Beyond Chopsticks and Dragons: Selecting Asian

Beyond Chopsticks and Dragons: Selecting Asian-American Literature for Children
Author(s): Valerie Ooka Pang, Carolyn Colvin, MyLuong Tran, Robertta H. Barba
Source: The Reading Teacher, Vol. 46, No. 3, Teachers' Choices Best New Children's Books
(Nov., 1992), pp. 216-224
Published by: International Reading Association
Stable URL: http://www.jstor.org/stable/20201048 .
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Valerie Ooka Pang
Carolyn Colvin
MyLuong Tran
H. Barba
Robertta
Beyond
and
chopsticks
dragons:
Selecting
Asian-American
literature
children
for
books
share wonderful
in
commu
with
their
readers
and
sights
influential
nicate
about
messages
Authors
write
books
that
convey spe
society.
cific value orientations
and beliefs. As teach
have
often
chosen
books
with
ers, we
en
themes
and
in
to
values
mind
particular
Children's
and Barba
Tran,
Pang,
are faculty
in the College of
members
Education at San Diego State
University. Colvin is a faculty
member in the Division of
and
Curriculum
University
interest
Instruction
hance
at the
of Iowa. All share an
in multicultural
and children's
education
books.
instructional materials. With
increasing
interest on reading instruction using children's
literature, the criteria for appropriate book se
lection
reconsideration
require
particularly
to
with
the images of culturally
di
respect
verse populations.
The purpose of this article
is to recommend
guidelines
an awareness
for book
selection
that reflect
of diversity
and to
literature.
suggest quality Asian-American
are the fastest growing
Asian Americans
minority
group
in the United
States.
1970 to 1980, the Asian population
United
States
increased
by
From
in the
approximately
143% (Suzuki, 1988). In 1985, the Asian
was estimated
to be 5.1
American
population
to increase to 10 million
million
and projected
4% of the na
by the year 2000, approaching
tional population (Hsai, 1988). The 1984 Ele
mentary
216Reading
The
Teacher
Vol. 46, No. 3
November
1992
and Secondary
School
Civil
Rights
? International
+ .00
ReadingAssociation7055-3340/92/US$l.25
Survey (DBS Corporation, 1986) reported an
of just
population
into
consideration
Taking
it may
birthrate and continued
immigration,
that the figure has further
be safely surmised
increased inmore recent years.
of
In light of the increasing
numbers
it
students in our classrooms,
Asian-American
is crucial that the books teachers use promote
Asian-American
about one million.
student
of
and accurate portrayals
sensitive,
positive,
Literature
is the means
this community.
by
the sto
which all children come to understand
ries of others and learn to embrace the rich di
in promoting
versity of our schools. However,
the use of literature, teachers need to consider
in the selection of children's
critical principles
so as not to reinforce
literature,
stereotypes.
teachers with
of
literature for
pieces
lieve that because
the
verse group the book
Often,
perceptive
Literature
is the means
come
universal view of the Asian-American
experi
ence. We have some reservations
about the
novel. This
is a well-written
story, yet the
seems
main character, Shirley Temple Wong,
soci
overly concerned with fitting into U.S.
ety, almost to the point of discarding many of
her Chinese ways. This book does provide in
a new
sights into the isolation and confusion
a
to
new
feel
to
may
immigrant
trying
adjust
veloping a bicultural identity is Child of the
Owl (Yep, 1977). In this story Casey struggles
a
represents
inherently
characterization
and should be con
children
and Jackie Robinson (Lord, 1984) to depict a
makes
choices
country.
Shirley
continually
that increasingly
the
emphasize
importance of
on
mainstream
and
ways
taking
forsaking her
a
cultural
feel
We
book
that allows
lifestyle.
readers to better understand
the struggle of de
select
intentions
good
use and-be
classroom
story centers on a di
by which
sidered as a quality
for children.
selection
This
is not always
the case. For example,
teachers may be using In the Year of the Boar
with her own insecurities
ferent American.
Casey
to understand
the
stories
of others.
Beyond
as a culturally
valuing
realizes
dif
her
Photo by Roben Finken
chopsticks
and dragons
217
roots does not
as an American
Chinese
identity
her inner battle
for self-acceptance.
premise of our article
A basic
of culturally
tivity to the presentation
role models.
