This book is part of two volumes on the theory and practice of integrating international children’s literature from Asia into the teaching curriculum. The multiple authors who are themselves international in scope, provide intellectual and practical foundations that move beyond the normative cultural diversity arguments for integrating Asian literature in the curriculum. There is a focus on how to practically attain cultural empathy for students by intentional practice, along with the cultural reasoning. In a world where we want students to engage beyond their classroom to a wider world, these essays provide pragmatic and detailed ideas and materials for teachers at all levels of training or practice to use in their pedagogy. The book empowers us with informed suggestions, cultural aids, and grounded theories.

Marilyn A. Levine, Professor of Asian History, Central Washington University

Surprisingly, the topic of cultural sensitivity in children's literature has not been adequately addressed. More than ever, teaching misinterpreted cultural text has repercussions for our young global learners. Teacher interpretations affect how students perceive themselves and those around them. In particular, international students are most vulnerable to the viewpoints expressed by their teachers. As a curriculum director of an international school, I found International children’s literature from Asia in classrooms: Towards culturally authentic interpretationsto be an asset when working with international teachers. The essays provide meaningful discussions on how we can tackle cultural issues found in much of our global literature. Indeed for the experienced and inexperienced international teacher, this book is a must read.

Marlon Ng, Curriculum Director, American International School, Hong Kong