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The article by Shikhmanter (2014) described the incredibly difficult task of putting together developmentally appropriate literature based on some of the most horrific events to have occurred in human history. Although the material is incredibly important to understand and reflect, the tact and method of how we integrate this material into the curriculum is paramount. The details of the Holocaust, for example, are incredibly disturbing and these events may leave a lasting impression on the reader. So knowing this, how can we approach the discussion with children?

Another approach made in this article was the discussion around the theme of "survival." How did the protagonists of the stories survive? What hardships did they endure? I included two different books for the second assignment, both historical fiction, that had a central theme of survival. Although the circumstances were different, the reader is rooting for the protagonist to persevere and survive despite the hardships before them. This would allow for children to have the opportunity to brainstorm different things that the characters could do and follow them through the journey through to the end of the story. As Shikhmanter (2014) wrote, "Orlev thus answers the questions of what survival is, and how it can be understood, by stressing both physical and emotional aspects. In practical terms, survival consists of everyday activities that require wisdom, technical skills, and an ability to learn, adjust, and adapt to new situations. Emotionally, it demands optimism, a lack of awareness, and the ability to experience reality as a game or adventure" (p. 12).

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Aroosa Irfan - 'Fostering Hope with Children's Literature'

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Aroosa Irfan - 'Fostering Hope with Children's Literature'

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In reading the article ‘Fostering Hope with Children’s Literature’, it is apparent that children’s literature and its ability to touch on the “experiences of diverse peoples” cultivates a sense of belonging in the hearts and minds of children (Massey et al., 2021, pg. 576). In this space of belonging, therein lies a discussion on these experiences and works to inspire hope for the future and of what could be. This reading points towards various strategies that can propel hope within classrooms, starting with anchor texts and discussions (Massey et al., 2021, pg. 576). Through this, Massey et al. (2021, pg. 576) argues that while hope can be a confusing concept which students are still learning to grasp, choosing specific texts in which the characters experience and act on hope can work to build this understanding.

In reading academic analyses of children’s literature, educators are better equipped with the necessary tools and knowledge of the work that goes into writing this literature, and the ways in which it can allow students to grow and empathize with each other and themselves. Topics such as war and loss can be difficult to navigate, for both teachers and students. With the use of anchor texts, discussions, and the focus on characters’ relationship with hope, students can learn about the hurtful realities that their peers and themselves have either experienced or will experience, and understand that they can overcome these challenging feelings and situations.

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Ella Foss: Canadian Children’s Literature as Stepping-Stones toUnderstanding the Holocaust

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Ella Foss: Canadian Children’s Literature as Stepping-Stones toUnderstanding the Holocaust

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"The fear of not having enough information may discourage some teachers from embarking on the topic. It need not. Teachers and parents are not obliged to have all the answers to young readers’ questions, but they should be prepared for questions to be revealed and subsequently investigated"

Reading academic analyses of children’s/adolescent literature can give teachers valuable insights for tackling challenging topics like war, the Holocaust, loss, natural disasters, or separation in the classroom. These books not only demonstrate one way to present/handle challenging topics in a way that is appropriate for different age groups (making it easier for teachers to choose appropriate texts) but it also introduces the topics in an accessible way and helps to create a safe space for discussion. By understanding how stories show diverse perspectives and difficult topics, teachers can help students process and understand these events, build empathy, and develop critical thinking. Academic analysis can also help students connect the themes to their own lives and see complex events through a more understanding and compassionate lens.

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Response to 'Japanese Picturebooks for Children in the Fight against COVID-19' - Raquel S. 

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Response to 'Japanese Picturebooks for Children in the Fight against COVID-19' - Raquel S. 

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Zoete-Leśniczak (2022) discusses the uncertainty and stress that many children and adults faced during the pandemic. Although many children felt isolated from their teachers, friends, and peers during the pandemic, the author highlights several picture books which display characters that support empowerment and provide reassurance for a younger audience. The book 'Hope Where Are You?' (Doucet and Guerra, 2020), explores the difficult subject of the pandemic and mental health challenges that many faced from feeling isolated, through the lens of children, across several countries. The first-person story telling approach within this text, allows readers to connect with the protagonists and understand the many ways which they managed their emotions during a challenging time.