The books we recommend
take away from her
to
and finds balance
article
diverse
in this
that re
provide children with literature
Asian
and their viewpoints
Americans
spects
some
in
selections
that question
cases,
and,
are
numerous
social inequities.
there
Though
is that ev
when stereotypes
of vari
eryone is diminished
ous groups
are reinforced
in children's
literature. As teachers, we must avoid them.
discussions
of guidelines
for bias-free
materi
als (Harris, 1991; Rudman, 1976; Tanyzer &
Selection
we
criteria
In developing
criteria for book selection,
have built upon the work of the Council
on Interracial Books for Children
We
recommend
American
that
children's
teachers
(1980).
select
that meet
books
of
Karl,
1972), few have in-depth discussions
how to critically
the
to
criteria
books
apply
about Asian Americans.
This article is aimed
a bicultural
at helping
teachers present
per
spective and expand
from traditional
old
Asian
those
what
(e) strong plot and characteriza
These
(f) historical
accuracy.
can
to
be
in se
used
assist
teachers
guidelines
books
for
their
classrooms
to
also
and
lecting
aid students in choosing
independent
reading
(Cordova,
of their American
complex blend
diated through
materials.
Asian-American
it is crucial
classrooms,
teachers
use
portrayals
that foster
positive,
of this
community.
since
1983).
of mainstream
continually
the belief
asset.
that the books
sensitive,
promote
and accurate
of
U.S.
experiences me
ancestral
changing
beliefs.
A culturally pluralistic
theme. Since the
United
States is a culturally
diverse
society,
the first criterion centers upon selecting books
in our
students
the continental
many
Unfortunately,
them to be
peers consider
The books we have chosen cele
foreigners.
an
brate
Asian-American
world view that is a
lustrations,
and
numbers
is considered
1763
tion,
In light of the increasing
of books
to
presentations
country
the American
that represent
experience
of Asians.
Asian Americans
have
lived on
the fol
lowing criteria: (a) a culturally pluralistic
theme, (b) positive portrayal of characters, (c)
settings in the United States, (d) authentic il
their selections
integral
tenets of social
diversity as an
is founded upon the
and individual
free
include a respect for
in cultural
The U.S.
justice
dom. Democratic
values
a variety of lifestyles
and the continuation
of
a
cultural
that may
include
home
traditions
tradi
language other than English,
following
tional holidays
that are not Christian,
and the
belief in family before self. Children from
diverse
ethnically
lemma of cultural
face the di
because of the
children receive from main
strong messages
stream society to "fit into" the general commu
between
home
cultural
nity. The conflict
values and school beliefs can hamper
the de
criteria have evolved from a philo
stance
of progressive
education
and
sophical
social reconstructionism.
This system of be
These
liefs, championed by John Dewey (1916),
(1932), and Theodore
George Counts
Brameld
(1971),
supports the aim of school
fulfilled,
ing as one of educating
responsible
to
citizens.
need the opportunity
Children
to
view issues from a variety of perspectives,
think critically
about social conflicts,
and to
in
decisions
that
result
in
action.
engage
They
need to understand
concepts from various per
and deal with
spectives
and human rights.
The
selection
characteristics
218
The Reading
Teacher
issues
criteria
of quality
in children.
of positive
self-esteem
velopment
are com
The issues of cultural assimilation
we
must
and
believe
teachers
plex,
carefully
in
the underlying messages
consider
conveyed
books that they use as models
of instruction.
Positive portrayal.
A critical
aspect for
selection
of children's
is a positive
literature
as empowered
of Asian Americans
we rec
in
The
the
books
characters
people.
as people who are not
are presented
ommend
in terms of politeness,
servi
overgeneralized
or
in
martial
stilted
arts,
tude, expertise
portrayal
of oppression
include
general
literature and sensi
Vol. 46, No. 3
November
communities
assimilation
1992
that may tend to re
speech patterns, qualities
cultural stereotypes
inforce particular
(Pang,
1990). In short, the characters are real people
to whom
individ
with universal
dimensions
can re
uals from other cultural backgrounds
late. The story lines depict individuals whose
and engaging
crafted
protago
carefully
plots
are credible,
nists. The plot and characters
mirror
cultural and literary integrity, and re
flect the range of human emotions.
