Index

A

• access to books 59–60, 256–257 see also libraries
• Acuña, R. 138
• Ada, F. A. 170
• Adoff, A. 198
• adult literacy 52–54
• aesthetic qualities of a text 9–10
• African Americans: and children’s literature generally 23–33, 74, 77–86; hair, as cultural theme 241–244, 249–255; and literacy narratives 50–52
• agency 118–119
• Alexander, J. 195
• Alexander, P. 106
• Alexie, S. 208
• Aliki 55
• allegory 204
• Almaguer, T. 137–138
• Altman, L. J 167
• ‘American Dream’ 19, 89, 93, 121, 133–134, 154, 160, 185
• Ancona, G. 166
• ‘appropriate’ ages 24–25, 28
• Arvizu, S. F. 72
• Atkin, B. S. 165–166
• authorship: author identity 104, 216; ‘insider’ authors 80–81, 82, 104, 143–144; as meaning maker 193, 270–271
• autobiography 176–184, 210–213
• awards 75, 76–77, 289–290, 293–302
• Ayres, A. 171

B

• Badt, K. L. 245
• Bakhtin, M. 113, 122, 268
• Banks, J. 75
• Banks, K. 62
• banned/ controversial books 24, 241–244, 267
• Barker, M. 267
• Barrera, R. 143, 144, 145, 146
• Barthes, R. 3–4, 104, 193
• Barton, P. S. 20, 23
• Beebe, T. 193
• Bhabha, H. 136
• Bigelow, B. 88
• bilingual texts 143, 145
• biography 210–213
• Bloom, B. 49
• Bode, P. 72, 89, 117
• Bogart, J. E. 53
• Bomer, R. and K. 56
• book clubs 269
• books, access to 59–60, 256–257 see also libraries
• bookworm stereotypes 49
• Botelho, M. J. 5, 45–46, 107, 282–285
• Bradby, M. 51
• Brimmer, L. D. 163–165
• Brisson, P. 204
• British children’s literature 18, 21, 22
• Broderick, D. 24
• Browne, A. 267
• Buehner, C. 234
• Bunting, E. 169
• Butcher, J. S. 158
• Byrd, A. 244

C

• Cai, M. 12, 29, 82, 83–84, 85–86, 103–104, 265, 279–280, 281, 284
• call-and-response 241–242
• Cannella, G. S. 28
• Carnegie, A. 22
• Caxton, W. 18
• censorship 24
• chapbooks (early paper books) 18–19
• childhood as a social construction 18–25
• Cinderella as social construction of gender example 221–238
• Circuit, The 159–161
• Cisneros, S. 246
• class issues: class stereotypes 155–156, 183; in the history of children’s literature 18, 19–21; intertwined with race, gender and power 89–94, 107–108, 113–119; in Mexican American literature 142; as object of scholarship 89–94; as social construction 153–187; as theoretical construct 115–116
• classifying literature, dangers of 192, 193
• Clifford, J. 157
• Climo, S. 226
• closure (endings) 112, 162, 166, 169, 171, 215, 262
• code breaking 44–45, 50, 52, 53–54, 58
• cognitive-psychological perspective of literacy 40–42, 44, 56
• Cohen, M. 58
• Cole, K. 206
• collusion 118–119
• Comber, B. 12
• computer technology in literacy teaching 41
• contradictions 108
• controversial texts 267
• controversial/banned books 24, 241–244, 267
• Cooperative Children’s Book Center 76, 77, 79, 146–147
• Corliss, J. C. 85
• Cotes, N. 250
• Council on Interracial Books for Children 88, 91, 141–142
• Creech, S. 63
• critical literacies 65
• critical multicultural analysis graphical representation 327
• Cronin, D. 65
• cross-cultural literature: cross-cultural analysis of Cinderella story 226–232; hair, as cultural theme 244–247; as a term 83
• Cruz-Janzen, M. I. 104
• culture: cross-cultural literature 83, 226–232, 244–247; ‘cultural substance’ 80–83; ‘culturally conscious’ books 81; culturally neutral literature 83; deculturization 156, 166; definition of 71–73; and discourse 72–73; intertwined with race, gender and power 71, 72–73; literature as cultural artefact 2
• Cummins, J. 118