As the author Robertson (2017) explains in the brief video, when introducing difficult topics through children's literature, it is important to allow students to make connections and form better understandings of the issue, in a level-appropriate manner. As a result, students can gradually build a stronger understanding of the topic, through ongoing classroom discussions and critical analysis of quality pieces of literature, as they progress through their schooling.

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"From Verona to Ramallah: Living in a State of Emergency" - Dan Carreiro

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"From Verona to Ramallah: Living in a State of Emergency" - Dan Carreiro

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Addressing difficult topics in elementary classes is a challenging task. Often teachers are hesitant to discuss sensitive topics that could spur various feelings and opinions leading to a perceived loss of control of the classroom. Teachers also wish to appropriately navigate issues for students at their respective grade levels. As much of the content from this week demonstrated, it is important to introduce topics, especially topics of social justice, so students have the foundation for a topic to be explored further in the future and grow in empathy. In Verona to Ramallah - Living in a State of Emergency, the author, Monica Brady, shares her experience of teaching Romeo and Juliet in Ramallah Palestine. While reading, this article, I was struck by the story of the students and their experience in Palestine. It helped me understand from the students’ perspective the overwhelming nature of Israeli occupation but also the daily challenges that they face.  Reading academic analysis of children or adolescent literature can help us as educators take a step back and see a diversity of social justice issues that can inspire us in our work in the classroom. We as educators can learn with our students while also helping students explore their questions, articulate their reactions, and help them gather more information. Even the most traditional texts like Romeo and Juliet, can act as mirrors, windows, or sliding glass doors, provided that an environment of compassion is there for students to make connections and ask the right questions.

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

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

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Reading academic analyses of literature can inspire educators seeking ways to introduce challenging topics into the classroom and reassure them about addressing sensitive subjects in class. Swartz (2020) highlights the many lessons that students can gain through the introduction of Holocaust books in class - not only do students learn about war and prejudice, but they also learn about the strength and selflessness of Holocaust survivors (p.16).

I also find it reassuring when Swartz (2020) emphasizes that teachers do not need to have the answers to everything when discussing difficult topics, but should be prepared to explore and learn (p.17). One of my fears about addressing sensitive topics is feeling unequipped to handle them in the classroom. However, it is essential to approach these topics with an open mind and recognize that learning is a continuous process. In this way, teachers are embarking on a learning journey alongside students, making it normal not to know everything.

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"Sweet Sorrow" - themes of separation (Madeline Clapperton)

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"Sweet Sorrow" - themes of separation (Madeline Clapperton)

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The article I chose to read was Bates’ (2007) article titled "Sweet Sorrow: the universal theme of separation in folklore and children’s literature”. This article is a great resource for providing educators with deep insights into how literature can be used to address sensitive topics. The first way reading academic analyses of children's and/or adolescent literature could inform classroom practice is being able to better understand psychological and emotional themes. By equipping yourself with the understanding of these topics that affect the protagonists, you as an educator can approach the topics with more empathy and emotional intelligence. As well, Bates (2007) brings up how certain books, such as The Wizard of Oz or Peter Pan can open up classroom discussion to how something emotional, like separation, can also bring about many chances to learn about problem solving or reaching out for support. Literature can provide so many opportunities to explore complex and challenging emotions in a relatable and approachable way. Analyzing academic analyses where characters face separation, abandonment, or loss, enables me as an educator to create lessons that appropriately acknowledge these themes. In doing so, children that can relate to the literature on a more personal level feel supported and seen. This connects to the idea we learned last week of using literature in the classroom as a window and a mirror.

For example, Bates (2007) brings up how a book like Hansel and Gretal allows for students to see how characters navigate emotions and show resilience in the problem solving process. Drawing from my personal experiences, my mom left when I was in elementary school and I felt like I was the only person that had ever experienced the emotions that I was feeling. I felt unsupported at school and didn’t feel like anyone could relate. By incorporating literature that addresses these types of issues, it can foster a sense of understanding and connection within the classroom. By studying academic analyses, it opens the eyes of the educator to how others may relate and guides them on how to validate other people’s emotions and provide support. Having an empathetic teaching approach comes with educating yourself and on the deeper meanings of texts.