Characters
are believable
their actions are based
because
has enriched and guided
environment
their lives and the lives of others. Some of the
books present Asian-American
protagonists
existence
their bicultural
who
struggle with
their
of keeping or rejecting
and the dilemma
on
cultural
ethnic
identity. Others
in everyday activities
Several
playing.
of
show Asian
Americans
and
of eating, working,
texts
the recommended
to
who are empowered
are well written
believable
with
and utilize
and are not de
real events and decisions
on
and
situa
contrived
predictable
pendent
tions. Finally,
these selections
convey a clear
of how traditions have evolved
understanding
of American
in the bicultural
experience
so that readers, both young and old, do
Asians
as being for
not mistakenly
identify Asians
eigners
and outsiders.
provide protagonists
in their lives and present Asian
make changes
as
in the United
solvers
Americans
problem
States.
in the United States.
Settings
the best Asian-American
mending
In recom
literature
for
for children,
another
important criterion
selection
is the setting for the story. Often
children and teachers alike may not fully real
are American
citi
ize that Asian Americans
zens
who
native-born
may
represent
fifth-generation,
not new immigrants.
Americans,
The
we
books
have
Asian-American
chosen
world
an
celebrate
view
is a
that
complex blend of mainstream
experiences mediated
through
ancestral
continually
changing
beliefs.
A locale or setting in theUnited States is im
an accurate conception
portant to developing
of the culturally
diverse nature of the United
as Americans.
States and the legacy of Asians
Since the setting provides a frame for the story
it is cru
and shapes the reader's perception,
to understand
that Asian
cial for children
are
different,
Americans,
though physically
members
of the United States community.
Illustrations.
Illustrations
that comple
ment the text of the story should be accurate.
are not identical to each
All Asian Americans
other. As with other individuals, Asian-Amer
ican characters have unique physical qualities
in the shape of eyes, hair styles, stature, body
build, posture, and dress. Most Asian Ameri
cans do not wear
traditional
unless
clothing
for special occasions.
Asian
and
proud
expressive
people
as stereotypically
presented
Americans
are a
and should not be
shy and bowing
(Aoki, 1981). For young readers illustrations
an extension
of the text that can en
provide
or reinforce
stereo
hance natural appearances
caricatures.
typical
Plot and characterization.
For any piece
of literature, a strong plot and effective
char
are critical to the reader's enjoy
acterization
ment of the story. The books we have selected
to the
Historical
accuracy.
According
on Interracial
Council
Books
for Children
is his
(1980), an important selection criterion
torical accuracy. The
on our list have been
their
These
authors.
historical
fiction
books
researched
carefully
by
do not present
books
Asian Americans as being passive in the face
of ethnic prejudice.
The characters
proac
tively confront the severe levels of racism they
encounter. The authors of these recommended
books painstakingly
view
present a balanced
of both mainstream
and Asian-American
per
spectives in the light of issues dealing with the
internment of Japanese Americans,
of war on Cambodian
Americans,
clusion
of Chinese
1900s. After
mend
the effect
and the ex
Americans
during the early
our
criteria, we recom
applying
the Asian-American
literature
listed
in
the Table and described in the following sec
tion for classroom
Recommended
use.
books
was
one of the first authors
Taro Yashima
believable
of Asian
brought
images
to picture books with beautiful,
Americans
who
Beyond
chopsticks
and dragons
219
Recommended
Asian-American
Title
Author
A Is forAloha
The Best Bad Thing
Child of the Owl
Children of the River
Feeney
Uchida
Dragonwings
First Snow
The Happiest Ending
The Invisible Thread
A Jar of Dreams
Journey Home
The Journey: Japanese
and
Racism,
for children
Yep
Crew
Yep
Co?tant
Uchida
Uchida
Uchida
Uchida
Hamanaka
Americans,
Renewal.
Journey to Topaz
The Lost Garden: A Memoir
A River Dream
Samurai of Gold Hill
Sea Glass
The Star Fisher
Umbrella
Uchida
Yep
Say
Uchida
Yep
Yep
Yashima
Pinkwater
Wingman
can provide bridges
and
individuals
enhance understand
Books
like this one serve as
ing of differences.
cultural windows
accurate
and
by providing
and colorful,
patterns
language
expressive
for inclusion
Chosen
childlike
illustrations.
on our list is his book, Umbrella.
ini
Though
tially printed in 1958, it remains a classic for
children,
between
the youngest
readers. Children
enjoy the uni
a Japanese
of
versal
Momo,
experience
American
child born in New York. Yashima
as
builds a tone of anticipation
and excitement
positive
commonalities
depictions
of
the Asian-American
community.