D

• Daly, N. 57
• Daniels, H. 270
• Darder, A. 114, 271
• Davies, B. 28–29, 107, 119, 260–261, 263, 271
• Day, F. A. 86
• Decker, J. L. 134
• DeFelice, C. 184
• DeJoie, P. 251
• DePaola, T. 58
• developmental approach, Leon’s Story example 27–28
• Diamond, J. 37
• diaspora, United States as 134–136, 157
• Dilg, M. 255
• Dirks, N. B. 260
• discourse: and culture 72–73; discursive threads 102–108, 109–110; literacy as 43–44; of multicultural children’s literature 102–108; as theoretical construct 109–110
• diversity in children’s books: history of 73–78; current situation 78–79
• domination 109, 118, 161, 279
• drawing/painting as form of literacy 55
• Dresang, E. 157
• du Gay, P. 2, 3, 6
• Dundes, A. 230

E

• Eagleton, T. 6, 7, 84, 192, 210, 263
• Edmondson, J. 79
• Eley, G. 260
• emergent literacy, narratives about 57–59
• endings 112, 162, 166, 169, 171, 215, 262
• Eneaweci, A. 242
• English language learners 54–56, 172
• ethnic stereotypes 73–74, 106, 145, 183, 252–253

F

• Fairclough, N. 120
• fantasy fiction 214–215
• feminist approach 29, 111
• Fernandez, M. J. 141
• first person narrative 26–27, 159–160, 171
• folk tales: generally 21, 216–218; Cinderella as social construction of gender example 221–238
• Fondrie, S. 181–184
• Foucault, M. 104–105, 107, 112–113, 193, 270–271
• Freire, P. 6, 7, 119, 264

G

• Gardner, H. 48
• Garza de Cortes, O. 144, 145
• Gee, J. P. 43, 72, 102, 109, 263–264
• Geertz, C. 78
• gender 29, 113–119, 179, 221–238
• genealogical analysis 8
• generically American books 83
• genre: Cinderella as genre 222–226
• hybrid genres 192, 195, 196, 199, 204, 214
• as representation of ideology 121
• as social constructions 191–218
• in works about Mexican American migrant workers 159–184
• Geringer, J. 48
• Goldstone, B. 206
• Gonzales, M. 139, 158
• Gramsci, A. 117, 272
• Greene, M. 6
• Greenfield, E. 249
• Griffiths, G. 104
• Grimes, N. 251
• Grossberg, L. 136
• Guinier, L. 114–115, 118, 138, 262

H

• Hade, D. 79
• hair, as cultural theme 241–256
• Hall, K. 38
• Hall, S. 6, 103, 106, 282, 285
• Harris, V. 80, 102
• Hart, E. T. 178–179
• hegemony 117
• Herrera, J. F. 170, 171, 172, 174, 195
• Herron, C. 241–242
• Hesse, K. 54, 195–196
• Hest, A. 53
• Hill, K. 60
• Hiltebeitel, A. 245
• Hinton, S. E. 208
• historical fiction 209–210
• history: of children’s literature generally 17–25
• historical analysis of Cinderella story 226–232
• of multiculturalism in children’s literature 73–78
• of US settlement 128–133
• Hodge, R. 192
• Hoffman, M. 55
• Hoffmann, D. 105
• Hollindale, P. 110–111
• hooks, b. 29, 136, 186, 254, 263
• Hopkins, L. B. 197–198
• hornbooks 18, 39
• Hoyt-Goldsmith, D. 166
• Hunt, P. 65, 194, 198
• hybrid genres 192, 195, 196, 199, 204, 214

I

• identity: author; personal 104, 216 103
• ideology 92, 110–111
• illiteracy 52–54
• illustrations 167–170, 263 see also picture books
• immigration, history of US 128–136, 137–141
• implied reader 111, 112
• ‘insider’ authors 80–81, 82, 104, 143–144
• integrating discourse 72–73
• intertextuality 191–218
• invisibility 106–107
• Ivanic, R. 43

J

• Jameson, R. De Loy 227
• Jiménez, F. 159–161, 200, 212
• Johnson, D. 53
• journals of children’s literature 337–342

K

• Kahne, J. 105–106
• Keating, A. L. 113–114
• Kelley, J. 155
• Kelly, R.G. 20, 21, 23
• Ketteman, H. 233
• Kohl, H. 88, 92, 211, 266
• Kohn, A. 105, 106
• Kroll, S. 58
• Kroll, V. 246
• Kuhlman, W. 47