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

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Canadian Children’s Literature as Stepping-Stones to Understanding the Holocaust - Charlie Malson

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Canadian Children’s Literature as Stepping-Stones to Understanding the Holocaust - Charlie Malson

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As we tackle difficult topics with our students, some teachers may be hesitant to dive into sensitive territory without being well informed on the topic. Teaching about events such as the Holocaust can be very daunting for teachers, but must be addressed with students.

As teachers, if we inform ourselves not only with the content, but also with strategies to transmit that content to our students in an age-appropriate and digestible manner, students will be able to develop empathy and historical context for the world in which we live today. As Swartz puts it in his Fall 202 article, "Holocaust education can help students to develop their social awareness and understanding of social justice, diversity and equity. Exposing young people to this period in history should be a priority in order to make them aware of antisemitism and other forms of bigotry, which still exists in today’s world." (p. 16).

The way in which teachers discuss these topics is also extremely important. Learning the content without putting it in context leaves too much open to interpretation. Efforts should be made to connect the students with the history. For example, when learning about war, discussing the implications that it had on children their age (at an age appropriate level) allows them to better understand the gravity of the situation. Books such as Hold On to Your Music: The Inspiring True Story of the Children of Willesden Lane by Mona Golabek and Lee Cohen discuss the fleeing of a young girl from her home in Vienna during the Nazi occupation and the connection she felt with music and her family after being displaced.

Tough topics such as these need to be confronted with our students, as they may not encounter them outside of school. Teachers who have informed themselves on how to discuss these events with children are able to provide a safe space to learn and connect with history in hopes of creating a better future for all.

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Fostering Hope with Children's Literature - Hayley Kell

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Fostering Hope with Children's Literature - Hayley Kell

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I found Fostering Hope with Children’s Literature a meaningful and important read especially after this past week. Hope is a unifying powerful force that allows us to problem solve and set goals during moments of adversity. Massey et al., discuss how literature cannot create hope but rather it can provide the environment and opportunities within the classroom to build hope. This notion of hope will inform professional knowledge with teaching difficult topics as hope emphasizes resolution and striving towards peace. When students read literature that creates an environment of hope, they are able to discuss difficult topics. As stated in Teaching Tough Topics podcast, students should be able to unpack heavy conversations with caring adults in a safe environment. Teaching critical literacy is a way to not only start these conversations but create an environment where conversations can grow. With an emphasis on creating a classroom environment enriched in hope, it will impact the educator's knowledge and practice in every sense ultimately leading to a space where students can hear stories that deal with difficult themes that they can connect with, develop empathy for, or gain a deeper understanding.

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Canadian Children's Literature as Stepping Stones to Understand the Holocaust - Response - Jordan Wilson

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Canadian Children's Literature as Stepping Stones to Understand the Holocaust - Response - Jordan Wilson

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Although teaching controversial issues can be uncomfortable, it is extremely important we as educators expose children to these topics. Children need to have exposure to what is going on in the 'real world', because if not they will be blinded and ignorant of the hardships other may have faced. They will be able to develop empathy from exposure to these things.

The Holocaust was a terrible tragedy that effective so many people. Incorporating conversation of these events can be useful in the classroom, as Larry (2020) stated, as student may feel more comfortable having conversations about uncomfortable topics in their own lives, such as bullying (Not comparing the two by any means. Discussing difficult topics allow children to apply these conversations to their own lives, such as creating social justice, diversity and equity.

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Canadian Children's Literature as Stepping Stones to Understanding the Holocaust

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Canadian Children's Literature as Stepping Stones to Understanding the Holocaust

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When we read academic analyses of children's and adolescent literature, we can provide educators and teaching staff with a deeper understanding of how to sensitively and effectively approach challenging topics such as war, the Holocaust, death, loss, immigration, natural disasters, and separation in the classroom. For example, the author of Teaching Tough Topics, Larry Swartz, explains his analysis of children's literature, specifically about the Holocaust. Larry suggests that books such as The Diary of Anne Frank or Daniel's Story can serve as the first stepping stone for students to explore complex subjects while developing empathy and critical thinking skills. Swartz explains books can invite students to reflect on prejudice, resilience, and human rights themes by connecting historical events with characters that make these experiences relatable.

