The Missouri Reader Vol. 40, Issue 1 - Page 30

Ching, S. H.D. (2005). Multicultural literature as an instrument of power. Language Arts. 83(2), 128-136.

Coerr, E. (1999). Sadako and the thousand paper cranes. New York, NY: Puffin Books.

Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.

Gopalakrishnan, A. (2011). Multicultural children's literature: A critical issues approach. Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org/10.4135/9781452230382

Haddix, M., & Price-Dennis. (2013). Urban fiction and multicultural literature as transformative tools for preparing English teachers for diverse classrooms. English Education, 45(3), 247-283.

Labadie, M., Wetzel, M. M., & Rogers, R. (2012). Opening spaces for critical literacy. Reading Teacher, 66(2), 117-127.

Lewison, M., Seely Flint, A., & Van Sluys. K. (2002). Taking on critical literacy: The journey of new comers and novices. Language Arts, 79(5), 382-392.

Rogers, R. & Mosley, M. (2006). Racial literacy in a second-grade classroom: Critical race theory, whiteness studies, and literacy research. Reading Research Quarterly, 41(4), 462-495.

Tsuchiya, Y. (1988). Faithful elephants: A true story of animals, people, and war. Boston, MA: Houghton Mifflin.

Tyson, C. A. & Park, S. (2006). From theory to practice: Teaching for social justice. Social Studies and the Young Learner, 19(2), 23-25.

Youngs, S. (2012). Injustice and irony: Students respond to Japanese American internment picturebooks. Journal of Children’s Literature, 38(2), 37-49

Jongsun Wee teaches language arts and children’s literature classes at Winona State University in Minnesota. Her research interests include multicultural children’s literature, literature discussion, and teacher education. Detra Price-Dennis’s teaching and research investigates culturally sustaining approaches to 21st century teacher education and issues related to social justice and equity in children's and young adult literature. She teaches at Teacher’s College, New York.

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"Listening to these students’ responses to multicultural literature, we learned that small group literature discussions can be places for critical literacy."