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D ialogue with C ultur e: the V alue of M ulticultur al L iter atur e
in E nglish L iter atur e D epar tment, F aculty of L anguage &
L iter atur e, S atya W acana C hr istian Univer sity
D eta Maria S ri D arta
deta.darta@ staff.uksw.edu
S atya W acana C hristian University
I ntroduction
E nglish L iterature D epartment is a study program under F aculty of L anguage and
L iterature, which aims to equip students with the E nglish language skills, critical thinking,
and writing ability to be literary critics, E nglish-Indonesian translators, and E nglish creative
writers. T o achieve the goal, the study program give opportunity for the students to engage
with lots of literary texts from different society and cultures. A fter dealing with various kinds
of literary texts, the students are accustomed to write their anal ytical opinions about them and
able to write some literary texts as their reflection towards the texts they read.
T he exposure of literary texts are packed in the subjects that the students take, one of
which is “Multicultural L iterature”. T his subject is designed for the students who take World
L iterature and Translation as their major, which allow them to be literary critics and
translators. Multicultural L iterature opens chances for the students to read texts from different
cultures. T he experience allows the students to create dialogue with culture, moreover
different cultures. T he encounter grants them with with two advantages: enlarging their
knowledge about society from different nations and strenghtening their identity.
M ulticultur al L iter atur e
B efore discussing the two benefits of multicultural literature, defining the term would
be wise. T here are many definitions of multicultural literature, in fact there is no exact
agreement on the subject. However, it does not mean that the term itself is absurd and not
able to define. It depends on the purpose of the use of multicultural literature.
Harris and Hodges as cited in S molen and Oswald (2011), multicultural literature is
“writing that reflects the customs, beliefs, and experiences of people of differing nationalities
and races” (p. 1). S ome other definitions are more inclusive including religious groups,
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history and cultures. It serves as a mirror that reflects the traditions, values, and beliefs of its
diverse readers (p.17).
T he next two parts of the discussion will talk about the two benefits of putting
multicultural literature within the E nglish L iterature D epartment curriculum.
E nlar ging K nowledge
T he contact with a wide range of literary texts in E nglish that is created by
Multicultural L iterature class, aims to open the students perspective on different cultures.
T hrough dealing with literary texts from different cultures means that it will enlarge their
knowledge about society, different society.
W hen students are exposed to various kinds of literature, they will open their horizon
to become better human beings, by accepting differences and appreciating others better. T hey
will not use their assumption to create prejudice on others that are different from them. T hey
also will not consider that their culture, their belief, is the best. T his hopefully help the
students to avoid reapeting the same mistakes as their predecessors did in the past.
D ealing with the texts, the students are able to relate one text to another to see
whether there are similarities and differences. T he act of comparing and contrasting does not
mean to find who is the winner but rather to comprehend that diversity does exist and to
recognize that their might be a common ground that bound the differences together. T his is in
line with B eiger’s statement:
to adapt in their future life, we cannot avoid from the idea of multicultural society. In the era
of multiculturalism, education also has to modify itself to fit the needs. T his idea is in line
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Multicultural literature is an important component of the multicultural
education movement and a tool to acheive its goal: “ diversity and
equity in education” (2002: 13).
Multicultural education does not only rel y on the exploration of different cultures to
the students, but also on the way the interaction in the classrooms are conducted. S ince
mentioned above that multicultural education aims to get “diversity and equity in education”,
the classrooms scenes are situated likewise. T he student-teacher and student-student relations
in the classrooms should reflect the multiculturalism itself. T he appreciation towards others
opinions are encouraged though the discussion held in the classrooms.
W e also need to see another way of reading the texts, that is reading the texts
multiculturall y. C ai (2002) said that “reading multiculturally enhances our multicultural
awareness and helps us see multicultural issues which were not previousl y apparent” (p. 14).
T hat is to say that reading any texts using multicultural perspective is the best practice to
sharpen our multicultural consciousness to see hidden issues on multiculturalism.
S tr engtening I dentity
B y engaging with different literary texts that carry different cultures, does not mean
that the students will lost their identity. It is on the other way around, knowing other cultures
will allow the students to compare and contrast. A s stated before that the texts learnt are not
E nglish texts from E urope or A merica, but rather from S outh E ast A sian to contextualize the
critical framework. T he class also includes Indonesian texts which are translated into E nglish.
F inding one’s identity can be quite crucial, especially when are living in the
globalized world. A s mentioned above, the exposure to various kinds of literature from
different cultures will give opportunity for students to find differences and similarities among
the cultures learnt from the texts read. T his activity also done to Indonesian literature in
E nglish. T his will help the students to see the uniqueness of each culture that later on help
them in appreciating their own culture.
In the search of identity, the feeling of being related is very important. T he dialogue
with the local culture creates bonding between the students and their culture. Moreover
Norton in S molen & Oswald (2011) said that:
W hen readers read about characters that look like them and reflect
their way of life, their self-identity is affirmed, and they get the
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T he Indonesian texts play role as a reminder of who we are. T he texts show the students
about the customs, way of life, and beliefs as Indonesians. It contributes to protect and purify
their customs, way of life, and beliefs from the effect of foreign cultural waves. T hus,
multicultural literature also used to raise awarness of the students about their identity.
A lthough the program is E nglish L iterature D epartment does not mean that we should
leave our culture and identity behind. W ith the ability of E nglish and critical thinking, we can
voice our culture and identity by writing about them using E nglish, the International
language. W riting about their own culture requires them to read more, to enjoy, and finally to
love them. Using E nglish language, students will create wider opportunity to bring the local
culture, their identity, into the world to be appreciated and gained equity among other
cultures.
C onclusion
Implementing multicultural literature – writings about cultures of different nations –
in the curriculum is beneficial for students. S erving as a window, multicultural literature
gives chances to see the world that consists of different cultures. W hile as a mirrow, it
reflects the custom, value, and beliefs to different readers. T he encounter with multicultural
literature helps the students to enlarge their knowledge about society across nations and to
appreciate the differences. T he second benefit is to strengthen students’ identity by enganging
with texts on local culture, because their customs and way of life are affirmed in the texts.
K nowing the two advantages of including multicultural literature into the curriculum, it is
worth conducted to gain the purpose of education, which is to seek for diversity and equity in
education, to create a better society.
R efer ences
B ieger, M. E laine. “Promoting Multicultural E ducation through a L iterature – based
A pproach”. T he Reading T eacher 49.4 (1996): 308 – 312. Print.
C ai, Mingshui. Multicutural L iterature for C hildren and Y oung Adults. US A : Greenwood
Press. 2002. Print.
D avis, L .K athryn, at al. E xperiencing D iversity through C hildren’s Multicultural L iterature.
K appa D elta Pi R ecord. S ummer 2005. Page: 176-179.
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E ast, K athy & R ebecca L . T homas. Across C ultures: a Guide to Multicultural L iterature for
C hildren. US A : L ibrary Unlimited. 2007. Print.
L awson, Michelle. Multicultural L iterature: T he Impact it has on T oday's Students. 2013.
E ducation Masters. Paper 245. http://fisherpub.sjfc.edu/education_ E T D _ masters/245
S molen, A . L ynn & R uth A . Oswald. Multicultural L iterature and Response: Affirming
