Final Post: Course Overview

I've learned a lot over the course of this semester, but now more than ever I understand just how difficult it is to select quality pieces of children's and adolescent multicultural literature. On one hand I feel much more prepared and informed about multicultural literature, but on the other hand I still feel completely overwhelmed. The more we talked about multicultural topics, the more complicated things got! Although I don't feel comfortable completely trusting my own judgment, I now have a wealth of resources to confer with. I think this is one of the most important things I have learned; you don't have to know it all, but you have to know where to look. Multicultural literature will never be flawless, but its how you approach the questionable content that is important. Sometimes discussing the "bad things" will lead you to better understand of the "good things."
I think the most important thing to keep in mind while working with multicultural literature is that the topics are not issues, they are identities. This is something David Levithan mentioned in his article included in our course reading. In his article Levithan was referencing LGBTQ literature, but I think this idea applies to all multicultural literature. Someone's cultural identity is not an issue, it is a fact about their identity and should be treated accordingly with respect.
Overall, this course challenged me to think more critically about literature than I have ever done before. I now know what to question and what to challenge in order to better understand and truly appreciate multicultural literature. Building an authentic multicultural library is not easy, but the best things never are.

Text Set Overview

I knew right away I wanted to focus on disability as my text set topic. Disability is often very closely linked with special education, a passion of mine. At first, I was open to literature that portrayed any disability, but as I read through possible books, I kept coming back to the ones that featured Deaf or Hard of Hearing characters. As someone studying Deaf Education, I knew my experience with these pieces of literature would be further enhanced by my previous knowledge and experience with Deaf and Hard of Hearing people. Three of the books I chose feature Deaf characters, while one book features a young boy who is Hard of Hearing. I felt like it was important to include a Hard of Hearing character who does not use sign language as a way of representing a large portion of people who have a hearing loss. Not everyone who is deaf or has a hearing loss signs, and I wanted my text set to be reflective of this reality.

When it came to making my final selections, I really considered the author’s insider experience. Of the books I chose, one author is Deaf, another is the child of deaf adults, or a CODA, one wears a hearing aid and one closely works with two Deaf teachers to write his books. I think I included a nice array of authors with diverse experience with deafness. They are reflective of diversity within a unified group or culture of people—an important element of multicultural literature to keep in mind. They each have different experiences and share theses experiences in very different forms of children’s literature.

I included each book in my text set for its own unique reason. One of my favorite books is Dad, Jackie and Me by Myron Uhlberg. This book goes beyond simply focusing on a son and his Deaf father, but also addresses the racial prejudice experienced by Jackie Robinson. I really appreciate the fact that this book tackles two major themes at once. Placing a Deaf character within a historical time period filled with racism creates a very realistic experience—of course there were deaf people who watched baseball and rooted for Jackie Robinson during his rookie season. All too often I think books solely focus on disability or racial issues, when in all reality they are much more connected than sometimes originally thought. Uhlberg does a really nice job of integrating and connecting a Deaf father and the racial prejudice he and his son witnessed at Ebbets Field.

Moses Sees a Play certainly had a place in my text set for its use of both English and American Sign Language, ASL. Many of the books I came across featured characters who signed, but the illustrations didn’t accurately portray their language with any realism. All of the Moses book by Isaac Millman feature accurate illustrations of the characters signing in ASL. Although the illustrations are very cartoon-like, ASL is still accurately portrayed. This brings me to me selection of Deaf Child Crossing by Marlee Matlin. Matlin’s novel includes numerous references to how the characters sign, giving the adventuresome reader the opportunity to learn a few signs themselves. Although there are no illustrations, the description of how a sign is done is very detailed. I also chose Deaf Child Crossing because of Matlin is one of the few Deaf authors who has written for adolescents. There are not many deaf authors to begin with, let alone deaf authors who write for children and adolescents. I think Matlin’s book would be enjoyed by young adolescent girls in particular. The experiences of the characters are very relatable and realistic to that age group.

I had a difficult time choosing the last book in my text set. I decided on Cosmo Gets an Ear by Gary Clemente mainly because it featured a Hard of Hearing character. Like I mentioned before, I thought this was an appropriate choice because of the diversity within the Deaf and Hard of Hearing population that is reflects. I also enjoyed the book and its humorous, unique style of involving the reader by writing the majority of the text as silly multiple-choice questions. The illustrations are also humorous and still manage to accurately portray a modern hearing aid.

I found compiling a text set focused on a topic of my choice to be a worthwhile and valuable project. Throughout my college career I have come across the titles of many children’s books with deaf characters, but never really took the chance to explore them. I’m glad I had the opportunity to take some time and find several quality pieces of literature that positively and accurately portray Deaf and Hard of Hearing characters. I plan to someday share these books with my own students, hoping that they appreciate meeting characters similar to themselves.

