Multicultural Children's Literature Multicultural education must be integrated into the curriculum and focus on the appreciation of all cultures and ethnic differences. Much research has been documented to support the use of high-quality multicultural children's literature as a powerful means of developing diverse cross-cultural understandings of perspectives regarding cultures, roles, insights, traditions, and beliefs (Au, 2001; Callins, 2006; Howrey & Whelan, 2009; Lowery & Sabis-Burns, 2007; Teachers can also use multicultural literature that describes children's worlds as a means of connecting home and school cultures on a personal level and that of students research by Howrey and Whelan (2009), the use of multicultural children's literature has been used to help teachers become culturally responsive educators “According to Villegas and Lucas (2002), exposure to literature from diverse groups can give to future teachers access to the rich fabric of people's lives, hopes, aspirations, dreams, disappointments, pains and joys" (p. 27). Literature can be a powerful vehicle for understanding cultures and experiences different from our own. Howrey and Whelan's (2009) research review concluded that multicultural children's literature provides not only “a mirror onto one culture and a window into another” for children, but also for adults. (p. 132). In parallel, Evans's (2010) work highlights the use of multicultural literature to address racial, ethnic, and linguistic equality. In this qualitative study, it was demonstrated that through the use of an innovative critical literacy practice with multicultural literature, students' awareness and understanding of others was positively impacted. In a time of ti...... middle of paper...... diversity in our society and we understand that all teachers enter classrooms with personal social identities and cultural biases. Respecting, valuing, and celebrating students' personal and unique strengths fosters equitable classroom communities. Taking the time to develop adequate knowledge bases, having high expectations for all students, providing a welcoming environment, and working with family members and the community describe a multicultural classroom atmosphere. Sheets (2009) provides culturally responsive education, “it is important to realize that the arduous journey from novice to expert requires hard work, relentless commitment, and a high investment of time and energy” (p. 17). All teachers must continually acquire the ability to apply and translate ideologies steeped in diversity to enable all students to achieve.