultural education. I personally am having a lot of conflicts when reading the articles for class because I feel as though there is a lot of tension between the authors and not much unity on the subject. This is not an easy debate nor does it have a correct answer. Overall I lean towards the notion that an insider can best represent his or her own culture, whether that is a racial, religious, sexual orientation, socioeconomic class, education, or any other element of multicultural literature. That does not exclude those who are educated in other cultures different from their own or those who have close relations with those various cultures. I would like to think of it as an issue of expertise – just as a doctor who specializes in optometry would not perform surgery on the foot or similarly a dermatologist would not be best to recommend joint pain medications, I would prefer the right man for the right job. As Bishop explains, an African American is most likely more fit for the job of writing African American literature due to the fact that “it is the way they have been acculturated.”

I question Shannon’s basis for many of his claims as well as how he can assume such things like in the second paragraph where he states:

More often, however, they [female, white educators in the rural and suburban school districts] see the debate as irrelevant to their teaching and lives because they work (or will work) in rural and suburban school districts which as isolated and safe from “the crisis” of multicultural metropolitan areas. (Shannon 1)

Since I nearly fit his description of such a (future) female educator, I am confused as to how someone could actually feel that this debate is unsafe as well as distant. This seems to me to be a very narrow view of the world, almost as if they (those white females he is depicting) desire this sheltered isolation. Shannon presents to his readers the idea that Rudine Sims Bishop “reduces multiculturalism to issues of race” when in fact he is taking her literally and out of context, which she defends in her article – she simply identifies best with the racial aspect of multiculturalism and therefore discusses that topic most often. She is not in anyway denying that there are other functions of multicultural literature.

It is also critical to have a working definition of culture. I feel this includes any and all aspects of your individual life. Each experience you have shapes you into who you are which can be seen in your values, racial orientation, sexual preference, and other such dimensions of your life. It is important as future teachers to be on guard and watchful of fallacies within literature in order to prevent misconceptions, stereotypes, and other such uneducated pieces of literature to enter our classrooms. Being a critical reader will be an important tool when deciding if an author correctly represents the culture as a whole.

Introduction - Myself 8.29.07

Hello, my name is Julie Schutter and I am currently a senior at MSU studying Special Education (LD) with Language Arts as my emphasis. I am originally from Jackson, Michigan where I spent the first 18 years of my life. I was not exposed to many lifestyles other than those similar to myself until I came to MSU. I have enjoyed MSU's diverse population which has been inspiration for me to continue to learn more about other cultures. Although I have traveled outside the US on many occasions, I have only begun to scratch the surface of this diverse world.
Taking this course will hopefully challenge me to move further out of my comfort zone and really get to know different ways of life. I want to come away from this class with correct ideas about various cultures and clear any misconceptions I may (subconsciously) have. As a teacher candidate I am constantly looking for ways to expand my knowledge of the world so that someday I am better equipped to instruct children and instill curiosity for exploration.