PETAA PAPER 205

Educating for values and diversity through culturally inclusive children’s literature

Helen Adam and Laurie Harper

Children’s literature is frequently integrated across the curriculum to supplement and extend literacy learning. However, the benefits of quality literature extend well beyond academic skills and achievement. Literature can be a powerful tool for developing children’s social and emotional wellbeing. Children who read show stronger ability to display empathy, consider multiple perspectives and to consider the opinions and beliefs of others (Harper, 2016; Mar & Oatley, 2008; Kidd & Castano, 2013). In particular, quality inclusive texts representing diverse perspectives can assist in developing children’s understanding of, and respect for, diversity (Boutte, Hopkins & Waklatsi, 2008; Harper & Brand, 2010).

Developing these qualities in children lies at the heart of the General Capabilities of the Australian Curriculum which highlights the potential of literature to help ‘shape personal, cultural and national identities’ (ACARA, 2016), as well as create the potential for ‘enriching students’ lives and expanding the scope of their experience’ (ACARA, 2016).

Literature ‘is also valuable in developing the imaginative application of ideas, flexibility of thought, ethical and critical reflection and motivation to learn’ (ACARA, 2016). This PETAA Paper highlights research-based, best instructional practice, to assist teachers to select and use literature with students as they implement the Australian Curriculum: English. In doing so, teachers create citizens with a strong sense of identity, social justice and sense of place in the world.

General capabilities of the Australian Curriculum and the potential of literature

The Australian Curriculum includes seven general capabilities, shown in Figure 1, which ‘play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in the twenty-first century’ (ACARA, 2016).

Figure 1: General Capabilities in the Australian Curriculum

Frequently, the evidence of engagement with literature is demonstrated with academic achievement in areas including reading, writing, spelling, vocabulary and numeracy. Children who read daily for pleasure can show academic achievement of up to a year and half greater than children who do not (OECD, 2011). Lowe (2016) in the recent PETAA publication For the love of reading, refers to the work of Krashen (2004) highlighting the numerous literacy benefits associated with children engaging in free voluntary reading (FVR) on a daily basis at school.

Moreover, quality inclusive literature has the potential to develop critical and creative thinking; intercultural understanding; personal and social capability; and, ethical understanding.

Figures 2: Organising elements within the four General Capabilities of Critical and Creative Thinking, Intercultural Understanding, Personal and Social Capability, and Ethical Understanding

Figure 2 (ACARA, 2016) shows these four capabilities and the key ideas of each. In the Australian Curriculum each of these capabilities identifies key ideas which are broken down into elements followed by a learning continuum, and links to learning areas and supporting documents. For example, the key ideas of the personal and social capabilities are self-awareness, self-management, social awareness and social management. These elements are further delineated to identify qualities such as: considering emotions, empathy, ethics/morality/honesty, resilience, self-knowledge, awareness of diversity and multiple perspectives, ability to consider the opinions and beliefs of others, social justice orientation, friendship and cooperation, respect for others, and cultural/social/historical awareness.Teachers can explore the General Capabilities further on the ACARA website.

Evidence from numerous studies into the social and emotional benefits of sharing literature with children shows strong correlation with the qualities embedded within these General Capabilities. Children’s literature can assist children in promoting social justice, social viewpoints, personal qualities, emotional intelligence and healing and, empathy for others (Harper, 2016; Mar & Oatley, 2008; Kidd & Castano, 2013).

Moreover, literature can provide role models for children through the exploration of character traits through portrayal of qualities such as friendship, cooperation, respect and honesty (Kara- Soterious & Rose, 2008). Values, customs and behaviours can be examined through literature to ‘promote new ways of being and thinking’ (O’Neill, 2010 page 41). Additionally, children’s literature can be used to extend children’s knowledge and understandings of themselves and those who may be different culturally, socially or historically (Saxby, 1997).

Multicultural literature: a key to achieve equitable outcomes for all students

To achieve the goals of the general capabilities, students need to experience affirmation of their identities and learn how to live and work together in a diverse and inclusive world (Derman- Sparks & Edwards, 2010). This necessitates that students have access to authentic portrayals of diversity in the books they are exposed to, thus assisting to achieve equitable outcomes for all students (Morgan, 2009; Gollnick & Chinn, 2006). However, many classrooms contain book collections not reflective of diversity (Adam & Harper, 2016; David, 2001; Roberts, Dean, & Holland, 2005). Figure 3 shows the percentage of race portrayal by skin colour in the children’s books with human characters, available across five long day care centres, in Western Australia in 2011.

