A Critical Analysis on Multicultural Elements in Picture Books Suggested in Common Core State Standards, an Educational Initiative In the United States
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This study critically analyzes multicultural elements in 80 picture books listed as “exemplar books” in Appendix B of the Common Core State Standards (CCSS) for kindergarten through third grade in the United States. This research first briefly introduces the purpose, formats and characteristics of the CCSS and looks into the way issues with the CCSS Appendix B has been discussed. With Critical Literacy as the theoretical framework of this study, this study identifies the distribution and patterns of race, gender and gender roles represented by the characters through quantitative content analysis, and through qualitative content analysis, it also examines the messages these multicultural elements can convey to the young readers. As a result, it was inferred that the CCSS picture books includes rather unrealistic and exclusive description of race, gender and gender roles that do not necessarily conform to our present time and lives. This study is worth looking at as a reference case from the U.S. Curriculum, in order to explore ways to improve and develop multicultural education using picture books in Korean educational settings. As this study also critically examines the contents and problems of multicultural elements, messages and improvements in the CCSS picture books, it provides implications for Korean school curriculum and policies.
Abstract
This study critically analyzes multicultural elements in 80 picture books listed as “exemplar books” in Appendix B of the Common Core State Standards (CCSS) for kindergarten through third grade in the United States. This research first briefly introduces the purpose, formats and characteristics of the CCSS and looks into the way issues with the CCSS Appendix B has been discussed. With Critical Literacy as the theoretical framework of this study, this study identifies the distribution and patterns of race, gender and gender roles represented by the characters through quantitative content analysis, and through qualitative content analysis, it also examines the messages these multicultural elements can convey to the young readers. As a result, it was inferred that the CCSS picture books includes rather unrealistic and exclusive description of race, gender and gender roles that do not necessarily conform to our present time and lives. This study is worth looking at as a reference case from the U.S. Curriculum, in order to explore ways to improve and develop multicultural education using picture books in Korean educational settings. As this study also critically examines the contents and problems of multicultural elements, messages and improvements in the CCSS picture books, it provides implications for Korean school curriculum and policies.
참고문헌 (45)
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