Title

Exploring names and identity through multicultural literature in K-8 classrooms.

SelectedWorks Author Profiles:

AnnMarie Alberton Gunn

Document Type

Article

Publication Date

2015

Date Issued

2015-01-01

Date Available

2015-03-13

ISSN

1521-0960

Abstract

Children's names reflect their gender, culture, religion, language, and family history. Use of students' personal names has the power to positively affirm identity and signal belonging within the classroom and school community. However, naming practices also have the power to exclude, stereotype, or disadvantage students. For many students from diverse cultural and linguistic backgrounds, their names can be a source of cultural conflict and a watershed for issues of identity and belonging within the school setting. Through multicultural explorations of students' names, educators can affirm students' cultures and identities, and draw upon these as resources to support learning and development from early childhood through the adolescent years. The purpose of this article is to (a) discuss the importance of a person's name to cultural identity, (b) describe strategies to build multicultural communities in K-8 classrooms through exploration of students' names, and (c) suggest multicultural children's literature and curricular activities to teach about the importance of personal names, and develop cross-cultural understandings.

Comments

Abstract only. Full-text article is available through licensed access provided by the publisher. Published in Multicultural Perspectives, 17(1), 39-45. doi: 10.1080/15210960.2015.994434. Members of the USF System may access the full-text of the article through the authenticated link.

Language

en_US

Publisher

Routledge

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.