Swartz emphasizes the role of children's literature in preparing students to encounter the problematic aspects of history by gradually building their awareness and understanding of social justice, diversity, and equity. By engaging with and implementing read-aloud sessions focusing on fictional stories based on actual events, students can learn to process and contextualize these difficult-to-talk-about topics within their own lives, fostering discussions around the ethics of hatred, the impact of prejudice and the value of compassion (Larry, 2020).

Furthermore, these experiences with literature can encourage educators and students to dive in and examine broader themes relevant to their personal and social everyday lives around the world today. Swartz highlights that, through stories, students can contemplate their own roles in promoting inclusion and harmony. This describes the power of literature as an educational tool, making educators feel hopeful and optimistic about the impact of their work on knowledge acquisition and nurturing social consciousness.

Reference

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

** I acknowledge the use of Grammarly to correct grammar and spelling.

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"In Search of Peace": Refugee Experiences in Children's Literature - Emma Holmes 

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"In Search of Peace": Refugee Experiences in Children's Literature - Emma Holmes 

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The article I chose to read was “In Search of Peace”: Refugee Experiences in Children’s Literature by Ward and Warren (2020). This analysis of children’s literature can inform professional knowledge and classroom practice in relation to teaching about refugee background and experiences. The article emphasizes that choosing books and resources for your classroom that are specifically related to refugee experiences can provide teachers with a foundation for introducing the complexity of this topic. Offering these books and resources in class can also validate the experiences of students in your classroom with refugee backgrounds. Ward and Warren (2020) also explain that teachers must work to represent all of their students in their classrooms while remembering that being a refugee is only one part of a students identity and should not encompass their entire identity in the classroom.

The article also describes the number of reasons why we must include books with refugee experiences into our classroom, reminding teachers of the importance of sharing difficult social justice issues. Ward and Warren explain that sharing books with refugee experiences can help to: develop a sense of empathy in students, help students to understand the world and experiences of others around them, cultivate respect for people who are different from us, develop global citizenship, provide counternarratives for negative portrayals of refugees that are visible in the media, and provide opportunities for students with refugee backgrounds to see themselves in their learning. Ward and Warren also point out that it is important to focus on the hardships that people with refugee backgrounds have gone through, however it is equally important to emphasize their unique qualities and strengths so that their entire lives are not defined by their trauma and suffering.

The article also offers examples of the ways in which teachers should be critically analyzing the texts and resources included in their classrooms, to ensure that they are providing accurate information to their students. The first step to this process is asking teachers to consider what stories, experiences, perspectives and voices are being presented in the classroom and which are being silenced. This first step can provide teachers with opportunities to diversify their knowledge, resources, materials and the lessons they share with their students. A second step is critically analyzing the resources you are providing students and asking yourself if they are helping students to develop informed global perspectives that combat stereotypes (Ward and Warren, 2020). We must also ensure that we are providing multiple perspectives within a specific topic, discussing universal and individual experiences so that we are not overgeneralizing.

Finally, the article also discusses specific ways that teachers can further enrich students' knowledge and engagement with these topics. Ward and Warren explain that teachers should not only be sharing these texts and resources with students but they should be inviting students to think, talk, and write about the texts and information they have learned in terms of mirrors and windows. For instance, a teacher may ask students how they see themselves represented through the story, how they see people in their lives represented throughout the story or what they have learned about the experiences and lives of others. These kinds of prompts can offer students opportunities to think more deeply about what they have learned and connect it to their own lives. The prompts may also elicit more meaningful and engaging class discussions and build a sense of empathy and global learning. Ward and Warren also mentioned that it may be valuable to connect with families or community members with refugee backgrounds to see if they would like to share their experiences with the class. Asking people to share their experiences which include hardships, trauma and family separations can be extremely sensitive, and it is very important that we are respectful in doing so. However, these kinds of experiences of personal stories shared with students can be extremely meaningful and give students a whole new outlook on understanding the lives and perspectives of others.