Professional Resource Review

The article, Dynamic Characters with Communication Disorders in Children’s Literature by Carolyn D. Sotto and Angel L Ball, focuses on quality children’s literature that feature characters who play dynamic, active roles in the story and happen to have a communication disorders. Sotto and Ball selected eighteen children’s books that provide positive role models who have communication disorders and promote understanding of diversity. Characters with a hearing loss are included under their broad category of communication disorders. Two of the books on Sotto and Ball’s list feature Deaf or Hard of Hearing characters. Moses Goes to a Concert by Isaac Millman is part of a short series on Moses, a young deaf boy. Moses Sees a Play is included in my own text set. Patrick Gets Hearing Aids is also found on Sotto and Ball’s list of recommended books. Patrick, a rabbit, is diagnosed with a hearing loss and is fitted with hearing aids to improve communication with his classmates.

When selecting appropriate pieces of literature, Sotto and Ball considered several things. Books that featured the character with a communication problem as weak, timid, withdrawn or spineless were immediately discarded. Sotto and Ball did not want children who may identify with these characters to feel a sense of diminished self-esteem. Instead, they searched for books where the “main character is a capable, resourceful hero who happens to also have a communication disorder (42).” They looked for books where the character was “able to participate in an adventure, interact with others, and show personal growth regardless of their disability (42).” According to Sotto and Ball, “These books can be used to help provide positive role models for students, as well as expose them to characters with communication impairments within the context of a well-written story (42).” They go on to claim that, “Children can learn from these books about the struggles that the people with communication impairments face with everyday issues and attitudes (42).”

It is important to consider the language and connotations applied to Deaf and Hard of Hearing characters by Sotto and Ball. Members of the Deaf community may not appreciate being considered as having a communication disorder. It is a commonly held belief among Deaf culture and the Deaf Community that deafness is not an impairment in need of fixing. To consider Deaf characters as having a communication impairment may be quite offensive. Many Deaf people may more accurately consider hearing people who do not know how to sign to be the ones with the communication disorder. Although the terminology and categorization of Sotto and Ball may be controversial, their criteria for choosing pieces of literature is still valid and respectable. Even if a Deaf person does not consider themselves to have a disorder, they might still respect the positive characterization elements required of the chosen literature as previously mentioned.

While compiling my own text set on disability, specifically, deafness, I considered many of the same things Sotto and Ball did. I critically looked at the role of the character who was either deaf or hard of hearing. All of the books I chose feature characters who are active, vivacious and perform typical “kid things.” None of them rely on characters without a hearing loss to do things for them. They are independent and resourceful on their own. I believe my chosen texts would fulfill Sotto and Ball’s requirement of providing a positive role model. Deafness and hearing loss are accurately portrayed in my text set, providing typical children broadening the “perspectives of student readers to diversity in the world (42).” Children who may personally identify with the featured characters are provided with positive role models who are “problem solvers, protectors, heroes and friends (42).” Overall, Sotto and Ball identify several important elements to consider while choosing appropriate children’s literature that can be applied beyond literature that only features characters with communication disorders.

Ball, Angel L., Sotto, Carolyn D. “Dynamic Characters with Communication Disorders in Children’s Literature.” Intervention in School and Clinic Vol. 42, No.1. Sep 2006: 40-45.

Dad, Jackie and Me

It was the summer of 1947 and all of Brooklyn just knew this was the year the Dodgers were going to win! Their rookie player, Jackie Robinson, promised an exciting and successful season as the first Black player in the major leagues. For one young boy, sharing his love of baseball with his deaf father made that memorable summer even more special. For the first time, his father showed an interest in the game his son so dearly loved. The two of them went to games at Ebbets Field, played catch on the street, started a baseball scrapbook and even caught a ball tossed by Jackie Robinson himself!

Dad, Jackie and Me shares the story of not only a deaf father and his hearing son, but also a glimpse at the racial prejudice experienced by the first Black baseball player of the major leagues. At the baseball diamond, the young boy felt embarrassed the first time his father yelled Jackie’s name because it sounds more like, “AH-GHEEE, AH-GHEE, AH-GHEE!” At first the crowd stared, but soon enough no one even seemed to notice. The young boy also witnessed prejudice towards Robinson, hearing the Giants call him horrible names and seeing a St. Louis Cardinal spike him on purpose. This beautifully illustrated picture book goes beyond simply focusing on one multicultural issue. It is not just a story about a deaf father and his son, nor is it only about Jackie Robinson as the first Black major league baseball player. The story naturally weaves together issues of both disability and race in a realistic manner that furthers the reader’s experience with both topics.