Race portrayal in 2011 study

Figure 3: Percentage of race portrayal in children’s books from 2011 study (Adam & Harper, 2016); soley caucasian 74%, predominantly caucasian 12%, racial diversioty 12%, soley one other race 3%

Further, in most books portraying more than one race the main characters were Caucasian with people of colour playing only support roles or in many cases, background roles in the illustrations only. In addition, the majority of books representing races other than Caucasian focused on more exotic aspects of culture such as celebrations or traditional stories (Adam & Harper, 2016). This reflects other evidence that stereotyping, lack of authenticity and misunderstood worldviews, perspectives and ideologies often emerge in the portrayal of non-dominant cultures in books (David, 2001; Roberts, Dean, & Holland, 2005; Adam & Harper, 2016).

This is not to say that the many high quality texts currently in classrooms are not of value, rather it is a matter of being aware and sensitive to the nature of the book collections in use in classrooms to ensure an equitable representation of diversity. It is particularly important that inclusion and use of multicultural texts becomes a natural part of the curriculum rather than a project addressed only at certain times of the year such as festivals, holidays and multicultural days. Selected texts should not merely focus on diversity as ‘special’ but incidental in good quality literature.

Linking the research to the general capabilities and the Early Years Learning Framework outcomes

Table 1 links the previously outlined evidence-based outcomes with specific examples from the general capabilities that inclusive literature fosters. While the key focus of this paper is on links to the Australian Curriculum (AC), the third column in Table 1 shows specific links to the sub elements of the Early Years Learning Framework (EYLF) in order to demonstrate compatibility with the AC outcomes.

These examples are not exhaustive — many more can be found in the AC and EYLF documents. Research shows that literature can develop many of these outcomes such as a sense of social justice, positive social viewpoints, understanding of values and mores and many others (Kara-Soterious and Rose, 2008; Mar & Oatley, 2008; Kidd & Castano, 2013; Harper, 2016).

Table 1: Key outcomes of literature aligned to the Australian Curriculum and Early Years Learning Framework

Text selection: Building an inclusive culturally diverse literature collection

Selection of quality multicultural literature begins with the same criteria that apply to selecting quality children’s literature in general: the literary elements of plot, characterisation, setting, theme, and point of view must be interwoven to create a convincing story in an age-appropriate manner. Illustrations should be authentic and accurate and depict real people and real situations. These realistic elements are instrumental in students’ ability to comprehend text and make meaningful connections to their own lives.

Other important characteristics of quality literature include believable characters and realistic life styles with which students can identify, authentic language, and historical accuracy. Ideally, selected children’s books represent a variety of settings and themes within genres and cultures which provide opportunities for students to consider multiple perspectives and values; convey respect for diverse cultures and speak to all students (Ewing, 2012; Harper & Brand, 2010).

Research undertaken in the USA by the co-author has led to the development of a Checklist for selecting and evaluating multicultural picture storybooks (Harper and Brand, 2010 — see Table 2) that can be used to evaluate the books currently in classrooms and as a guide when adding to collections and planning units of work. It can also assist in providing discussion points with students around texts, illustrations, themes, viewpoints and perspectives and with older students as a doorway to author studies and literary criticism.

Table 2: Checklist for selecting and evaluation of multicultural picture storybooks (Harper and Brand, 2010)

The aim of this checklist is to empower teachers to evaluate and select quality literature by providing a flexible and adaptable tool, to be used in whole or in part, according to instructional needs. It is not intended to be a checklist to fund books that ‘tick’ all the criteria – but rather as a lens through which teachers can carefully consider selection of diverse texts.

Using the checklist: An example

Table 3 shows a teacher’s use of the checklist in Table 2 with three Australian children’s books. Note that by adding comments throughout the checklist as in this example, stimulus points can be collated for working with the texts in the classroom.

Table 3: Key outcomes of literature aligned to the Australian Curriculum and Early Years Learning Framework | * Cells containing a simple ‘Yes’ contain supporting detail in earlier sections.

Suggested strategies for using multicultural literature

Strategy of pairing texts

A series of lessons could be built around deconstructing then comparing and contrasting Sam’s bush journey (Morgan & Kwaymullina, 2009) and Where the wild things are (Sendak, 1963). Students could explore the themes of self-discovery, fear, agency and resilience. Lesson foci could include the use of vocabulary and literacy devices. A Venn diagram could be used to explore similarities and differences within the texts. Multimodal literacy could consider the artistic styles including (but not limited to) the use of colour, line, space, perspective and style. Students can create their own text linked to similar themes such as a desire of searching for meaning or sense of place. Such a unit of work could be built following ‘Model three –writing to evoke feeling’ from Put it in writing (Rossbridge, 2015).

Strategy of cross-curriculum integration

Seek out literature that supports content areas, general capabilities and crosscurriculum priorities. For example, incorporate The little refugee and Shaun Tan’s The arrival into a unit of work in History linked to  ACHASSK136 (ACARA, 2016).

