Abstract

This paper aims to investigate the effects of multicultural literature on young learners, empathy and cultural sensitivity in elementary school. The use of multicultural literature as a tool in the classroom provides for a perspective, forgetting the differences and accepting a blended culture. Students learn how to accept and value people’s differences when choosing books of interest for reading since they are not focused on their own culture, and accordingly, such an approach reduces ethnocentricity. Students learn about cultural differences and understand when it comes to sharing their own opinions and replying others. The use of critical literacy dealing with multicultural literature creates knowledge, skills, as well as the values needed by the learners in order to enhance the community. An effort to incorporate multicultural literature in student teachers’ classrooms is recommended to assist them in developing a positive attitude towards diversity as a way of preparing them to become culturally sensitive teachers to facilitate learning among culturally diverse students. Maturing preservice teachers’ understanding, empathy, compassion, and mutual respect are created through the use of diverse books in their training. It is clear need to promote multicultural literature in enhancing the social and emotional development of the students as well as the educators at the elementary level. It includes diverse books and critical discussions in the curriculum. It is essential in preparing the students for a more diverse society in the future. In light of these findings, it can be concluded that reading multicultural literature is used to improve students’ cultural sensitivity and cultural knowledge. Multicultural literature plays a major role in enhancing students’ empathy and cultural awareness in the lower elementary classes.