Inspired by his own childhood experiences, Myron Uhlberg further explains the parallels between his own deaf father and Jackie Robinson in his author’s note at the end of the story. Uhlberg points out how his father experienced prejudice similar to Robinson based on his hearing loss. Uhlberg is a child of deaf adults, also known as a CODA. He has a very personal and close connection with the Deaf Community and Deaf culture. Uhlberg also wrote The Printer which draws on similar childhood experiences of growing up as a CODA and his father’s trade as a printer for The New York Daily News. Dad, Jackie and Me is a quality piece of children’s literature that depicts deafness in a respectful and positive manner.

Uhlberg, Myron. Dad, Jackie and Me. Atlanta: Peachtree Publishers, 2005.

Moses Sees a Play

Moses, a young deaf boy attends a special school where his classmates and teacher, Mr. Samuels, are also either deaf or hard of hearing. They all use American Sign Language, ASL, as their preferred mode of communication. One day, Ms. Morgan and her class from a different school, come for a visit. Although Ms. Morgan and her students are not deaf, Ms. Morgan knows ASL and has been teaching her class. All the children are excited to see the play the Little Theatre of the Deaf is going to put on after lunch! The children spend the morning getting to know each other. Moses meets Manuel who has just come to the United States and does not yet know English or sign language. Throughout the rest of the day, the two boys communicate using gestures.

After lunch, the production of Cinderella begins! The Little Theatre of the Deaf includes four actors who perform in ASL and spoken English. When the play is over, the children are eager to work on their own classroom productions that they will share with each other. At the very end of the story, Moses tells his Mom all about his exciting day and talks to his grandparents on his TTY.

Moses Sees a Play seamlessly incorporates ASL and English in a positive and enlightening way. Both languages are recognized as important and necessary to Moses and his classmates. The very beginning of the book includes an author’s note which gives a brief explanation of ASL as well as instructions on how to read the arrows and symbols featured throughout the book. In his note, Millman shares his inspiration for his most recent Moses book. After seeing a production put on by the Little Theatre of the Deaf, Millman knew he wanted Moses and his classmates to experience the same thing. Millman got the idea to include a group of hearing students after visiting “47” The American Sign Language and English School for the Deaf in New York City. There, he saw both deaf and hearing children interact using ASL. In his note, Millman also thanks two Deaf teachers, Dorothy Cohler and Joel Goldfarb, who teach at “47.” The two advised Millman while illustrating the featured sign language diagrams.

While the majority of the text is in English, most of the pages include a sentence or phrase in ASL. At the end of the book, there is a full-page spread completely in ASL with English glosses underneath the diagrams of the Moses signing. These pages accurately portray the proper facial expression, handshape, movement and syntax of ASL. The very last page depicts Moses using a TTY, a Teletype device used by the deaf to communicate over the telephone.

Moses Sees a Play is just one book in Millman’s Moses series. Other books include, Moses Goes to a Concert and Moses Goes to the Circus. Overall, Moses is a dynamic deaf character who positively portrays deaf people as capable and independent. Not only may deaf children relate to Moses and his classmates, but hearing children are given the opportunity to learn about another culture, Deaf culture.

Millman, Isaac. Moses Sees a Play. New York: Frances Foster Books, 2004.

Cosmo Gets an Ear

Cosmo has “terrible hearing” according to his sister, Alice. “In fact, one day when he was watching a war movie, the bombs were BOOM-BOOMING so loud and the machine guns were RAT-A-TAT-TATTING with such racket that [their] mother took [Cosmo] right away to get his ears checked (4-5).” Sure enough, Dr Mussedhair confirmed that Cosmo had a hearing loss and suggested he wear a hearing aid. Cosmo isn’t too sure about the idea of a hearing aid. He and his friend, Gilbert, think of ways to find Cosmo’s lost hearing, but nothing works. Finally its time to go back to see Dr. Mussedhair and pick up Cosmo’s new hearing aid. Upon putting on his hearing aid for the first time, “Cosmo’s eyes immediately lit up. He couldn’t believe how clear Dr. Mussedhair sounded. He even heard a chirping parakeet in the background and an old, squeaky door being closed behind him—small sounds that he never heard that well before (34).” Even though Cosmo can hear better with his aid, he’s still worried about what the kids at school are going to think. He doesn’t want to be different.

Cosmo Gets an Ear is a fun, interactive book that tells the story of a young boy getting his first hearing aid. Cosmo goes through a range of emotions about the experience of wearing a hearing aide for the first time. First he must cope with loss of his hearing and then work through his fears and uncertainties about wearing a hearing aid and how others will respond to him. Author, Gary Clemente, is a hearing aid user just like his character, Cosmo. “His hope for the book is to show that wearing a hearing aid can be a pleasant experience for children and a door to open up a new world (back-cover).” Children who have a hearing loss may be able to identify with Cosmo and their own experience of wearing hearing aids.

