Critical Analysis of Children’s and Young Adult Literature

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HERE IS AN ARTICLE YOU SHOULD LOOK AT TO SHOW YOU HOW THIS PAPER SHOULD LOOK LIKE. LOOK ONLINE FOR THE FOLLOWING ARTICLE.

Kelley, J. E., & Darragh, J. J. (2010). Depictions and gaps: Portrayal of U.S. poverty in realistic fiction children’s picture books. Reading Horizons, 50(4), 263-282.

YOU HAVE TO FOLLOW APA STYLE WHICH MEANS IF YOU USE A DIRECT QUOTE (THE AUTHORS’ WORDS) FROM ANY BOOK OR ARTICLE THEN YOU HAVE TO WRITE THE AUTHOR(S) LAST NAME, YEAR OF PUBLICATION, AND PAGE NUMBER) WHILE IF YOU PARAPHRASE WHICH IS RECOMMENDED A LOT YOU ONLY NEED TO WRITE THE AUTHORS NAME AND THE YEAR OF THE PUBLICATION ONLY WITHOUT THE PAGE NUMBER.

This course makes us examine children’s books as cultural products by critically and multiculturally analyzing these texts. Critical (signals the imbalance in social power, manifested in class, race and gender relations) multicultural (acknowledges the diversity in cultural experiences, shaped by historical, social, political, and economic factors) analysis will guide our work together. So, I chose children books about Ramadan and I started analyze them based on the following chart.

Tier    Question    1    2    3    Comments

Accuracy of text     1. Is the information about Ramadan accurate?

The information in the book is outdated and/or incorrect based on current research.

Most of the information is correct, but some information could be disputed due to a small amount of current research.

All of the information is correct based on substantial current research.

Accuracy of image    1. Are the visual images presented in authentic contexts?    The images are not representing the text in most part.

Some images are not related to the written text.

All the images are going along with the written text.

Literary Quality    1. Is the book memorable?

I’ve already forgotten parts of this book.     When prompted, I remember the storyline. I will recommend this book to others.     This book is going to stick with me. I will passionately recommend it to others.

In-Depth Information    1. Does the story represent a surface or detailed information about Ramadan?    The represented information about Ramadan is simplified.      Some of the information in the Ramadan picture books is quite deep.    All of the information represented in the Ramadan picture books is deep and detailed.

Indicators of authenticity    1. What are the authors and illustrators sources and references?

The author or the illustrator did not provide any sources or references.

The author or the illustrator stated some sources or references but not verified.

The author or the illustrator stated sources and references and they are all verified.

Author & Title    Accuracy of Text    Accuracy of Image    Literary Quality    In-Depth Information    Indicators of Authenticity    Comments

Katz, 2007

My First Ramadan    2    3    2    1    1

Anderson, 2010

Ramadan    2    3    2    2    3

Gnojewski, 2004 Ramadan: a Muslim time of fasting, prayer, and celebration    2    3    3    3    3

Douglass, 2004 Ramadan    2    2    2    3    1

Khan, 2008 Night of the moon: A Muslim holiday story    3    2    2    1    1

Whitman, 2008

Under the Ramadan Moon    3    2    2    1    1    This book is not actually about Ramadan. It just describes the changes of the moon during Ramadan.

Heiligman, 2006 Celebrate Ramadan and Eid Al-Fitr    3    3    3    3    3

Marx, 2002 Ramadan    2    2    2    2    1

MacMillan, 2008

Ramadan and Id Al-Fitr    3    3    3    3    3

From this I want you to state in the introduction section (the purpose of this study) is to see how Ramadan was depicted in children’s books in the US. As a Muslim myself who is living in the US, I began reviewing children’s books about Ramadan to see how Ramadan was represented to non-Muslim from an American Perspective. (EXPLAIN MORE ON THSES STATEMENTS AND COME UP WITH A REALLY GOOD INTRODUCTION). At the beginning of the introduction and before you talk about the purpose of the study, Talk about Islam in general and Ramadan as on of the five pillars in Islam and explain what is Ramadan and how Muslims are fasting through this holy month and then move to the PURPOSE OF THE STUDY.

Literature Review Section should includes THREE THEMES (PLEASE REPHRASE THE THEMES IN A NICE AND ACADEMIC WAY)

First Theme will talk about Islam, Muslim, and Ramadan in general. Here are some references you have to include: (YOU HAVE TO USE THE REFERENCES I PROVIDE YOU WITH IN EACH THEME AND LOOK FOR SIMILAR ONES ONLINE. THE ARTICLES SHOULD BE JOURNAL AND PEER REVIEWED).