In the book A River Dream,
written
and
illustrated by Allen Say (1988), readers are
to use her new
Momo
waits
brella. When
the rain arrives,
ers not only how rain changes
boots and um
Momo
discov
the way the city
looks, but also how rain drops add a magical
rhythm to life. The use of rich language in this
simple story imitates the music of rain.
a unique
An alphabet
book presenting
look at Asian Americans
is A Is for Aloha
to a story about a young Asian
introduced
American,
who, sick in bed, dreams about be
ing out on the river fishing with his uncle.
This picture book has vibrant colors and real
istic illustrations;
through the use of effective
the visual portrayal
reinforces
illustrations,
the individualism
of the uncle and yet serves
to maintain
as an Asian
his membership
published by the University of Hawaii Press.
Written by Stephanie Feeney (1985) for young
American.
The topic of fishing
adds an ele
ment of real life because
it accurately portrays
an activity
that was and still is an important
for
In addi
many Asian Americans.
industry
a
en
form
is
recreation
of
tion, sport fishing
readers,
the book
depicts
each
letter of the al
phabet with superb black and white photos.
Every photo focuses upon a segment of Ha
waiian-American
life and includes
concepts
with which
all children can identify. For ex
ample, a close-up picture shows Asian-Amer
a
ican youngsters
udon,
heartily
devouring
the letter E
soup, to represent
type of noodle
for eating. This book is a prime example of an
accurate portrayal of Asian-American
experi
ence
that also represents
aspects of childhood
to all children.
For young
that are universal
220
literature
The Reading
Tfeacher
Vol. 46, No. 3
November
and others of all
joyed by Asian Americans
The
author
the
of fly
excitement
ages.
conveys
weaves
the issue of protecting
the
fishing and
environment
into the story line. The book is
an excellent
example of placing Asian Ameri
cans in contemporary
without
experiences
for continued
in
stereotyped
portrayal
traditional
Little
settings such as Chinatown,
Tokyo, or Little Saigon.
need
1992
Another distinguished book on the list is
First Snow, written by Helen Co?tant (1974)
This book for ele
by Vo-Dinh.
a
warm
and touching
is
children
mentary-age
a
Vietnamese-American
about
girl,
story
im
Lien, who is afraid of her grandmother's
with the sadness
minent death. Lien wrestles
and illustrated
ognized for its leadership in the development
of agriculture
in California.
Uchida has also written a trilogy of novels
an 11-year-old
about Rinko Tsujimura,
Japa
A
nese-American
Jar
(1981),
girl.
of Dreams
feelings of losing her grandmother.
view
Buddhist
her
Through
grandmother's
not
be
that
should
learns
Lien
ap
dying
point,
and lonely
proached with sorrow for it is part of the cycle
of
life and
that her
grandmother's
soul will
survive in a different form. Though itmay be
difficult for children not to be sad upon the
death of a loved one, this book gives all read
on death that re
ers an expanded perspective
a
orientation
cultural
different
flects
showing
death and life as but two sides of the same ex
istence.
book
for the primary-grade
Pinkwater
is Wingman
by Manus
story
(1975). This short novel is an exciting
na
about Donald Chen, a Chinese-American
Another
reader
tive New
school
Yorker,
and created
felt alienated
his own comic book
who
is in need of a warm
pre
carefully
values, particularly
and though
the
of his inability to pro
shamed because
master
for his son's needs.