The fun and humorous style of Cosmo Gets an Ear would attract a variety of readers. Almost every page is written like a multiple-choice question with silly answer options along with the truth according to Cosmo’s sister, the story’s narrator. Alice portrays her brother as an energetic young boy who is always on the go. At times she feels bad for Cosmo and the anxiety and sadness he is going through, but by the end, she is proud of him for accepting his hearing loss and willingly wearing his new hearing aid. The ending also portrays the positive acceptance of Cosmo’s classmates when they find our about his hearing aid. “Before he knew it, everybody was crowing around Cosmo. They all wanted to touch it, see it, feel it—even look at the tiny battery inside (42).” One of the correct answers to Alice’s multiple-choice question includes, “Cosmo learned never to judge things too soon (42).” This sends another important message to the reader that is not necessarily directly connected to hearing loss.

Cosmo’s experience is realistic with an overall positive message about hearing loss and wearing hearing aids. He has mixed emotions about getting hearing aids, which is common for many people. It is important for young readers to recognize that their own peers may use hearing aids and that they aren’t something only grandparents have. Cosmo as a fun, dynamic character certainly promotes a positive image of children with a hearing loss.

Clemente, Gary. Cosmo Gets an Ear. Los Alamitos: Modern Signs Press, Inc, 1994.

Deaf Child Crossing

Megan cannot wait to meet her new neighbors—rumor has it that the new family has a little girl her age! Finally, Cindy and her parents arrive and Megan quickly rushes over to meet her potential new best friend.

“Cindy looked straight at Megan. Now she looked a little frustrated. “What’s the matter? Are you deaf or something?” she yelled back.

Megan screamed out and then fell to the ground, laughing hysterically. “How did you know that?” she asked as she laughed (10).”

Despite the fact that Megan is deaf and Cindy is hearing, the two soon become inseparable. Cindy starts to learn sign language and Megan is pleased to have a friend her age in the neighborhood! The girls head off to summer camp together, but problems soon arise. Megan resents that Cindy is always trying to help her even when she doesn’t ask. Cindy feels left out when Megan spends all her time with Lizzie—another camper who is also deaf. The two girls go through some trying times, but by the end of the summer they both have a better understanding of what it means to be a friend.

Deaf Child Crossing is the story of two nine year-olds who learn what it means to be a friend. The major difference between this novel and other’s of similar nature is that one of the main characters is deaf. Author Marlee Matlin, provides an insider perspective being deaf herself since she was eighteen months old. Matlin captures some of the struggles many deaf people experience as well as some of the curiosities and uncertainties many hearing people have about deafness. Along with Cindy, the reader learns about Megan and her experience as a deaf child.

One major point of contention between the two friends ignites when Cindy interprets for Megan without asking Megan first. “Cindy was proud she could translate so quickly for Megan. But suddenly Megan was frowning. “I didn’t ask you to help me, Cindy,” Megan said angrily (95).”

It is important that readers understand Megan’s frustration and anger about this situation. Although Cindy is only trying to help, Megan feels like she doesn’t think Megan can do things on her own. Megan’s reaction helps the reader understand that offering help is fine, but only if you first ask. You don’t want to assume someone who has differing abilities from you cannot do things on their own. Cindy certainly represents the majority, but is challenged by Megan’s reaction which provides an important message for all readers.

Throughout the story, Cindy comes to learn a lot about Megan’s deafness, which in turn helps to accurately inform the reader. Megan’s Mom explains to Cindy that “Megan wasn’t born deaf, either, but she got very sick when she was a baby, and when her fever finally came down she had lost most of her hearing (19).” This is one of the several common causes of hearing loss. Cindy is also bewildered by the flashing show of lights inside Megan’s house when she rings the door bell. She quickly realizes that the flashing lights provide Megan with a visual clue that someone is at the front door. Flashing lights are often common place in many deaf people’s lives. In the chapter entitled, telephones are stupid, the reader is exposed to some of the frustrations many deaf people experience about living in a hearing world. “But is wasn’t the same as talking on the phone. She wanted to do what everyone could do (40). “Megan couldn’t hold back any longer. Tears streamed down her face. “It’s not fair! I want to use the phone like you and Daddy and Matt! (43).”

Megan is a vivacious and enthusiastic character. She is often portrayed as participating in very common activities any 9-year-old girl would enjoy. This portrayal certainly promotes a positive image of deaf people. The character of Cindy seems to provide an avenue in which Matlin can inform the reader and attend to a hearing person’s curiosities and confusion about deafness. Deaf Child Crossing would certainly intrigue young readers since the characters are so relatable in so many ways.

Matlin, Marlee. Deaf Child Crossing. New York: Simon & Schuster Books for Young Readers, 2002.