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Swartz, L. (Fall, 2020). Canadian children’s literature as stepping-stones to understanding the Holocaust. Canadian Children’s Book News.

There is no doubt that reading enhances children's worldviews and shapes their perspectives, especially when it comes to discussing and analyzing difficult topics like war, the Holocaust, and social justice issues. Literature exists for the purpose of expression and engagement in ways that are both accessible and meaningful. Swartz (2020) emphasizes that introducing students to the Holocaust through Canadian children's literature helps them develop social awareness about the past and present while encouraging them to contemplate about what their role in all of this becomes. So in a certain way, historical education also fosters empathy and critical thinking. Children's books often include a moral lesson or use storytelling techniques to make painful topics a little more easy to understanding while still showing the difficult realities of this world. In my current teaching practice on a First Nation reserve school, we use Indigenous literature to explore the impacts of residential schools to help the students connect emotionally to the trauma that has been experienced by their communities. These topics need to be addressed and Swartz (2020) reinforces the notion that classroom discussions is where we plant the seeds for possible change. I think children's literature is a major pillar in a child's educational journey and thoughtfully selected literature will provide the empathy and critical thinking skills that a child needs when they begin to formulate their own opinions about the world. By using books as a stepping stone for change, as Swartz suggests, I believe that educators can make a lasting impact on students when they need to confront difficulties in history and even present day challenges that they will inevitably face.

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Kathy Mah- Teorey, M. (2014). The Lorax and Wallace Stegner: Inspiring children’s environmental activism. Children’s Literature in Education, 45, 324-339. 

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Kathy Mah- Teorey, M. (2014). The Lorax and Wallace Stegner: Inspiring children’s environmental activism. Children’s Literature in Education, 45, 324-339. 

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Reading academic analyses of children's and adolescent literature, such as Teorey's (2014) article The Lorax and Wallace Stegner: Inspiring Children’s Environmental Activism, can greatly enrich professional knowledge and classroom practice when addressing challenging topics. Before reading this article, I was unaware of Wallace Stegner’s essay "Conservation Equals Survival." While both Stegner and Dr. Seuss aim to promote environmentally sustainable practices and use the powerful word "UNLESS," their works have had vastly different impacts. Dr. Seuss's The Lorax has sold over 1.6 million copies, whereas Stegner’s essay has largely been "forgotten" (Teorey, 2014).

This contrast highlights how children’s literature, with its engaging narrative style, can be a more effective medium for inspiring change. As Teorey (2014) points out, The Lorax uses "singsong language, colorful pictures, and engaging narrative…rhythm and rhyme [that] cause the environmental message to stick in readers’ memories after they put down the book," making it far more memorable and impactful than a traditional essay. For example, Teorey describes how a 10-year-old, Carol Holland, was inspired by The Lorax to pick up trash in her neighborhood.

In my own experience, The Lorax has been a favorite book and movie in our grade one class. It has inspired students to care for the trees in our schoolyard and to promote recycling and waste reduction in our classroom. This demonstrates the transformative power of stories in teaching important values and fostering proactive, environmentally conscious behaviors among young learners.

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Natalie Hogeterp - Ward, N., & Warren, A. (2020). “In search of peace”: Refugee experiences in children’s literature. The Reading Teacher, 73(4), pp. 405-413.

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Natalie Hogeterp - Ward, N., & Warren, A. (2020). “In search of peace”: Refugee experiences in children’s literature. The Reading Teacher, 73(4), pp. 405-413.

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Reading academic analyses of children’s/adolescent’s literature such as Ward and Warren’s (2020) ‘“In search of peace”: Refugee experiences in children’s literature’ informs professional knowledge and classroom practices. In the past 50+ years, refugees have fled overseas in search of safety and a better life, but the literature pertaining to refugee stories has been few, or they contain what Ward and Warren (2020) - referring to Adichie (2009) – say is “a single story” which promotes stereotypes and contains only a part of what the experience for refugees is. In my own experience, I have read many refugee stories regarding people during World War II and the Holocaust, however, the books about refugees from other parts of the world are new to me. Reading articles that address stories that do not represent the single story or discuss refugee topics that are not about WWII or the Holocaust will not only broaden my scope of literature, but may also give my students the opportunity to see themselves in literature. Ward and Warren (2020) state, ” By introducing books with diverse characters and complex themes, we can help students develop empathy, cultivate respect for people who are different from us, and create a context for developing global citizenship” (p. 406). I have many students who are refugees or recent Canadian citizens, and I want to provide them with literature that they can relate to, or that their families could relate to and create mirrors or windows into parts of them that they cannot see.

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Serena Larsen-Swartz, L. (Fall, 2020). Canadian children’s literature as stepping-stones to understanding the Holocaust. Canadian Children’s Book News. 