Read and share the text through oral language sessions so that students are scaffolded before, during and after these sessions. Enable students to identify, discuss, report and ultimately write about the challenges faced by immigrants. Critical and multimodal literacy lessons could focus on the ways that Tan and Do have portrayed their messages. Compare the graphic novel approach of Tan and the text and image approach of Do.

Units of work based around quality literature texts can also be found in  Put it in writing: Context, text, language by Joanne Rossbridge, with Kathy Rushton (2016). This book provides effective evidence based strategies for building students’ understanding of texts in order to develop their ability to write their own texts.

A balanced book collection

While this paper aims to intentionally identify and use literature from and about diverse perspectives, many quality books that address diversity incidentally should also be a valuable part of every book collection. A good example is Bob Graham’s A bus called heaven, which reflects the diversity of the Australian community without making this the key focus. Many books with mono-cultural perspectives are high quality literature and should continue to be selected and used for the purposes of the teacher and interests of students.

Even books that are not found to be inclusive can be useful in exploring aspects of critical literacy, ethical and intercultural understandings, stereotypes and worldviews. However, we hope this paper raises teachers’ awareness of the importance of including diverse books in classrooms so that all students’ identities can be affirmed by seeing themselves reflected in the stories, characters, situations and emotions portrayed.

Equally important is the opportunity to learn about and develop respect for those different from themselves. This section highlights indicators of quality literature as well as teaching strategies for infusing literature into the curriculum.

Effective practices with literature

Wolf (2003) recommends four literacy strategies associated with highly successful and effective teaching practices. These are outlined here and linked to recommended Australian resources to support students’ learning linked to the general capabilities of the Australian curriculum.

1—Read aloud daily

Teacher ‘read-alouds’ expose students to more complex texts than those they can read on their own. Teachers can draw attention to the images and how they combine with the text to contribute to meaning, and ways in which the illustrator portrays characters, events and viewpoints. Reading aloud can be a springboard to students’ further exploration of reading, writing or art. When students are read more complex texts than that they can read on their own, they develop comprehension and literary analysis skills, which has benefits for both reading and writing as well as ethical, critical and creative thinking (Wolf, 2008). Read alouds at every academic level by teachers should be an important part of each day. The minimum should be at least ten minutes each day, with evidence suggesting an optimum of 20–30 minutes.

Find Teaching strategies at Learner.org and tips on the Read Write Think website.

2—Daily independent reading/Free voluntary reading

Set aside a time each day when all students are expected to read a book of their own choosing. The evidence on the benefits is unequivocal: ‘no single literacy activity has a more positive affect on students’ comprehension, vocabulary knowledge, spelling, writing ability, and overall academic achievement than FVR’ (Krashen, cited by Lowe, 2016). Wolf (2003) suggests teachers use this time to rotate through the class over the week and engage for a few minutes with each student talking about what they are reading. This provides an opportunity for the teacher to collect evidence about reading practices, choices and comprehension as well as to develop reflective response in students as this practice develops students’ ideas and perspectives as well as comprehension skills.

3—Include a ‘recommended reading’ routine

Once a week or fortnightly, replace the FVR session with a ‘recommended reading’ session in which everyone, including the teacher reads a book recommended by a classmate. Students can create and display recommended reading posters to promote favourite texts. This encourages students to expand their repertoire of text types as well as providing opportunities to share responses as they develop literary analysis and reporting skills. Some students can be reluctant to try new books and this strategy provides a way in which students can ‘try before they buy’. A follow-up oral language session can encourage student discussion on the merits and craft of the books. This could be an opportunity to encourage students to engage with diverse literature that they may otherwise feel reluctant with which to engage.

4—Develop partnerships with parents

Wolf (2003) recommends teachers develop partnerships with parents by encouraging them to read to, and with their children regularly — no matter the age of the child. A weekly newsletter that includes reading tips for parents and open-ended discussion questions that stimulate students’ critical reflection and consideration of points of view can assist parents as they establish regular reading habits in their children. Initial questions about the craft of the author or illustrator are often enough to get the conversation flowing. Students and parents can use sticky notes to annotate their shared thoughts and responses to questions and the teacher can follow up on these to stimulate classroom discussion. Refer to the Parents’ guide to helping children with reading and writing at home Parents’ guide to helping children with reading and writing at home by Kaye Lowe.