Pinkwater
a
would
love to
creates
all
children
hero
fully
know. The comic book hero is a Chinese
feels
vide
knows
the problems
American
adult who
to un
and endeavors
is confronting
Donald
all children benefit
derstand him. In addition,
from seeing heroes who come from diverse
the
Pinkwater
cultural backgrounds.
portrays
and
of
the
Chinese-American
family
strengths
reveals how a teacher was able to encourage
thework of an individual child by valuing the
abilities
A book
and cultural background.
readers
for intermediate-grade
is
Uchida's Samurai of Gold Hill Uchida (1972)
provides
her
communities.
these
reader,
books exemplify Uchida's ability to incorpo
rate Japanese-American
ries. Rinko
is a sensitive
values
girl who
into her
sto
is trying
to
understand her bicultural identity from both a
and an American
She
Japanese
perspective.
loves her country
has
yet
strong Japanese
such as duty
values
toward
the
family,
Uchida
teacher is happy to help furnish one, his father
child's
in Japanese-American
for the intermediate
from
has
coat,
family
Written
hero,
that of family pride. In the novel the young
boy
The Best Bad Thing (1983), and TheHappiest
Ending (1985) show the warmth and love of
of education,
and harmonious
in
importance
teractions with others. Rinko comes to under
stand how she is able to draw strength from
both her American
and Japanese
identities.
Wingman, to help him with the difficulties he
Pinkwater
experienced.
sented Chinese-American
a tea and silkworm
of founding
farm was
never realized,
readers come to understand
the courage of early Japanese Americans.
The
was
rec
later
Japanese-American
community
to
the opportunity
readers with
of the first Japanese
in the United
States
an
ac
This
is
Colony.
the experience
explore
American
community
called the Wakamatsu
count of the hopes and hardships faced by the
settlers as they tried
first Japanese-American
to conquer disappointments
in
and tragedies
Gold Hill, California. Although their dream
demonstrates
her expertise
Asian-American
in provid
youth with
ing contemporary
a strong protagonist
who deals with universal
not
of
problems
being understood
by parents
and an older sibling.
Children of the River by Linda Crew
(1989) is a powerful depiction of the life of
Sundara, a Cambodian-American
high-school
student. Readers
learn of the tragic circum
stances that led Sundara and her uncle, aunt,
to a small town in
and cousins
grandmother,
a
Crew
paints
story of the
Oregon.
compelling
cultural
bodian
conflicts
the traditional Cam
and
Sundara's
mainstream
lifestyle
schoolmates.
Much of Sundara's life is shaped
and she learns to deal
by old country values,
with
differences.
strong
intergenerational
Crew weaves much history of many Cambo
dian refugees
into the story to give readers a
war separated and destroyed
into
how
glimpse
between
many families. This book is a moving
portrait
can be helped to
of tragedies of war. Readers
understand
the hardships
choices
Southeast-Asian
Americans
from their homelands.
fleeing
made
and agonizing
that many
before
This book depicts the psychological scars that
affect many
Southeast-Asian
youth resulting
from the devastating
loss of their countries.
Crew
is able to present
the feelings of hope
lessness
intertwined with courage
in Sundara
Beyond
chopsticks
and dragons
221
and her family as they attempt to rebuild their
own
lives
books.
in the United
States.
Another selection is the 1976 Newbery
Honor
award
novel,
Dragonwings,
by
Laurence Yep (1975). As the most prolific
Chinese-American
writer for children, Yep, a
a complex
San Francisco
native, has written
and poignant novel for middle-school
readers.
a
is
account
of the
fictionalized
Dragonwings
first
Guey.
Chinese-American
Yep
spent many
Joe
aviator,
Fung
in preparation
hours
in the early 1900s are
In the story, a young boy,
carefully written.
Moon
in China and
leaves his mother
Shadow,
in San Francisco
sprinkled throughout his writings. His father
from the memories
of his family
Yep writes
and
his
readers
the
fruits of the
reap
garden,
harvest.
The final book selected for inclusion on
our
list is The Journey: Japanese
Americans,
and Renewal,
written
and illustrated
Racism,
by Sheila Hamanaka (1990). This is a remark
able picture
book
for readers
from Grade
3
joins his father,Windrider, who lives in the
through high school because of the depth of
land of the Golden
text and haunting
The author
illustrations.
tells the story of members
of the Japanese
in the United
States as they strug
community
to
all
the
while
in jus
survive,
gle
believing
Mountain.
Together
they
work to fulfill the father's dream of building
an airplane. The book makes a powerful
state
ment
about the prejudicial
conditions
under
which early Chinese Americans
lived and be
comes a celebration
of their determination
to
create a better
life for forthcoming
genera
tions. Yep
has
contemporary
are from a
tice and freedom. The illustrations
mural
to depict
Hamanaka
five-panel
painted
are
her family history. Readers
likely to be
also given readers the gift of
fiction with
other Chinese
swept up in the author's personal
story woven
this
factual
of
the experi
through
recounting
ences of Japanese Americans.