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Serena Larsen-Swartz, L. (Fall, 2020). Canadian children’s literature as stepping-stones to understanding the Holocaust. Canadian Children’s Book News. 

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Reading academic analyses of children’s literature, like Swartz’s (2020) discussion on Canadian children’s books about the Holocaust helps teachers approach difficult topics with care. These analyses can provide insights into how stories are structured to be age appropriate but also can be complex and accurately display complex and emotional realities of history.

In my own kindergarten classroom, I prioritize self-awareness and emotional expression, and I try to carefully choose books that help young learners navigate difficult emotions. While I don’t teach heavy topics like the Holocaust at this age, I do use literature to introduce themes of empathy, kindness, and overcoming challenges. Academic studies on children’s literature help me choose books that foster meaningful discussions and ensure that my students feel supported in their learning, and are growing and being exposed to difficult topics.

For older students, when teaching about war, loss, or crises like climate change, understanding how narratives build resilience can help guide a teacher’s book selection and discussion questions and strategies. Academic studies can highlight which themes and strategies for teachers can best support students in processing difficult topics and ensuring that the lesson is meaningful and sensitive. Having this prior knowledge can help ensure that teachers create a safe space for discussions and use the story as a tool for critical thinking. Furthermore, also using the story to connect students to the past and present. When teachers incorporate well-researched literature that can foster critical thinking and deeper understanding for their students of difficult topics.

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Kat Carty - Swartz, L. (Fall, 2020). Canadian children’s literature as stepping-stones to understanding the Holocaust. Canadian Children’s Book News

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Kat Carty - Swartz, L. (Fall, 2020). Canadian children’s literature as stepping-stones to understanding the Holocaust. Canadian Children’s Book News

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Reading academic analyses of children’s and adolescent literature helps me as a teacher understand how to approach tough topics like the Holocaust, war, and loss, especially given how important it is to start these conversations early. As a Grade 1/2 teacher, I know that many students are still developing their understanding of the world and how complex human history can be. That’s why it’s essential to find the right balance between teaching important truths and protecting them from unnecessary trauma.

Unfortunately, many Canadians still don’t fully grasp the reality of the Holocaust, with some even doubting it happened or thinking it was exaggerated. This makes it all the more crucial that we start addressing these issues in a way that's age-appropriate and honest but without overwhelming young students. Through reading academic analyses, I can better understand how children’s literature can introduce such heavy topics in a gentle and accessible way. Stories like Hana’s Suitcase or The Promise can help start these conversations in a non-traumatic way, giving young students a window into the past without making them feel unsafe or fearful.

I also know that at this age, it’s all about creating a safe space where kids can ask questions and get honest, straightforward answers. In the context of something like the Holocaust, it’s not about diving into the horrors in too much detail but rather focusing on what they can understand, like the ideas of kindness, differences, and why some people are treated unfairly. I’ve learned from academic analyses that even in the earliest grades, these tough conversations can help kids start to connect the dots between what they learn in books and the real world.

Trying to grapple with the idea that these were people, people with lives and families and hobbies just like you and I. Graphic details are not important when beginning. We can introduce these ideas as seeds of understanding, like how some people are treated differently based on religion, culture, or background. This doesn’t have to be traumatic, but it can spark empathy and a sense of justice in young hearts, something that's especially needed in today's world.

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Teorey, M. (2014). The Lorax and Wallace Stegner: Inspiring children’s environmental activism. Children’s Literature in Education, 45, 324-339.

Reading academic analyses of children's and adolescent literature offers critical insights that can profoundly shape professional knowledge and classroom practices, particularly when addressing complex and sensitive topics such as environment activism. These analyses provide educators with a deeper understanding of how literature can serve as a powerful tool for fostering empathy, critical thinking, and emotional resilience among young readers. It additionally equips teachers with strategies to guide difficult discussions in a thoughtful and supportive manner.

Teorey’s (2014) article was an interesting read and provided additional context to the book, The Lorax by Dr Seuss. The book at written at the beginning of the eco revolution in America and draws many parallels and pushes the same argument to Wallace Stegner’s 1969 essay, Conservation Equals Survival. Interestingly, Stegner’s essay never broke into mainstream environmental discourse so with time, the valuable insight and information faded. On the contrary, The Lorax did the opposite being made into a Hollywood production, translated into 15 languages and selling over a million copies. With the intense overlap of thinking, it is interesting how Seuss’ narrative attracted children to the concept of industrialization, sustainability, and co-existing with nature.

Teaching now at an Eco-school in The Bahamas, environmental stewardship is a huge part of what we do. I have witnessed how young students can handle difficult topics when shared through books such as The Lorax as it serves as an entrance point for conversation and questions. I often think we do not give students enough credit on their ability digest tough topics when they are delivered in a developmentally appropriate format.