List of Australian multicultural books

About the authors

Helen Adam is an academic lecturer and researcher at Edith Cowan University. She has lectured and written on the subject of children’s literature for the past ten years. Helen’s writing and research address the role and importance of quality literature in the social and emotional wellbeing of the child. Helen authored the chapter Children’s Literature in both the first and second editions of Language, Literacy and early childhood education (Fellowes & Oakley, 2e 2014) and served as a judge for Children’s Book Council of Australia Book of the Year Awards in 2015 and 2016. Helen’s lecturing and writing highlight the potential and importance of quality literature in developing critical and creative thinking, ethical understandings, personal and social capabilities and intercultural understandings – all of which are highlighted in the Australian Curriculum and The Early Years Learning Framework, and are important to all children. She is currently undertaking her Doctor of Philosophy studies on the topic: ‘Investigating the use of children’s literature to support principles of diversity in long day care centres’.

Laurie Harper has worked on behalf of children, families and teachers over 25 years. As a teacher, she has taught in primary schools for 12 years, at University level for 13 years and continues to teach child development, children’s literature and early literacy courses for pre-service teachers. Laurie has presented her research at the state, regional, national and international levels. Her publications have appeared in peer-reviewed national journals such as Reading Improvement Journal; Journal of Language and Literacy; Young Children: The Journal of the National Association for the Education of Young Children; and international journals; Childhood Education: The Journal of the Association for the Childhood Education International, Practical Literacy: The Journal of the Australian Literacy Educators’ Association; and Early Childhood Education Journal.  

References

• Adam, H & Harper, L J (2016) ‘Assessing and selecting culturally diverse literature in the classroom’, Journal of Practical Literacy, Australia, 21(2), 10–13
• Boutte, GS, Hopkins, R & Waklatsi, T (2008) ‘Perspectives, voices and worldviews in frequently read children’s books’, Early Education and Development, 19 (6), 941–962.
• David, RG 2001, ‘Representing the Inuit in contemporary British and Canadian juvenile non-fiction’, Children’s literature in education, 32 (2) 139–154
• Department of Education, Employment and Workplace Relations, Commonwealth of Australia (2009) ‘Belonging, being and becoming: The early years learning framework for Australia’, DEEWR, Canberra.
• Do, A & Do, S (2011) The little refugee, Allen & Unwin, Crows Nest, NSW.
• Ewing, R (2012) ‘Imagination, creativity and children’s literature inaugural lecture to honour Dr Henry Maurice Saxby AM, 1 May 2012, Reading Time 56(4)
• Gollnick, DM & Chin, PC (2009) Multicultural education in pluralistic society, 9th edn, Pearson Education, New Jersey
• Harper, L J (2016) ‘Using literature to promote social-emotional literacy’, Young Children; 71(3), 80–86
• Harper, L J & Brand S T (2010) ‘More Alike than different; promoting respect through multicultural books and literacy strategies’ Childhood Education, 86 (4) 224–233
• Kara-Soteriou, J & Rose, H (2008) ‘A bat, a snake, a cockroach and a fuzzhead; Using children’s literature to teach children about positive character traits (.pdf 1.9 MB) YC Young Children, 63 (4), 30–36
• Kidd, DC & Costano, E (2013) ‘Reading literary fiction improves theory of mind’ (.pdf 415 kB) Science 342, 377
• Lowe, K (2016) For the love of reading: Supporting struggling readers, PETAA, Sydney
• Mar, R A & Oatley, K (2008) ‘The function of fiction is the abstraction and simulation of social experience’ (.pdf 208 KB) Perspectives on Psychological Science, 3(3), 173–192
• Ministerial council on education, employment, training and youth affairs (2008) ‘Melbourne declaration on education goals for young Australians’ (.pdf 978 kB)
• Morgan, H (2009) ‘Gender, racial, and ethnic misrepresentation in children’s books: A comparative look’, Childhood Education, 85 (3), 187–190
• Morgan, Sally and Kwaymullina, E (2010) Sam’s Bush Journey, Little Hare Books
• OECD 2011, ‘Do Students today read for pleasure?’ (.pdf 1.5 MB) PISA in Focus, No. 8. OECD Publishing, Paris
• O’Neill, K (2010) ‘Once upon today: Teaching for social justice with postmodern picture books’, Children’s Literature in Education, 41, 40–51
• Roberts, LC, Dean, E & Holland, M (2005) ‘Embracing diversity’, Young children on the web, November 2005
• Saxby, M (1997) Books in the life of a child; Bridges to literature and learning, MacMillan, South Yarra
• Sendak, M (1963) Where the wild things are, Harper and Row, London
• Tahgred, C & Talib, B (2012) The perfect flower girl, Allen & Unwin
• Tan, S (2006) The arrival, Arthur A Levine Books, New York
• Wolf, S (2003) ‘Interpreting literature with children’, Literacy Teaching Series, Lawrence Erlbaum Associates Inc., New Jersey

How this content relates to AITSL teacher standards

• Professional knowledge
• Professional practice
• Professional engagement