Following the Insider, Outsider Debate: Where do I Stand Now.

Last night in class, the discussion was focused on the issue of insider voices versus outsider voices when creating works of "multicultural" literature for children. I thought that it was very interesting when the fish bowl activity was through into the mix because I feel that it got more opinions brought to the conversation that I haven't heard before or thought of when I approached this topic. I thought that it was interesting when the critical reviews of "multicultural" literature from those representing "insiders" looked at works representing those groups. It added another element to the discussion and to my personal stance on the issue. When the conversation turned towards how those representing "insiders" were offended once they found that authors representing a group turned out to be a fraud, I wondered "How much do readers assume that an 'insider' is to be trusted as a representative for a group when they author a book that is presented as authentic experience?"
With this question I feel that my opinion on the insider, outsider debate has changed a bit more. At first I felt that as long as an "outsider" proves their research and involvement with the group they are trying to represent through literature, then I had no problem with an outsider being a source of insider information. After the discussion and taking a closer look at the book by Rinoldi and its critical reviews, I feel that it is of the utmost importance that as a teacher trying to choose literature that not just the popular reviews are considered, but the critical ones as well coming from inside voices are looked at. The information that children are presented with can be formative and the quality of that information should be critically viewed whether or not they come from outside or in.
In conclusion, thank you for a thoughtful discussion because the information presented helped me to both broaden will creating more standards in critiquing the quality of "multicultural" literature.