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Teorey, M. (2014). The Lorax and Wallace Stegner: Inspiring children’s environmental activism. Children’s Literature in Education, 45, 324-339. PDF

Reading academic analyses of children’s books, like Teorey’s study of The Lorax, helps teachers understand how stories can teach tough topics in a way that children can relate to. The Lorax makes environmental issues easy to understand by using fun language and a clear message, unlike Stegner’s essay, which is harder to read. This shows how books can inspire young readers to care about important issues.

In the classroom, stories can be a great way to start discussions about hard topics like war, loss, or climate change. Just like The Lorax teaches kids to care for nature, books about history or disasters can help them learn about the world in a safe way. The book’s message "Unless someone like you cares a whole awful lot..." teaches kids that their actions matter.

By studying these books, teachers can choose the best stories to help students talk about serious issues in a way that makes sense to them. This shows how children’s books can shape ideas and encourage action, helping students feel ready to make a difference.

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Ward, N., & Warren, A. (2020). “In search of peace”: Refugee experiences in children’s literature. The Reading Teacher, 73(4). 405-413.

Reading academic analyses of children's and adolescent literature enhances professional knowledge and classroom practice, especially when teaching difficult topics such as war, the Holocaust, loss, natural disasters, the climate crisis, or separation. For example, when discussing Orange Shirt Day and Remembrance Day, I use picture books to introduce these topics and spark deeper conversations. Ward & Warren (2020) emphasize the importance of selecting books that provide accurate and diverse representations of refugee experiences, helping foster understanding, empathy, and inclusivity in the classroom.

Academic analyses help educators critically evaluate books to ensure students see themselves reflected while also engaging with diverse perspectives (Ward & Warren, 2020). Thoughtfully chosen literature allows students to explore complex topics in an age-appropriate way. However, as Ward & Warren (2020) caution, partial representations can perpetuate stereotypes. For example, only including books that portray universal refugee experiences can lead to overgeneralization, simplifying individual stories into a single narrative.

To deepen students’ understanding, both Ward & Warren (2020) and Kiefer et al. suggest inviting family and community members to share firsthand stories. This is an area I want to improve, I sometimes hesitate for fear of overstepping, but I plan to take this step next year to enhance my teaching practice.

By using academic research to guide book selection, educators can avoid reinforcing biases and instead foster critical thinking, emotional resilience, and social awareness, preparing students to engage with real-world issues with empathy and understanding.

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Bates, L. (2007). “Sweet sorrow”: the universal theme of separation in folklore and children’s literature. The Lion and the Unicorn. 31.

This article focuses on the theme of separation in children’s literature.  Bates examines the character arcs of female characters in fairytales and folklore.  Through an exploration of popular texts, such as The Wizard of Oz and Hansel and Gretel, Bates reveals common themes of female characters acquiring and discovering inner strength and independence through separating from the “home”.  Flipping the script from the typical “damsel in distress”, these female heroines seek to transform the female prototype into dominant roles, reflecting empowerment and personal growth.  This was a brand-new lens for me to be able to examine these popular stories - and allowed me to view these stories from the perspective of gender roles and stereotypes.

Reading academic analyses of classroom literature does several important things for educators.  For one, you gain insight into a variety of different interpretations of the same piece of writing (i.e. how different pedagogies might apply to the same piece).  As well, teachers can develop a more nuanced understanding of how to use the literature in the classroom.  Open access to scholarly work and learning how to apply it to practice, legitimizes the process and extends teacher education beyond the classroom.  This is so important for learning strategies for implementing literature related to controversial issues, discovering age-appropriate content and techniques for facilitating discussions on controversial issues – from other educators who have tried, and perhaps failed.

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Massey, D. D., Vaughn, M., & Hiebert, E. (2022). Fostering Hope with Children’s Literature [Review of Fostering Hope with Children’s Literature]. The Reading Teacher, 75(5), 575–582. Literacy Worldwide.

Reading academic analyses of children's and adolescent literature can inform professional knowledge in classroom practice and help teach difficult topics. It can instill hope in children by following up with these issues after reading about them to build hope through instructional practice. Choosing anchor texts and prompting discussion around them allows for a collaborative approach to complex problems that will instill hope in students, which could create a social justice impact on them. This can help foster their understanding and knowledge of diverse topics. It allows for the continuation of learning through their self-discovery. Students will connect to the reading through their own life experiences or learn about other people's life experiences; this could also be done through fictional characters regarding diverse topics such as poverty, racism, and residential school, among many other topics. When reading We Are Alone to kindergarteners, they could not imagine being separated from their families. They asked if they could bring their stuffed animals to further their understanding of the people in residential schools. Even though you would not go into full detail with this age group about residential schools, it allows them to have an awareness about residential schools while trying to form a relation to them and to form a better understanding. This can instill hope by fostering a future where people are more knowledgeable about residential schools and the harm they cause to prevent future injustices from happening, especially among Indigenous people. Independent reading can also foster hope by allowing students to set goals, make plans, and take action further. It allows for further reflection on their personal experiences and further meaning-making. Access to meaningful, authentic, culturally relevant, and diverse books allows various access to complex topics that will address multiple learners and increase their perspectives on different issues. Hope will be reflected in the meaning of these books in their day-to-day life and in their communities by their actions and conversations. Increasing student voice and action, including book clubs, writing for hope, and classroom action projects, will benefit everyone and foster hope that the future needs.