The article also mentions Teaching Tolerance (https://www.tolerance.org) and Teaching for Change (https://www.teachingforchange.org). These websites provide their readers/teachers with guidelines and checklists to evaluate children’s books for biases, stereotypes, and tokenism (Ward and Warren, 2020).

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"The Lorax and Wallace Stegner: Inspiring Children’s Environmental Activism" by Matthew Teorey (2014) - Heather Goldsworthy

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"The Lorax and Wallace Stegner: Inspiring Children’s Environmental Activism" by Matthew Teorey (2014) - Heather Goldsworthy

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Reading academic analyses of children’s and adolescent literature can help educators talk about sensitive topics with their students in ways that are developmentally appropriate. These analyses teach educators how to present challenging themes to their classes and offer strategies for promoting emotional literacy. They also instruct teachers on ways to in create a safe classroom environment where students feel comfortable exploring difficult emotions. Ultimately, they can help teach critical thinking and compassion as students learn about different societal issues.

"The Lorax and Wallace Stegner: Inspiring Children’s Environmental Activism" by Matthew Teorey (2014) is an example of how children's literature can bring to life lessons and topics discussed in formal pieces of writing. The essay discussed in the article, ‘Conservation Equals Survival’’ by Wallace Stegner (1969) has its importance for the young generations and can work to inspire them early on to make a change for the better. It is so important that we as educators teach students about environmental sustainability through ways that are interesting and relevent to them. The Lorax does an excellent job of this as it "challenges the attitude that humans have a right to exploit, dominate, and destroy nature" (p. 335). In my personal experience teaching, I have integrated Indigenous knowledge about sustainability and their connection to the land by showing students these lessons and stories told through first-voice. This is a way to bring together the multiple perspectives involved in environmental issues and avoid centralizing class discussions around a singular frame.

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Response to Canadian children’s literature as stepping-stones to understanding the Holocaust - Ran Wang

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Response to Canadian children’s literature as stepping-stones to understanding the Holocaust - Ran Wang

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Kiefer et al. (2019) state, “Teaching controversial issues is multifaceted and complex.” Concerns can easily arise if such issues are not introduced appropriately. Yet, it is essential for children to learn about these topics, as doing so helps develop their social awareness and prevents them from having a limited understanding of the world. According to Swartz (2020), “Children’s literature can take students to other times, other places… Reading picture books, fiction, and non-fiction texts can be a stepping-stone into learning about the Holocaust, and this learning can open students’ minds and hearts to the harsh facts of genocide.”

The Holocaust, for example, is a highly sensitive topic. As teachers, we may fear losing control over discussions on such difficult issues. Susan Jones (as cited in Kiefer et al., 2019) offers a valuable ten-point model for teaching controversial topics, in which the teacher acts as a facilitator while students work as inquirers and information gatherers. The class continues the inquiry and information-gathering process until a meaningful project idea emerges. At this point, the teacher’s role shifts to supporting students in completing the project and ensuring the final work is made public or preserved permanently. This clear, hands-on model can be an excellent tool for teachers to start with when addressing sensitive topics.

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"From Verona to Ramallah: Living in a State of Emergency" - Korinna Charette

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"From Verona to Ramallah: Living in a State of Emergency" - Korinna Charette

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Reading academic analyses of children's literature can inform how teachers situate literature in the classroom. Even a seemingly unrelated text can be viewed in so many ways that students can relate to their lives or use as windows or sliding glass doors into the lives of others.

Brady (2015) analyses a Palestinian class' exploration of Romeo and Juliet and contextualizes it in the wider field of critical literacy. She describes how the Palestinian students interpret and discuss the text through their own cultural lenses and how they use it to play with various themes and issues that are present in their own lives.

This discussion opens up the world of teaching difficult topics to children. Brady's (2015) analysis makes it clear how teachers can "(alter) the conditions of our interactions and (create) a community of inquiry where the only outsiders" (p. 368). She shows how, through inviting analysis of the text through role play and free writing, even if a teacher does not specifically ask questions related to critical literacy and difficult topics, they can interpret students' responses in their individual contexts and invite conversation about issues situated in those contexts through the lens of the (in this case) fictional story. Brady (2015) says, "The fictive context provided by the play was an enabling factor; indeed, I am not sure that the conversation would have happened without it." (p. 369).

