在美國，經(jīng)常為保羅基維爾狀態(tài)，“孩子學(xué)習(xí)扭曲的歷史和當(dāng)前的世界觀，，往往含有色人不切實際的恐懼和虛假的白人和白人開辦的系統(tǒng)安全感”（基維爾2002，在德曼的火花和拉姆齊，2011，引用49頁）。基維爾描述種族主義系統(tǒng)傷害所有的孩子，包括白人孩子誰可能看似“特權(quán)”（德曼火花&拉姆齊）為它塑造整個種族群體的看法，嚴(yán)重限制了人類的經(jīng)驗。作為一個群體在師范學(xué)院誰尋求多元文化課程在我們教室里的學(xué)生，我們關(guān)心的問題的方式的歷史可以教的，特別是經(jīng)常沉默和少數(shù)事件對美國政府的拘留日裔美國人在二戰(zhàn)。在1942珍珠港事件后，許多無辜的日裔美國人的家庭背井離鄉(xiāng)，工作，和生活，被迫進(jìn)入集中營了。歷史教科書所描述的這一歷史悲劇作為“搬遷”（甜味、2001）日本美國。在這項研究中，我們將分析和批判的三本兒童書籍和一個現(xiàn)有的課程活動，探討問題，日本的美國人所面臨的移民和戰(zhàn)爭囚犯創(chuàng)造一個真實、讓幼兒多元文化課堂的目的集中在。Too often in the United States, as Paul Kivel states, “Children learn a distorted view of history and the current world, often laced with unrealistic fears of People of Color and a false sense of security about White individuals and White-run systems” (Kivel 2002, as quoted in Derman-Sparks & Ramsey, 2011, p. 49). Kivel describes how racism systematically hurts all children, including White children whom it may seemingly “privilege” (Derman Sparks & Ramsey) as it molds perceptions across racial groups, severely limiting the human experience.  As a group of students at Teachers College who seek to employ multicultural curriculums into our classrooms, we were concerned about the problematic ways history may be taught, and specifically the often silenced and underrepresented event of the U.S. Government’s internment of Japanese-Americans during World War II.   After the attack in Pearl Harbor in 1942, many innocent Japanese Americans families were uprooted from their homes, jobs, and lives and forced to move into concentration camps taken.  History textbooks have described this historical tragedy as a “relocation” (Sweeting, 2001) of Japanese Americans.  In this study, we will analyze and critique three children’s books and one existing curriculum activity that explore issues that Japanese Americans have faced as immigrants and as war prisoners during internment for the purpose of creating an authentic and empowering early childhood multicultural classroom. 

Baseball Saved Us  
The Bracelet
Grandfather’s Journey

Curriculum Activity: A Lesson on the Japanese Internment

Conclusion總結(jié)

In conclusion, the books and activities we have explored can all be considered useful tools in the multicultural classroom. “Multicultural education seeks to respect the humanity of every person, prioritizing teachers’ and children’s personal, practical knowledge as foundational to promoting change in early childhood settings and beyond” (Souto-Manning, 2013, p. 7). Through representing an often overlooked though shocking and shameful part of American history, The Bracelet, Baseball Saved Us, and Sweeting’s lesson provide stories and pictures that introduce the tragedy and injustice of Japanese American internment to children and more fairly represent the breadth of the history of the United States.  Grandfather's Journey also provides a vivid picture of a family’s multi-cultural experience in two countries, which can serve as a real life example for children to build empathy across race and culture. While these books and activities begin to address the issues of racial injustice and represent Japanese Americans, expanding the multicultural classroom, we hope that a unit of study might also further this discussion and bridge topics to consider implications for children’s roles as social activists (see Appendix A).  We hope that one step towards creating a future of social justice will be to honestly inquire into the facts of the Japanese-American experience and history. 

References文獻(xiàn)

Derman-Sparks, L., & Ramsey, P. G. (2011). What if all the kids are white? Anti-bias
multicultural education with young children and families (2nd Edition ed.). New york: Teachers College Press.
Goodwin, A. L., Cheruvu, R., & Genishi, C. (2008). Responding to multiple diversities in early 
childhood education over time: How far have we gone? In C. Genishi, & A. L. Goodwin (Eds.), Diversities in early childhood education: Rethinking and doing (pp. 3-10). New York: Routledge.
Kivel, P. (2002). Uprooting racism: How white people can work for racial justice. New Society 
Pub.
Mochizuki, K. (1995). Baseball Saved Us. New York: Lee & Loo Books.
Rich, M. (2012, December 4). For Young Latino Readers, an Image Is Missing. Retrieved from 
New York Times:
dont-see-themselves-in-books.html?pagewanted=1&_r=3&hpw&adxnnlx=1355876464-tFUPX3X1P/O%20J8M6V%20jWFQ
Say, A. (1993). Grandfather's Journey. Boston: Houghton Mifflin Company.
Souto-Manning, M. (2013). Multicultural teaching in the early childhood classroom: 
Approaches, strategies, and tools (preschool-2nd grade). New York: Teachers College Press and Washington, DC: Association for Childhood Education International.
Sweeting, M. (2001). A Lesson on the Japanese American Internment. In B. Bigelow (Ed.), 
Rethinking our classrooms, Volume 2: Teaching for equity and justice (pp. 73-75). WI:
Rethinking Schools.
Uchida, Y. (1976).  The Bracelet.  New York: Paper Star. 

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