Yukari Takimoto Amos is a full professor at Central Washington University. She teaches a wide range of subjects including Asian Studies, linguistics, and multicultural education. With graduate training at both Japanese and U.S. universities, she has been a professor or an instructor in Japan, Singapore, the United States, and Hong Kong. Daniel Miles Amos was the first U.S. graduate student to successfully complete ethnographic research in the People’s Republic of China. He has held academic positions at several universities, including the Chinese University of Hong Kong and Beijing Normal University in greater China, and Clark Atlanta University in the United States.

Yukari and Daniel Amos have produced a crucial addition to the teaching of language arts with (Mis)Reading Different Cultures: Interpreting International Children’s Literature from Asia. This edited collection of essays invites and obliges teachers, parents, teacher educators, and specialists to broaden their scope of children’s literature by encompassing into the curriculum iconic titles written by Asian authors. Even the most veteran and experienced literacy educators will be find nugget after nugget of practical and theoretical gems to assimilate into their practice and classrooms. This book addresses a glaring void in teacher training, professional development, and overall pedagogical understanding – namely awareness and appropriate utilization of literature written by, and in the language of Asian writers of children’s books. I expect this text to show up on many syllabi of children’s literature courses in teacher education programs.

• Foreword: The Danger of Cultural De-contextualization in Studying Diversity through LiteratureGeneva GayPrefaceYukari Takimoto AmosAcknowledgementsIntroductionDaniel Miles AmosPart I: Issues and ConcernsChapter 1 – Preparing Our Students for the “Right” Future: Using Children’s Literature to Promote Cultural UnderstandingKathy BrashearsChapter 2 – Authenticity: In the Eye of the Beholder? Sharryn Larsen WalkerChapter 3 – Cultural Differences, Interpretations, and PowerYukari Takimoto AmosPart II: (Mis)interpretationsChapter 4 –The Cultural Battle Between East and West: Chinese Mulan Meets Disney’s MulanAnnie Yen Ning YangChapter 5 – Remembering the Dark Past: Stories of the Korean War and Korean Immigration in American Children’s LiteratureChong Eun AhnChapter 6 – Reading with Cultural Empathy: Why Is It Difficult?Yukari Takimoto AmosChapter 7 – Reading Analytically and Feeling Connected: When Indonesian Preservice Teachers Read Foreign Stories from China, Iraq, and the U.S.Tati Lathipatud DurriyahAbout the EditorsAbout the Contributors

Yukari Takimoto Amos is a full professor at Central Washington University. She teaches a wide range of subjects including Asian Studies, linguistics, and multicultural education. With graduate training at both Japanese and U.S. universities, she has been a professor or an instructor in Japan, Singapore, the United States, and Hong Kong. Daniel Miles Amos was the first U.S. graduate student to successfully complete ethnographic research in the People’s Republic of China. He has held academic positions at several universities, including the Chinese University of Hong Kong and Beijing Normal University in greater China, and Clark Atlanta University in the United States.

Yukari and Daniel Amos have produced a crucial addition to the teaching of language arts with (Mis)Reading Different Cultures: Interpreting International Children’s Literature from Asia. This edited collection of essays invites and obliges teachers, parents, teacher educators, and specialists to broaden their scope of children’s literature by encompassing into the curriculum iconic titles written by Asian authors. Even the most veteran and experienced literacy educators will be find nugget after nugget of practical and theoretical gems to assimilate into their practice and classrooms. This book addresses a glaring void in teacher training, professional development, and overall pedagogical understanding – namely awareness and appropriate utilization of literature written by, and in the language of Asian writers of children’s books. I expect this text to show up on many syllabi of children’s literature courses in teacher education programs.

• Foreword: The Danger of Cultural De-contextualization in Studying Diversity through LiteratureGeneva GayPrefaceYukari Takimoto AmosAcknowledgementsIntroductionDaniel Miles AmosPart I: Issues and ConcernsChapter 1 – Preparing Our Students for the “Right” Future: Using Children’s Literature to Promote Cultural UnderstandingKathy BrashearsChapter 2 – Authenticity: In the Eye of the Beholder? Sharryn Larsen WalkerChapter 3 – Cultural Differences, Interpretations, and PowerYukari Takimoto AmosPart II: (Mis)interpretationsChapter 4 –The Cultural Battle Between East and West: Chinese Mulan Meets Disney’s MulanAnnie Yen Ning YangChapter 5 – Remembering the Dark Past: Stories of the Korean War and Korean Immigration in American Children’s LiteratureChong Eun AhnChapter 6 – Reading with Cultural Empathy: Why Is It Difficult?Yukari Takimoto AmosChapter 7 – Reading Analytically and Feeling Connected: When Indonesian Preservice Teachers Read Foreign Stories from China, Iraq, and the U.S.Tati Lathipatud DurriyahAbout the EditorsAbout the Contributors

Yukari Takimoto Amos is a full professor at Central Washington University. She teaches a wide range of subjects including Asian Studies, linguistics, and multicultural education. With graduate training at both Japanese and U.S. universities, she has been a professor or an instructor in Japan, Singapore, the United States, and Hong Kong. Daniel Miles Amos was the first U.S. graduate student to successfully complete ethnographic research in the People’s Republic of China. He has held academic positions at several universities, including the Chinese University of Hong Kong and Beijing Normal University in greater China, and Clark Atlanta University in the United States.

Yukari and Daniel Amos have produced a crucial addition to the teaching of language arts with (Mis)Reading Different Cultures: Interpreting International Children’s Literature from Asia. This edited collection of essays invites and obliges teachers, parents, teacher educators, and specialists to broaden their scope of children’s literature by encompassing into the curriculum iconic titles written by Asian authors. Even the most veteran and experienced literacy educators will be find nugget after nugget of practical and theoretical gems to assimilate into their practice and classrooms. This book addresses a glaring void in teacher training, professional development, and overall pedagogical understanding – namely awareness and appropriate utilization of literature written by, and in the language of Asian writers of children’s books. I expect this text to show up on many syllabi of children’s literature courses in teacher education programs.

• Foreword: The Danger of Cultural De-contextualization in Studying Diversity through LiteratureGeneva GayPrefaceYukari Takimoto AmosAcknowledgementsIntroductionDaniel Miles AmosPart I: Issues and ConcernsChapter 1 – Preparing Our Students for the “Right” Future: Using Children’s Literature to Promote Cultural UnderstandingKathy BrashearsChapter 2 – Authenticity: In the Eye of the Beholder? Sharryn Larsen WalkerChapter 3 – Cultural Differences, Interpretations, and PowerYukari Takimoto AmosPart II: (Mis)interpretationsChapter 4 –The Cultural Battle Between East and West: Chinese Mulan Meets Disney’s MulanAnnie Yen Ning YangChapter 5 – Remembering the Dark Past: Stories of the Korean War and Korean Immigration in American Children’s LiteratureChong Eun AhnChapter 6 – Reading with Cultural Empathy: Why Is It Difficult?Yukari Takimoto AmosChapter 7 – Reading Analytically and Feeling Connected: When Indonesian Preservice Teachers Read Foreign Stories from China, Iraq, and the U.S.Tati Lathipatud DurriyahAbout the EditorsAbout the Contributors