Black Cinderella: Multicultural literature and school curriculum

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This article discusses diversity issues evident in fairy tales and explores the pedagogical implications for adding counter-narratives in the school curriculum. Critical Race Theory is employed. In order to uncover contradictory discourses of race within Black cultures, four Africana (African, African American, and Caribbean) Cinderella tale types are analysed. The conclusion is that although the tales are racially similar and fulfil diversity requirements in a literature-based curriculum, such tales are not necessarily interchangeable. Rather, there are ample differences that warrant further attention. It is important that schoolteachers be aware of this, as they develop criteria that may enable them to make informed decisions about children's books for their classrooms.

Original languageEnglish (US)
Pages (from-to)233-250
Number of pages18
JournalPedagogy, Culture and Society
Volume22
Issue number2
DOIs
StatePublished - Jan 1 2014

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fairy tale
curriculum
school
narrative
classroom
discourse
literature
American

All Science Journal Classification (ASJC) codes

  • Cultural Studies
  • Education

Cite this

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Black Cinderella : Multicultural literature and school curriculum. / Yenika-Agbaw, Vivian.

In: Pedagogy, Culture and Society, Vol. 22, No. 2, 01.01.2014, p. 233-250.

Research output: Contribution to journalArticle

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