Describing the Apartheid Wall, Brady (2015) says, "It is at once ugly and beautiful, reassuring and menacing, but it is not both of these things simultaneously; it is one or the other depending on where, and who, you are." (p. 368). This perfectly describes critical readings of texts. Each person comes to a text with a different set of biases, experiences, beliefs, etc. Reading academic analyses of literature like Brady's helps teachers learn how to open their minds and accept multiple readings of a single text as valid, and shows how to interpret and extend students' responses in order to elicit conversations on difficult topics.

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Week 9 Task: "The Lorax and Wallace Stegner: Inspiring Children’sEnvironmental Activism" -Megan McMahon

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Week 9 Task: "The Lorax and Wallace Stegner: Inspiring Children’sEnvironmental Activism" -Megan McMahon

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Over the span of this course, we have explored how children’s literature can help address critical and difficult topics in the classroom. They provide a developmentally appropriate format that is digestible for students to understand real-world issues. Further, they allow for the development of empathy and the practice of perspective-taking when students connect to the characters and their experiences in the story. However, this week’s task takes it a step further, by asking how we as educators can utilize articles, such as Matthew Teorey’s (2014) article, The Lorax and Wallace Stegner: Inspiring Children’s Environmental Activism. This aritcle details the long-standing importance of Dr. Suess’s The Lorax (1971), and its relation to real-world scholars’ work on environmental activism. By drawing parallels between the two, the article emphasizes connecting this literature to real-world issues for students, sparking discussions and efforts in environmental activism.

I believe by reading academic analyses such as these, it further develops our professional knowledge on the why of these forms of literature. For instance, the local school board will often gift teachers with a novel pertaining to a form of activism or critical literacy, and teachers can then share these novels with hte class. However, if educators take the time (or are provided a resource) that analyizes and further explains the significance, or the why of using this text, it will provide a more engaging lesson that delves further into the subject at hand. Most of us have probably seen the Lorax, and I’m sure we could all deliver a lesson on environmentalism pertaining to the story. However, after reading Teorey’s (2014) article, I have a far better understanding of the literary elements that deepen the meaning of the text, such as the motifs. I laos have much more context into local issues, such as pollution in Lake Erie, that can be connected to our text to discuss real-world issues. By understanding the real-world connections, nuances and different perspectives or interpretations the text may have, I can better deliver this text to my students, prompting better disucsisons and further engaging in environmental activism. Thus, these articles help us gain a different perspective and deeper understanding of the text, giving us a better sense of purpose and meaning to deliver to our students. Further, they provide educators with resources and ideas on how to relate the texts to real world issues to deepen students’ critical literacy.

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"Canadian Children's Literature as Stepping-Stones to Understanding the Holocaust" - Alyssa MacMillan

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"Canadian Children's Literature as Stepping-Stones to Understanding the Holocaust" - Alyssa MacMillan

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By reading academic analyses of children's and/or adolescent literature to inform professional knowledge and classroom practice in relation to teaching difficult topics such as the Holocaust we can better understand pedagogical strategies for discussing difficult topics and develop critical thinking and empathy.

In Larry Swartz article he highlights, "Introducing the topic of the Holocaust connects students to the past and present, encouraging them to contemplate their own role in creating inclusion and harmony" (2020). Swartz demonstrates that students must be supported through our professional practice by having these difficult conversations to foster empathy and promote open-ended discussions and dialogue in the classroom. Teachers and students can build strategies to address difficult topics by demonstrating a safe and comfortable envrionment that is not afraid to discuss the challenges associated with the Holocaust at a young age.

Furthermore, critical thinking and empathy development is vastly important. Students can discover issues of justice, morality, identity, and the impacts of historical events on contemporary society. Swartz's article promotes discussing challenging topics for social justice understanding and by understanding what social justice is students can understand the importance and impact of diversity and equity in present-day. It is imperative to teach about anti-semitism because we see it today and we have seen it yestersday too. By teaching about it hopefully we can lessen the bigotry our nation faces today.