American protagonists in Child of the Owl
(1977), Sea Glass (1979), and The Star Fisher
(1991), which
tural heritage
about how cul
send messages
enriches
life and about the im
portance of knowing oneself.
Two recent
of Asian
autobiographies
American
children's
The
Invisible
authors,
Thread (1991) and The Lost Garden (1991),
are excellent
resources
for intermediate-level
In The Invisible Thread, Uchida
readers.
de
scribes how her Japanese heritage was an in
strong thread of values and beliefs
This thread kept her strong and
her dreams
when
and hopes
courageous
so unreachable
seemed
II
War
World
during
re
and the internment. Uchida's
vital message
This book begins with the struggle of Jap
anese Americans
early in the 20th century as
as
labored
truck
farmers and fisherpeo
they
It
is
from
of such experiences
the
result
ple.
that a strong sense of community
developed
and enabled
minds us that it is the responsibility of all
to protect human and civil rights.
Like Uchida,
Yep's book also touches on
the warmth of family and insecurities
of grow
Americans
States. Yep writes
about
ing up in the United
his search for dignity as a Chinese American.
aware of eth
As a youngster
he was painfully
nic prejudice and not knowing where he fit in
In The Lost Garden,
society.
Yep talks about
how being Chinese
"is a part of me from the
level of my soul to my most common,
deepest
the
everyday actions." This book also provides
reader with insights of how Yep draws on his
The Reading
Teacher
Vol. 46, No. 3
November
its members
to endure
the racial
discrimination
the perspective
toward them. From
directed
of a Japanese American,
the
events of World War II, fo
author describes
on the internment of Japa
cusing particularly
nese Americans.
The book
chronicles
the
visible yet
in herself.
222
for his
characters
creating
are found
of his family
Members
was Windrider
in Dragonwings,
his grand
mother was Paw-Paw
in Child of the Owl, and
his mother's
gave
early life in West Virginia
him the seeds for his book The Star Fisher.
for the book; descriptions of the living condi
tions
life when
tragedy
of this group
of Americans
who
were
herded like animals into detention facilities by
their own government
des
only to experience
and
olation,
death,
despair.
Japanese Ameri
cans who volunteered
to serve in the U.S.
are
Armed
to liberate
Forces
shown helping
the Jews in Nazi concentration
camps in Eu
rope while their own families were imprisoned
at home.
scribes
The
final
the effort
of
of the book de
portion
the Japanese-American
Citizens League working diligently with oth
ers
to request that the United
States govern
the serious
address
of the
mistake
internment. Their efforts to get all Americans
to realize
the importance
of protecting
the
civil rights of every citizen,
of
eth
regardless
ment
nic background,
1992
have been
significant.
the selec
present throughout
Symbolism,
in the visual por
is particularly
evident
trayal of Noh masks as well as the carp. In the
use of such symbols
the author seems to be
of
asking readers to remove their own masks
tion,
indifference
whose
to be strong like the carp
of character provides
the forti
and
strength
tude to fight for social justice. Reading this
how the is
book can help students understand
sues of the past serve as integral elements
of
our lives today. Readers will come away from
the book with the message that it is the re
sponsibility of all Americans to be diligent in
their protection
of equal
rights.
Burmese,
Bornean,
Bhutanese,
Bangladeshi,
Iwo-Jiman,
Indochinese,
Cernan,
Celbesian,
Oki
Maldivian,
Javanese, Malayan,
Nepali,
and Sri
nawan,
Sikkimese,
Singaporean,
See Asian
For more
Lankan.
information,
Americans:
and Diversity,
written
Bryant
Growth,
Change,
by Robert W Gardner,
Robey,
and Peter Smith and published by thePopula
tionReference Bureau (1985).
the editorial
We gratefully
acknowledge
comments
San Diego
Kitano,
from Margie
Karla Hawkins
State University;
Wendelin,
and Kathy
of Nebraska-Lincoln;
University
Danielson,
of Nebraska
University
in
this
Omaha,
manuscript.