L

• Ladson-Billings, G. 115
• language use, mirror metaphor 101–122
• Larrick, N. 23–24, 74, 82
• Latino/a Americans 76, 77, 130, 137–147 see also Mexican Americans
• Ledesma, A. 177
• Leeson, R. 18, 19–20
• Leitch, V. 191, 217
• Leon’s Story (example of multiple approaches to literature) 25–33, 212
• Lesnic-Oberstein, K. 18
• Levine, E. 56
• Levy, M. 223, 229
• Lewin, T. 62
• Lewis, D. 200
• libraries: and banned books 24
• children’s sections 22; classroom selections 265–267; public 21
• Lickteig, M. 47
• Liguori, O. 143, 144
• Lipsitz, G. 107
• literacy: adult literacy, narratives about 52–54; analysis of literacy narratives 46–65; cognitive-psychological perspective of literacy 40–42, 44, 56; definitions of 43–46; development of 37–66; emergent literacy, narratives about 57–59; illiteracy 52–54; sociocultural aspects of literacy learning 42, 45–46; ‘struggling’ readers and writers 56–57
• literary analysis, Leon’s Story example 25–27
• literature reviews 7–8
• Locke, J. 19
• Loewen, J. 212
• Louie, A-L. 227
• Lowry, L. 215
• Lubienski, S. T. 89–90
• Luke, A. 42–43, 56, 122
• Lynn, N. R. 214

M

• Madrigal, A. H. 246
• magazines, juvenile 20
• magical realism 171
• Mann, H. 39
• Martin, M. H. 247
• McCord, P. F. 210
• McGillis, R. 9, 255
• meaning making 2–4, 41, 101–102, 268
• Mehta, L. 228
• ‘melting pot’ (racial integration) books 81
• Mexican Americans: historical and sociopolitical contexts 137–147; in literacy narratives 64; publishing practices of the text collection 329–335
• middle classes, expansion of 19–21
• migrant workers (Mexican Americans): examination of class issues 153–187; historical and sociopolitical contexts 137–147; publishing practices of the text collection 329–335
• Mikkelsen, N. 92, 191
• Miller, B. D. 245
• Miller, W. 52, 62
• Misson, R. 10
• Mitchell, D. 92
• Moebius, W. 200
• Montgomery, L. M. 246
• Moore, O. A. 242
• Mora, P. 168
• moralizing 20, 21–22
• Morgan, W. 10
• Morrison, T. 84–85, 248
• Moss, K. 8
• Moynihan, R. 9
• multiculturalism: all literature as multicultural 86–87; deconstructing 71–95; definitions of multicultural literature 82–87, 279–281, 283–285; discourse 102–108; history of multiculturalism in children’s literature 72–73; Leon’s Story example of multicultural approach 30; ‘multicultural’, discussion of terminology 279–281, 283–285; scholarship of 80–83
• multiethnic literature 85, 279–280
• multimodalities 270
• multiple intelligences, theory of 48
• multiple texts 270
• Muse, D. 86
• Myers, M. 121, 249, 270

N

• names 45–46
• Nappy Hair book incident 241–244
• nationhood 136
• Native Americans 19, 75, 77, 106, 128–129, 198
• Newbery, J. 19, 39
• Ng, R. 116
• Nieto, S. 5, 72, 89, 117, 281, 284
• No Child Left Behind (NCLB) 42–43
• Nobisso, J. 55
• Nodelman, P. 92
• nonfiction 143–144, 163–167, 210
• Norton, D. 86
• novels, poetic 195
• Nye, N. S. 194–195, 248

O

• O’Connell, K. 58
• Olson, G. 183–184
• O’Malley, K. 65
• online resources 343–344
• oral histories 25–33, 212
• oral literature 18, 37–38, 61–62, 216–218
• Ortner, S. 6, 71–72, 89, 260, 262
• ‘Otherness’ 103–105, 278, 280, 291
• Oyate 77, 307

P

• parallel culture literature 83, 84, 280, 291
• passive ideology 111
• Paterson, K. 57
• Paulsen, G. 182–183
• pedagogy 259–273
• people of color 19, 20, 22–24, 83–86, 288
• Pérez, E. 135
• Perez, L. K. 135
• Perkins, L. 170
• phonics teaching 44–45
• picture books 167–176, 199–207
• poetic novels 195
• poetry 170–176, 194–198, 199
• Polacco, P. 57
• political, reading as 9
• postmodern picturebooks 206–207
• poverty 142, 156–157, 162 see migrant workers (Mexican Americans)
• power relations: in Cinderella story 87, 222–225 see also class issues; gender; race; in context of Mexican American migrant workers 153–187; in critical multicultural analysis 1–2, 31–33, 86; and culture 71, 72–73; exercise of power 117–119; power continuum 118, 325; in the publishing market 79; as theoretical construct 112–119
• primers 19, 21, 39
• publishers: publishing trends 78–79; small imprints for multicultural works 78, 311–323; specialists in multicultural literature 76, 79, 146, 155, 303–311
• purchasing power 79

