Abstract

The theoretical underpinnings of inclusion require educators to see the world through the eyes of their students with disabilities in order to appropriately address important issues and meet the needs of these students. As an international movement, inclusion aims to raise standards for all students including those with disabilities, from culturally, racially, ethnically, and linguistically diverse families, and those living in poverty. As world-wide populations become more diverse effective implementation of full inclusion calls for educators’ to acknowledge students’ various cultural identities that influence teaching and learning. The use of multicultural children’s literature is a valuable tool encouraging acceptance, respect and tolerance, and one that can be used to promote social justice. More importantly, multicultural literature can also facilitate critical literacy in the classroom. Through literary means critical literacy raises students’ consciousness of social issues and stimulates their citizenry responsibilities and roles as advocates for social justice. This article will address the use of children’s literature to facilitate social justice from a multicultural perspective and explore instructional implications of inclusive classrooms of students from diverse backgrounds. Although the authors’ expertise forces a specific focus on the United States, issues of social justice and multiculturalism worldwide will be addressed.