Connecting and Exploring Diverse Cultures through Multimodal Literary and Cultural Experiences

By Daisy Douglas-Jones.

Published by The Diversity Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Literature is a powerful tool for helping learners find their identities, read about people like and unlike themselves, and learn about and value the diversity within our borders and the world. To ensure learners’development as global citizens, we must move beyond comfort zones and the traditional canon to learn about and use literatures of our diverse populations. Hence, this paper presents rationale and strategies to provide learners with literary and cultural experiences that reflect diverse cultures. It stresses the use of diverse representations of text and the importance of providing activities and experiences that support diversity in terms of learning modalities, personal factors, socio-economic status, and geographical locations. As a result of engagement with this text, it is expected that readers will be motivated to (1) increase awareness of the powerful potential of diverse literatures; (2) use meaningful, relevant literatures to provide lived-through experiences; (3) select diverse works for canon and curriculum inclusion;(4) support diverse learning preferences; (5) empower pre-service educators to become purveyors of change; and (6) assist communities in
providing youths, future global leaders, with meaningful, literary and cultural experiences.

Keywords: Education, Diversity, Cultures, Literature, Multimodality, Teaching

International Journal of Diversity in Organizations, Communities and Nations, Volume 7, Issue 4, pp.277-284. Article: Print (Spiral Bound). Article: Electronic (PDF File; 561.108KB).

Dr. Daisy Douglas-Jones

Associate Professor, English, College of Arts and Sciences, Department of English and Foreign Languages, Winston-Salem State University, Winston-Salem, NC, USA

Dr. Douglas-Jones is a career educator who teaches adolescent and children's literature, world literature, and composition courses; serves on the Curriculum Development Committee, and coordinates literary activities with a local school. Her background and interests include ethnic literatures and cultures, multicultural education, and adolescent literacy. Community service includes developing and supervising extended-day literacy programs for K-12 students. A Freeman Fellowship (University of Hawaii, Center for Southeast Asian Studies) enabled her to travel to Malaysia and experience its culture. Through a Sasakawa Fellowship (American Association of State Colleges and Universities), she has participated in the Japan Studies Institute (San Diego State University). As a People to People Ambassador, she participated in a Literacy and Cultural Delegation to Costa Rico. She presents at conferences through active participation in the National HBCU Faculty Development Network, NCTE (National Council of Teachers of English), and IRA (International Reading Association); and she is the North Carolina representative for ALAN (Assembly on Literature for Adolescents of NCTE).


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