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Kaitlyn Berenbaum - Swartz, L. (Fall, 2020). Canadian children’s literature as stepping-stones to understanding the Holocaust. Canadian Children’s Book News. PDF

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Kaitlyn Berenbaum - Swartz, L. (Fall, 2020). Canadian children’s literature as stepping-stones to understanding the Holocaust. Canadian Children’s Book News. PDF

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Reading academic analyses of children's and/or adolescent literature, like novels about the Holocaust and other war crimes and social justice issues, brings awareness and knowledge to the students about these tragedies. As teachers, we have an understanding of these events, and we should continue to educate and share the history. We can recognize that it is difficult at times to teach about these tragic events. By including literature designed for the youth of our students, like the novels featured in Swartz's (2020) article, we are given the opportunity to appropriately address these events. As Swartz mentioned, the novels included in his article allow our students to build awareness, understand and gain compassion with the support of the literature presented on the topic (2020).

I remember how I felt when I was first introduced to the Holocaust in the classroom, a feeling of emptiness. As an individual whose relatives fled Poland from the Nazis, the Holocaust was taught to me early on by my parents and grandparents. I was always aware of the events that happened, but the severity was introduced by my teachers. As a teacher, I can recognize the pressure that was put on my teachers as the Holocaust is a very emotional chapter of history which needs to be properly taught to students. I appreciate my teachers for sharing and educating my peers and I on this historical event. When Hana's Suitcase was introduced to me in 5th grade, I remember that the whole atmosphere of the classroom shifting. We were roughly the same age as Hana when she was sent to a concentration camps, and that was when I felt my privilege for being born when I was born. It pained me to learn about the story of Hana, a young girl who's life was cut too short.

Looking ahead, I am fearful and nervous to introduce difficult topics like the Holocaust, natural disasters, loss, etc. to my students. These are topics that need to be properly studied before teaching to others. I recognize that there will be lots of behind-the-scenes work that I will need to do to prepare myself when it comes time to teaching about these events.

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Julia Katz, Canadian Children’s Literature as Stepping-Stones to Understanding the Holocaust (Swartz, 2020)

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Julia Katz, Canadian Children’s Literature as Stepping-Stones to Understanding the Holocaust (Swartz, 2020)

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Reading articles that analyze children’s and adolescent literature on difficult topics can help teachers better understand how to approach these subjects in a way that is both sensitive and informative. In "Canadian Children’s Literature as Stepping-Stones to Understanding the Holocaust" by Larry Swartz, the author provides a list of books for different age groups that can help students build an understanding of the Holocaust. For teachers who may not know where to begin, this resource offers a strong starting point for selecting appropriate materials.

The article also emphasizes the importance of teaching about the Holocaust and guides educators on what aspects to focus on while students read. It highlights how literature can help students develop social awareness and engage with themes of social justice, equity, and diversity. Additionally, it addresses the widespread gaps in students’ knowledge about the Holocaust and its atrocities, explaining how effective teaching can lay a foundation for understanding antisemitism in today’s world.

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Swartz, L. (Fall, 2020). Canadian children’s literature as stepping-stones to understanding the Holocaust. Canadian Children’s Book News.

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Swartz, L. (Fall, 2020). Canadian children’s literature as stepping-stones to understanding the Holocaust. Canadian Children’s Book News.

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Reading academic analyses of children's literature such as Swartz (2020) allows for professionals to teach children difficult topics thoughtfully and effectively. These analyses provide insights into how literature portrays complex themes like war, the holocaust, loss etc. using narrative techniques, character development and strong themes, they can foster empathy, resilience and critical thinking in students.

These analyses open doors for discussion for young children to understand and learn about topics such as the holocaust which often brings up the professional questions of how children process these topics, guiding educators to select texts that align with student cognitive and emotional abilities. Understanding the potential impact of these narratives help educators anticipate students' response and provide necessary support. Ultimately, engaging with literature that deals with difficult topics gives an opportunity for educators to use storytelling as a tool for meaningful and sensitive learning and discussion.

In my experience, a large part of my knowledge about war, loss, the holocaust, segregation etc. came from books rather than formally in the  classroom. These reading opportunities gave me a deeper understanding of the topic and fostered empathy. There were many things I did not understand and I would often ask my friends and teachers what they meant. These were simple discussions but allowed me to think critically and learn about difficult parts of our past.