Q

• Quiroa, R. 146

R

• race: and discourse and power 113–119; intertwined with class, gender and power 153–187; as a social construction 127–148
• ‘radical’ children’s literature 88, 266–267
• Radin, R. Y. 54
• Rahaman, V. 54
• reader response approach 28–29, 243
• reading: development of 37–43 see literacy; Reading First initiative 42; reading subject positions 268; teaching how to read in a critical multicultural analytical manner 267–273, 278
• realistic fiction 176–184, 204–205, 207–209
• reconstructed Cinderellas 232–235
• Reese, D. A. 235–236, 284
• Reimer, M. 92
• religious tracts 20
• representation process 2–3
• Rice, J. M. 40
• Rivera, T. 176–177
• Robinet, H. G. 210
• Rochman, H. 85, 163, 254
• Rodriguez, L. J. 64
• Rodriguez, R. 141
• Rollins, C. 73, 74
• Rosales, A. 140
• Rosenburger, C. 155
• Rudd, D. 109–110, 113, 121
• Rudman, M. K. 5, 81–82, 217, 281
• Ryan, P. M. 179–181

S

• Salas, L. 143, 144
• Sánchez, R. 8, 117, 141
• Saravia-Shore, M. 72
• schools: history of literacy in; teaching critical multicultural analysis 38–43 259–273
• Schotter, R. 63
• Schwartz, E. 86, 87, 102, 103
• science fiction 215–216
• Seelinger, R. 232
• self-esteem 105–106
• self-reflexivity 119
• Serafini, F. 48–49
• Shannon, P. 38, 39, 40, 84, 86, 91, 277–278, 285–288
• silences 107–108
• Silverman, E. 234
• Sims Bishop, R. 80–81, 83–84, 281, 284
• slavery 20–22, 51, 129–130
• Smalls, I. 61
• ‘social conscience’ books 81, 83
• social justice fiction 204–205, 266
• social realism 176–184
• sociocultural aspects of literacy learning 42, 45–46
• sociopolitical contexts: history of; of children’s literature 17–34 78–79; culture 71–73; of literacy 44–46
• Soto, G. 177–178
• Spanish language, portrayal in literature 142
• Spring, J. 77, 156–157
• standard English 26
• Stanley, D. 225–226
• Starkenburg, E. 93
• Stephens, J. 2, 27, 28, 33, 110, 111, 112, 159–160, 199–201, 202–203, 208–209, 214, 268
• Steptoe, J. 231
• stereotypes: bookworm stereotypes 49; class stereotypes 155–156, 183; ethnic stereotypes 73–74, 106, 145, 183, 252–253
• Stewart, S. 59, 64
• Street, B. 72
• Strickland, M. 253
• ‘struggling’ readers and writers 56–57
• stylistics 25
• subjectivity 111–112, 271
• Swanger, D. 198

T

• Taback, S. 201
• Takaki, R. 138–139
• Tarpley, N. A. 252
• Tate, W. F. 115
• Taxel, J. 91
• Taylor, M. 209
• teachers’ role in literacy 60–61
• teaching critical multicultural analysis 259–273
• text circles 270
• text critic practices 45, 46, 65
• text production, children’s 271–272
• text user practices 45, 52, 53
• Thanh, L. T. 229
• Tharps, L. 244
• theoretical basis of critical multicultural analysis 1–12, 108–113
• third person narrative 161–162, 167, 180
• Thomas, J. C. 254
• Thompson, J. J. 253
• Threadgold, T. 192
• Tillage, L. W. 25–33, 212
• time travel 215
• Todorov, T. 217
• Torres, G. 114–115, 118, 138, 262, 271
• Torres, R. 114
• traditional literature 216–218
• transactional criticism 93
• Trites, R. S. 232–233
• Turbill, J. 38, 40

U

• utopia/dystopia 215

V

• Vaughan, M. 51
• vernaculars, use of 26
• Vuong, D. L. 229

W

• Wagoner, S. 142–143
• Walter, M. P. 51
• Watkins, T. 255
• Watts, J. I. H. 61
• web resources 343–344
• Weedon, C. 111
• West, C. 244
• West-Williams, C. 146
• White privilege 182, 280, 282, 285
• Wiesner, D. 207
• Williams, V. B. 266
• Willis, A. 80, 102
• Wilson, K. B. 228
• Winch, J. 60
• Wolf, S. 93
• Woodson, J. 63, 205
• Wooldridge, N. 4, 268–269
• world literature 83–84
• writing: development of 37; narratives about 62–64

Y

• Yarbrough, C. 250
• Yokota, J. 85, 288–292
• Yolen, J. 196, 215, 223

Z

• Zinn, H. 129
• Zipes, J. 217, 229–230, 289