Reference 1: Growing Up Muslim: Understanding Islamic Beliefs and Practices.(Brief article)(Book review)(Young adult review)

Sutton, Roger

The Horn Book Magazine, Sept-Oct, 2012, Vol.88(5), p.113(2)Part I:

This book talks about Muslim beliefs and practices (or, what it’s like to grow up Muslim in California):

1. Starting with the basics: what do Muslims eat? —

2. Definitions and the declaration of faith —

3. How many times a day do you pray? —

4. Fasting: the ultimate internal conflict —

5. Holidays: from turkey dinner to baklava —

6. Donating to charity —

7. A Muslim pilgrim’s progress —

8. Everyday rules of behavior for Muslims —

9. Fashion sense (or, what Muslims wear) —

10. Relationships between men and women (or, can I go to the school dance?) —

Part II. When did Islam start and how did it develop?: 11. Muhammad and his mission —

12. How Muslims view the world: God, angels, and Adam and Eve —

13. The basis of Islam: the Qur’an, the Sunnah, and the Shariah –

Reference 2: The Muslim Next Door The Qur’an, the Media and That Veil Thing

Sumbul Ali-Karamali; 2009

Everyday Islam: How Muslims Practice Their Religion —

Some Basic Islamic Concepts The Story of an Arab, an Angel, and the God of Abraham: Muhammad and the Birth of Islam —

The Qur’an: What It Is and Why Quoting It Can Be Problematic —

Who’s Who in Islam: From Ayatollahs to Whirling Dervishes —

Religious Hierarchy: Who Makes the Rules in Islam? —

Women in Islam: Marriage, Divorce, Polygamy, and that Veil Thing —

Why the Misconceptions Persist: Separating the Reality from the Murky Mythology.

Reference 3: What everyone should know about Islam and Muslims

Suzanne Haneef; ©1996

Beliefs. The Islamic creed; The Islamic view of reality; The articles of faith: God (Allah), The angels, The revealed scriptures, The messengers of God, The hereafter, The divine decree — Acts of worship. 1. Declaration of faith (shahadah) ; 2. Prayer (salah) ; 3. Fasting (sawm) ; 4. Poor-due (zakah) ; 5. Pilgrimage (hajj) — Islamic values and qualities. The Islamic personality — Islamic morals and behavior — Islam in society — Islam and the Muslim world — The performance of the acts of worship. Prayer (salah) ; Fasting (sawm) ; Poor-due (zakah) — Islamic festivals and observances. The Festival Ending the Fast ; The Festival of Sacrifice — Family life. Marriage and the roles of husband/wife ; Parent-child relations ; Relations with relatives.

Reference 4: Islam : the straight path

John L. Esposito; 1988

Reference 5: Muslim Identities An Introduction to Islam

Aaron W. Hughes; 2013

Reference 6: Islam

Colin Turner; 2011

Second Theme is about Teaching Islam

Reference 1: Teaching About Women and Islam in North Africa: Integrating Postcolonial Feminist Theory in the Classroom.

Zayzafoon, Lamia Ben Youssef Foreign Language Annals, 2011, Vol.44(1), p.181-233

Reference 2: Teaching about Islam and Muslims in the public school classroom.

Council on Islamic Education (U.S.); 2002, c1995

Reference 3: Teaching Islamic education in Finnish schools: A field of negotiations

by Inkeri Rissanen

(LOOK FOR MORE RELATED ARTICLES at least 3 other articles in addition to the above three ones, so the total of the articles in the second theme will be 6)

Third Theme is about Problems with streotypes and misinformation about Islam and others like Native American or Latino in Literature Books and how that cause problematic

Reference 1: Images of Islam in US Media and Their Educational Implications

Jackson, Liz

Educational Studies: Journal of the American Educational Studies Association, 2010, Vol.46(1), p.3-24

Reference 2: Harris, V. J. (2003). Multiculturalism, literature, and curriculum issues. In J. Flood, D. Lapp, J. R. Squire & J. M. Jensen (Eds.), Handbook of research on teaching the English language arts (2nd ed., pp. 825-834). Mahwah, N.J.: L. Erlbaum Associates.

Reference 3: Mendoza, J., & Reese, D. (2001). Examining multicultural picture books for the early childhood classrooms: Possibilities and pitfalls. Early Childhood Research and Practice, 3(2).

Reference 4: Reese, D. (2000). Contesting ideology in children’s book reviewing. Studies in American Indian Literatures, 12(1), 37-55.

(Please look for two more related articles to reach 6 articles in this section as well)

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