ABSTRACT
This chapter looks inside a middle school class of twelve- and thirteen-yearold students who were struggling with reading and needed literacy support. Their classroom teacher believed that despite their reading levels and test scores, they deserved opportunities to read global literature to help them wonder and think about the world. Freeman and Lehman say that global literature helps students travel the world, come together and bridge differences, and rejoice in common joys and triumphs. Within a curriculum framework of interculturalism, these seventh graders participated in a cross-cultural study by reading children’s literature and newspaper articles that took place on the continent of Africa, specifically the country of Nigeria. To promote more discussion and participation, Penny wrote down what each student said on chart paper, signaling to all of them to participate. Because the Common Core State Standards testing was coming up soon, Penny couldn’t give up more instructional time for this cross-cultural inquiry.
