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Banks, James, Willis Hawley, Amado Padillo, Donald Pope-Davis, and Janet Scholefield. “Strategies for Reducing Racial and Ethnic Prejudice: Essential Principles for Program Design.” Teaching Tolerance.<\/em> Web. 14 Aug. 2015. <\/strong><\/p>\n This article<\/a> was an amalgamation of twelve principles to improve inter-group relations and reduce prejudice. These interventions were meant to target youth in a school integrated program. Unfortunately these principles are merely framework and have no further research into their effectiveness. The principles focus on targeting both individual and institutional sources of discrimination<\/a> (especially in work, learning, and social environments). They center on improving knowledge and cultural awareness of all ethnic groups involved (not only minorities). Based off of Psychological research, the paper focuses on cooperative tasks<\/a>\/equal-status roles to promote balanced contribution, and remove stereotypes surrounding work-efficacy. The researchers also suggests using authority figures to support the program, early-age involvement<\/a>, and seamless long-term integration into class curriculum. In addition they say that the interventions should focus on what is the same and different between and within racial groups (including \u201csocial class, gender, and language\u201d), to reduce generalizations and overstatements, and to avoid oversimplification. The previous principle also seeks to recognize what values and beliefs are shared between differing racial groups. The interventions should be aware that people may hold more than one cultural identity and be respectful of that. Finally these interventions must undo the misinformation that causes stereotypes to persist.<\/p>\n This paper provides useful guidelines for our group\u2019s PenPal related classroom intervention wherein we connect students from one province\/district with those of another (including reservation schools). The principles included are an excellent criteria for what would aid in reducing discrimination, and what would promote inter-group cohesion and relationships.<\/p>\n Works Cited:<\/strong><\/p>\n Aboud, Frances E., et al. “Interventions To Reduce Prejudice And Enhance Inclusion And Respect For Ethnic Differences In Early Childhood: A Systematic Review.” Developmental Review<\/i> 32.4 (2012): 307-336. PsycINFO<\/i>. Web. 14 Aug. 2015.<\/p>\n West, Stuart. “The Evolutionary Benefits of Cooperation.” Being Human<\/i>. The Baumann Foundation, 10 Oct. 2012. Web. 14 Aug. 2015<\/p>\n Eigenbrod, Renate, Kakegamic, Georgina, and Fiddler, Josias. “Aboriginal Literatures in Canada: A Teacher’s Resource Guide.”\u00a0Curriculum.org<\/em>. Curriculum Services Canada, 2003. Web. 30 July 2015.<\/strong><\/p>\n Aboriginal Literatures in Canada<\/a>\u00a0is a teacher\u2019s resource guide written by Renate Eigenbrod<\/a>, a postsecondary Aboriginal literature teacher at Lakehead University. As a professor since 1986, Eigenbrod identified a lack of knowledge surrounding Aboriginal literature in both the Aboriginal and non-Aboriginal communities. Eigenbrod, in collaboration two others, created this Anthology of Aboriginal literature in an effort to increase knowledge surrounding Aboriginal literature–and won a reward from the Curriculum Foundation for her efforts. Considering the\u00a0anxieties toward American-Aboriginal acceptance, anthologies like Eigenbrod\u2019s may act as a starting point within the Canadian English curriculum to improve knowledge regarding Aboriginal literature and its relationship to Canadian identity and Nationalism. This strongly relates to our goal to assess whether our curriculum is as representative of different cultures as it claims to be.<\/p>\n Works Cited:<\/strong><\/p>\n “Dr. Renate Eigenbrod.” Centre for Human Rights Research. <\/em>University of Manitoba, n.d. Web. 13 Aug. 2015.<\/p>\n Hughes-Hassel, Sanda. “Multicultural Young Adult Literature as a Form of Counter-Storytelling.” Library Quarterly: Information, Community, Policy\u00a0<\/em>83.3 (2013): 212-228. Web. 6 Aug. 2015.\u00a0<\/strong><\/p>\n In this essay<\/a>, Hughes-Hassell argues that multicultural literature is needed as a form of counter-storytelling, defined as “telling the stories of those people whose experiences are not often told, including people of color, the poor, and members of the LGBTQ community.” In it, she includes examples of multicultural literature that could be taught\u00a0as early as the pre-school level. Interestingly, Hughes-Hassell is the coordinator of the school media library program at The University of North Carolina<\/a>, as well a professor at the School of Information and Library Science–it’s probably a good bet she puts her money where her mouth is.<\/p>\n She begins by noting a seminal 1965 article by Larrick, “The All-White World of Children’s Books<\/a>,” in which Larrick tries answer a question from a five year old African girl who–looking up from a picture book–asked, “Why are they always white?” The subsequent examination of 5,206 children’s books published between 1962 books yielded just 6.7% containing one or more black characters, with less than 1 % being contemporary black characters. Most were historically based, and probably\u00a0caricatures.<\/p>\n However, Hughes-Hassell shows\u00a0that there is even more of a need for multicultural literature today, because according to 2010 US Census data, there are currently 74.2 million children under the age of 18 in the US; 46% of them being children of color and indigenous children. Furthermore, current immigration patterns will soon lead to “no majority racial or ethnic group.” Now is probably a good time to point out that Canada more actively solicits immigrants than America, with 20.6% of the total population being immigrants<\/a>–the highest among G8 countries (The Economist<\/a> attributes this to multiculturalism being an important part of our national identity, in an interesting comparison between Canada and the US).<\/p>\n As Hughes-Hassell says: Despite the growing diversity in North America, the dominant narrative continues to anoint white people as protagonists and perpetuate negative stereotypes towards less privileged groups, forming a “single story” that requires new perspectives.<\/p>\n
\n“Discrimination – Diversifying Economic Quality: A Wiki for Instructors and Departments.” Discrimination – Diversifying Economic Quality: A Wiki for Instructors and Departments<\/i>. Diversifying Economic Quality: A Wiki for Instructors and Departments. Web. 14 Aug. 2015.<\/div>\n
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\n“We cannot overestimate the power of seeing (or not seeing) oneself in literature. Culturally relevant literature allows teens to establish personal connections with characters, increasing the likelihood that reading will become an appealing activity. It helps them identify with their own culture, and it engenders an appreciation fro the diversity that occurs both within and across racial and cultural groups… multicultural literature can act as a counter-story to the dominant narrative about people of color and indigenous peoples.” (214)<\/p>\n