https://orcid.org/0000-0003-0863-9338
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ABSTRACT
Culturally authentic literature is widely recognized for its efficacy in developing children’s multicultural awareness and intercultural understanding. Through systematic examination and analysis of 53 Children’s picture books featuring China and its culture published in North America, this study investigated the extent to which the selected books were culturally authentic, and how these books would exert their functions as multicultural literature for readers. The results revealed that most books portrayed cultural elements authentically, while a number of books contained incorrect, stereotyped or outdated information. The mismatch of some cultural elements in illustrations with the storylines was especially notable. The ways in which the selected books would play their roles as windows and mirrors for multicultural education, and the implications drawn for writers, illustrators, and publishers of multicultural children’s books were discussed.
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Correction Statement
This article has been republished with minor changes. These changes do not impact the academic content of the article.
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Notes on contributors
Xiaotian Zhang
Xiaotian Zhang is a PhD student in Faculty of Education at University of Macau, Macau SAR, China. Her research interest focuses on cultural issues in education, and how innovative technology can help promote intercultural competence and learners’ well-being.
Yan Wang
Yan Wang is an Assistant Professor at Faculty of Education, University of Macau, Macau SAR, China. She received her doctoral degree from Illinois State University, U.S.A. Dr. Wang conducts research in areas including English as the medium of instruction, internationalization of higher education, and cross-cultural issues in education.