of
preparation
Everts
Conclusion
We
a conscious
believe
process
of select
ing children's books can benefit both students
who have used chil
and teachers. Educators
the power litera
dren's books will understand
ture has in stimulating
conveying
thinking,
students un
to readers, and helping
messages
in their own lives. We
the stories
derstand
select books that move
will
teachers
that
hope
to issues of
and chopsticks
beyond dragons
civil rights and the humanity of Asian Ameri
cans. When
teachers
apply
the criteria
we
in selecting books for the
have described
is great to
we believe the potential
classroom,
children's
and expand
enrich
perceptions
and diverse nature of con
about the evolving
future
life. Our common
temporary American
our
commitment
collective
is dependent
upon
to ex
to provide children with opportunities
from multiple
amine social problems
perspec
solutions.
tives and then to build collective
books provide insights
The recommended
into the lifestyles and values of Asian-Ameri
in the books are
can people. Many messages
and timeless,
universal
yet they are presented
of
to
world view. Use
an Asian-American
children
these books will encourage more
with
develop an enriched vision of life that is full of
hope,
courage,
Asian
represent
and justice.
Americans
and Pacific
Islander
communities
and
extremely diverse
Indian,
Ha
Guamanian,
Filipino,
Indonesian,
Japanese,
and Vietnamese
heritages.
waiian,
Hmong,
Laotian,
Samoan,
The U. S. Bureau
of
smaller Asian-American
category
the Census
of other Asians:
are you a mixed-up
chil
kid?" Using Asian American
literature. The Reading
dren's
Teacher, 34, 382-385.
T. (1971). Patterns
of educational
Brameld,
philosophy.
New York:Holt, Rinehart &Winston.
Cordova,
Dubuque,
F. (1983). Filipinos:
IA: Kendall/Hunt.
Forgotten
Asian
Americans.
Council on InterracialBooks forChildren. (1980). Guide
lines for selecting
New York: Council
G.
Counts,
(1932).
and storybooks.
bias-free
textbooks
on Interracial Books.
build a new social or
Dare the school
der? New York: John Day.
J. (1916).
Press.
Dewey,
Free
and
Democracy
education.
New
York:
DBS Corporation. (1986). Elementary and secondary civil
rights, survey 1984. Washington, DC: Office for Civil
Rights,
U.S.
Office
(ERIC Document
of Education.
Re
production Service No. ED 271 545)
Harris,
can
V. (1991).
children's
Multicultural
literature.
curriculum:
Young Children,
African
Ameri
46, 37-44.
Hsai, J. (1988). Asian Americans in higher education and
work.
NJ: Erlbaum.
Hillsdale,
children:
V.O. (1990). Asian-American
Educational
Forum, 55, 49-66.
population.
M. (1976). Children's
literature: An
Rudman,
Pang,
MA: D.C. Heath.
proach.
Lexington,
B. (1988, April). Asian Americans
Suzuki,
tion: Impact of changing
demographics
cial
forces.
Paper
issues
ap
in higher educa
and other so
at
presented
A diverse
the
National
Symposium on the Changing Demographics of Higher
Education,
Tanyzer,
The
H., & Karl,
Ford Foundation,
New York.
J. (1972). Reading,
children's
and our pluralistic society. (Perspectives
No.
16). Newark,
DE:
International
Reading
books,
in Reading
Associa
tion.
may include thefollowing: Cambodian, Chi
nese, East
References
Aoki, E. (1981). "Areyou Chinese? Are you Japanese? Or
groups
These
also
lists
within
the
are
groups
Children's books cited
Co?tant, H. (1974). First snow. New York:Alfred A. Knopf.
Crew, L. (1989). Children of the river.New York:Dell.
HI: University
S. (1985). A is for aloha. Honolulu,
Feeney,
of Hawaii Press.
S. (1990). The journey: Japanese
Hamanaka,
Americans,
Books.
racism, and renewal. New York: Orchard
In the year of the boar and Jackie
Lord, B.B.
(1984).
Robinson.
New York: Harper & Row.
M. (1975). Wingman.
New York: Dell.
Pinkwater,
Say, A. (1988). A riverdream. New York:Houghton Mifflin.
Beyond
chopsticks
and dragons
223
Y. (1971). Journey
to Topaz. New York: Charles
Uchida,
Scribner's
Sons.
