Quantity and Quality: The Need for Culturally Authentic Trade Books in Asian-American Young Adult Literature

Loh, Virginia

doi:10.21061/alan.v34i1.a.5

Cited by 2 publications

(6 citation statements)

References 13 publications

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“…Gray (2009) uses the statements by Antawan and other African American students in her study as evidence to make the point that teachers must make "African American literature, especially literature written by African American authors, more prominent in their classroom libraries" (p. 480). Loh (2006) and Reese (2008) both raised the same authenticity issues that Gray (2009) did about Asian and Native American author ethnicities. Loh (2006) argues the need for cultural authenticity in Asian American children's literature, stating that while Asian Americans share issues with other ethnic groups, their overall experience is unique and must be validated.…”

Section: Social Education Identity and Performativity In The Simulamentioning

confidence: 93%

“…Loh (2006) and Reese (2008) both raised the same authenticity issues that Gray (2009) did about Asian and Native American author ethnicities. Loh (2006) argues the need for cultural authenticity in Asian American children's literature, stating that while Asian Americans share issues with other ethnic groups, their overall experience is unique and must be validated. According to Loh (2006), the topics most books related to the Asian American experience center on the topics of Chinese New Year, the California Gold Rush, or the transcontinental railroad.…”

Section: Social Education Identity and Performativity In The Simulamentioning

confidence: 93%

“…This has led many researchers to believe that authentic cultural literature must be written by an insider, a member of a group about that same group (Loh, 2006;Gray, 2009;Reese, 2008). Gray (2009) conducted a study of literature selection criteria used by fifth grade students in an urban elementary school.…”

Section: Social Education Identity and Performativity In The Simulamentioning

confidence: 99%

“…Loh (2006) argues the need for cultural authenticity in Asian American children's literature, stating that while Asian Americans share issues with other ethnic groups, their overall experience is unique and must be validated. According to Loh (2006), the topics most books related to the Asian American experience center on the topics of Chinese New Year, the California Gold Rush, or the transcontinental railroad. In fiction, Dowd (1992) writes that Asian characters are often stereotypes.…”

Section: Social Education Identity and Performativity In The Simulamentioning

confidence: 99%

See 3 more Smart Citations

A Collaborative Autoethnographic Search for Authenticity Amidst the "Fake Real"

Walker

Taylor

2014

TQR

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This manuscript explores the importance of "authenticity" for the maintenance self-identity for social justice educators in higher education. A collaborative dialogue between two female faculty authors of different ethnicities explores and interprets how to balance one’s own situated understanding of themselves, shared discourse community, and a social justice paradigm. The authors systematically juxtapose their reflections on their experiences as educators in higher education to examine points of similarity and difference. By sharing and interrogating their individual experiences in higher education, the authors argue that the relationship between authenticity, identity, and social justice is complex and multifaceted. The authors conclude by conceptualizing authenticity as a work strategy which plays a vital part in one’s search of her/his individual identity.

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Section: Social Education Identity and Performativity In The Simulamentioning

confidence: 93%

Section: Social Education Identity and Performativity In The Simulamentioning

confidence: 93%

Section: Social Education Identity and Performativity In The Simulamentioning

confidence: 99%

Section: Social Education Identity and Performativity In The Simulamentioning

confidence: 99%

See 2 more Smart Citations

A Collaborative Autoethnographic Search for Authenticity Amidst the "Fake Real"

Walker

Taylor

2014

TQR

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“…(Naidoo 2014, 6) These goals are echoed and expanded elsewhere. For example, Virginia Loh (2006) notes that children of color "need role models and positive representations, which may increase selfesteem and self-development" (46). Diverse books can help teens and others identify with their own cultures and develop "an appreciation for the diversity that occurs both within and across racial and cultural groups" (Hughes-Hassell 2013, 214).…”

Section: Why Diverse Library Resources Mattermentioning

confidence: 99%

Creating Space at the Table: Intellectual Freedom Can Bolster Diverse Voices

Oltmann¹

2017

The Library Quarterly

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Many of the most challenged books, year after year, feature voices from diverse communities (including those of women, racial or ethnic minorities, and LGBT people). Intellectual freedom protects these voices and protects our right to hear these voices. This essay discusses the definition of intellectual freedom, why diverse perspectives are important, and how intellectual freedom can bolster diverse voices. In turn, this can improve our relationships with one another, increasing empathy and respect, which can be reflected in numerous ways and is particularly important in a divisive political climate. I ntellectual freedom is commonly seen as a core value of librarianship in the United States (and is, in fact, formally included as one by the American Library Association [ALA]). Sometimes its meaning and application are assumed rather than made explicit. In this essay, intellectual freedom is clearly defined and articulated, then discussed in relation to diverse books. This discussion illuminates the importance of intellectual freedom not just for libraries but also for our democracy as a whole, especially when politics are divisive. Defining Intellectual Freedom Perhaps the most commonly used definition comes from the ALA, which defines "intellectual freedom" as "the rights of library users to read, seek information, and speak freely as guaranteed by the First Amendment" (ALA 2017c, par. 1). Elsewhere, ALA explains that "intellectual freedom is the right of every individual to both seek and receive information from all points of view without restriction. It provides for free access to all expressions of ideas through which any and all sides of a question, cause or movement may be explored" (ALA 2017d, par. 1; see also Oltmann 2016b). Both scholars and practitioners reiterate the foundational, core nature of in

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Quantity and Quality: The Need for Culturally Authentic Trade Books in Asian-American Young Adult Literature

Cited by 2 publications

References 13 publications

A Collaborative Autoethnographic Search for Authenticity Amidst the "Fake Real"

A Collaborative Autoethnographic Search for Authenticity Amidst the "Fake Real"

Creating Space at the Table: Intellectual Freedom Can Bolster Diverse Voices

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