Strategies for Adopting Children's Refugee Literature in the Multicultural Classroom

Sang Hwang, Janet Tipton Hindman

Abstract


Although many studies currently detail refugee experiences about famine, war, and frightening events like the holocaust, little research about the portrayal of the refugee experience in children’s literature exists (Hope, 2008). This lack of research or gap creates a problem of understanding for educators and students in the multicultural classroom. These refugee children have had little or no formal education and this has created a major learning block for them in American classrooms. This study seeks to answer the question: what are examples of refugee children’s literature and effective strategies to help children better understand and appreciate one another and their cultures? A book review of selected refugee children’s literature and an analysis of pedagogy of effective instructional strategies were the methodologies used in the study. Study findings indicate four refugee children’s books represent similarities and the uniqueness of the literature and identify effective instructional strategies and activities to enhance greater understanding of the refugee experience. Policy implications from the study suggest strategies that educators may employ to adopt children’s refugee literature in the multicultural classroom. The path to embrace, to enhance, and to celebrate the life experiences of refugee children may be accomplished through the implementation of these effective instructional strategies in the multicultural classroom to help children better understand and appreciate one another and their cultures.          


Keywords


Celebrate the culture, Effective strategies, Multicultural education, Refugee literature.

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References


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DOI: http://dx.doi.org/10.18533/journal.v3i12.615

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