Y. (1972). Samurai
of gold hill. New York: Charles
Uchida,
Scribner's
Sons.
Uchida, Y (1978). Journey home. New York: Atheneum.
New York: Atheneum.
Uchida, Y (1981). A jar of dreams.
Y (1983).
The best bad
Uchida,
thing. New York: Athe
neum.
Y
Uchida,
neum.
(1985).
The happiest
New
ending.
Y. (1991). The invisible
thread. Englewood
Uchida,
Cliffs,
NJ: Julian Messner.
T. (1958). Umbrella.
New York: Viking Press.
Yashima,
New York: Harper and Row.
Yep, L. (1975). Dragonwings.
and
Yep, L. (1977). Child of the owl. New York: Harper
Row.
L. (1979). Sea glass.
New York: Harper and Row.
The lost garden:
A memoir.
Yep, L. (1991).
Englewood
Cliffs, NJ: Julian Messner.
Yep, L. (1991). The star fisher. New York: Morrow Books.
Yep,
York: Athe
]Ut&xi?$ffi?f$:
w*? ?H*?*?***
*?%i?r>?w?1?
My world
Kelly Yachabach
From Where
the River Begins1
toWhere
the Sidewalk
Ends2
I plan to see it all.
I've begun my Incredible Journey,3 and
I'm standing Plain and Tall.4
Iwent to Owl Moon5 one night
(by Airmail61 should say!).
I caught an Arrow to the Sun;7
all in One Fine Day.8
Ira Slept Over17 last Saturday night;
we painted things Yellow and Pink.18
On my wall we made a Big Orange Splot,19
on the frames we used Blackberry Ink.20
I climbed aboard the Polar Express21
to go Outside Over There.22
I found a Little House in the very Big Woods,23
where
I've traveled across Terabithia's Bridge9
to find Where theWild Things Are;10
I've flown with a Fool in a Flying Ship11
and got to Knock at a Star.12
I've eaten Fried Worms13 in the Kitchen at Night,14
and finished with a Giant Peach.15
Iwas acting like a Hungry Caterpillar16
till Mom gave me a speech.
I saw
a brown,
Brown
Bear.24
I've already gone a thousand places
that some will never go;
I've seen some wonderful, glorious things
that others
may
never
know.
Do you want to know how I do what I do?
If I lead the way, will you look?
Then follow me?discover
the world?
and open up a book.
References
1
Where
2
Where
the River Begins, by Thomas Locker
the Sidewalk Ends, by Shel Silverstein
3The Incredible Journey, by Sheila Every Burnford
4Sarah, Plain and Tall, by Patricia MacLachlan
5Owl Moon,
by Jane Yolen
6Airmail to theMoon,
ill. by Stephen Gammell
by Tom Birdseye,
1Arrow to the
Sun, by Gerald MacDermott
%OneFine Day, by Nonny Hogrogian
9Bridge to Terabithia, by Katherine Paterson
10
Where the Wild Things Are, by Maurice
Sendak
1The
'
Fool of the World and the Flying Ship, by Arthur Ransome
12Knock at a Star, by X. J. Kennedy & Dorothy M. Kennedy
Yachabach teaches fourth
discovery and enjoyment
she wrote, "The speaker
hoped that teachers who
224
The Reading
13How to Eat Fried Worms, by Thomas Rockwell
HIn the Night Kitchen,
Sendak
by Maurice
15James and the Giant Peach, by Roald Dahl
l6The Very Hungry Caterpillar,
by Eric Carle
nIra Sleeps Over, by Bernard Waber
18
Yellow and Pink, by William
Steig
l9The Big Orange Splot, by Daniel Pinkwater
20Blackberry Ink, by Eve Merriam
21Polar Express, by Chris Van Allsburg
220utside Over There, by Maurice
Sendak
in the Big Woods, by Laura Ingalls Wilder
23Little House
24Brown Bear, Brown Bear, What Do You See?, by Bill Martin,
Jr.
grade at Egypt Lake Elementary School in Tampa, Florida. Her poem was inspired by her
of children's literature as a masters student at the University of Florida. In a letter to RT,
of the poem is someone who, unlike me, discovered the world of literature as a child. It is
read this poem to children will spark their imaginations and interest in reading."
Teacher
Vol. 46, No. 3
November
1992