EDU 5385 Final Post by Diane Watt https://padlet.com/dadwatt/mn2k0ga1oyl44zud (Un)doing identities and representations. Post a comment in relation to an idea from the article you chose to read. en-us 2023-04-02 16:27:09 UTC 2023-04-05 08:15:28 UTC hello@padlet.com Daniel Rogers - Poverty in Children's Literature https://padlet.com/dadwatt/mn2k0ga1oyl44zud/wish/2542450835 Terrile (2021) makes a very astute observation that much children's literature often represents socioeconomic realities through a very limited, middle-class lens (p. 526). Currently, roughly 47% of the world's population lives in poverty (living on less than $6.85 USD per day) (World Bank, 2022, p. xxi), so it is a matter that is in desperate need of increased representation in critical literacy texts. However, it is also a bit of a unique topic for children's literature as, unlike many other critical literacy themes (gender, indigeneity, cultural/religious diversity, sexual identity, etc.), being impoverished is not a desirable attribute, nor is it something that can be improved through social acceptance or celebration. Thus, whilst it is important to have impoverished characters represented in children's literature, it is equally important to keep in mind the context that, ultimately, nobody wants to be poor, so the lens we use to analyze this particular critical literacy theme needs to be adapted accordingly.

References:
Terrile, V. (2021). Scenes from the class struggle in picture books: Depictions of housing and home in books for young children. Children’s Literature in Education, 53, 526-546.

World Bank. (2022). Poverty and shared prosperity 2022: Correcting course. https://openknowledge.worldbank.org/server/api/core/bitstreams/b96b361a-a806-5567-8e8a-b14392e11fa0/content]]> 2023-04-03 16:06:23 UTC https://padlet.com/dadwatt/mn2k0ga1oyl44zud/wish/2542450835 Sarah Douhaniuk - Resene (2016) https://padlet.com/dadwatt/mn2k0ga1oyl44zud/wish/2543118807 I chose to read this article as I recently read "The Curious Incident of the Dog in the Night-Time." I had some thoughts while reading this text that correspond with Resene's (2016) sentiments. Firstly, I was concerned about the "one story" narrative that others may fall victim to after reading this text and assuming its narrator is a classic example of a child with autism. At times, I also felt that Christopher characterized more of the seemingly negative aspects of autism, rather than the positives. I found Resene's viewpoint that Christopher was almost excluded from his own story by not being able to tell it in the way he wanted to very interesting. It did seem at times that his story was not being told in his way. I would like to read "The London Eye Mystery" as a comparison, as Resene mentioned the narrator investigates the mystery in a way that shows more representation of the character's autistic personality traits as a benefit to his problem solving abilities. I think it is important in teaching practices to include multiple viewpoints when looking at texts that includes diverse characters to once again not get stuck on the idea that one story can capture an entire group of people. Text sets would be a great way for educators to share multiple perspectives and open up the discussion with students about what they are noticing, what stories are being told, what perspectives may be missing and to ask questions. ]]> 2023-04-04 03:25:35 UTC https://padlet.com/dadwatt/mn2k0ga1oyl44zud/wish/2543118807 Sonja Lukassen 2SLGBTQ+ diversity and representation https://padlet.com/dadwatt/mn2k0ga1oyl44zud/wish/2543713071 I'm really glad I read this article. While I'm certain I tend to consider the presence (or lack thereof) of 2SLGBTQ+ characters in texts for children, this article has helped me see and understand reasons why I need to make sure there is a rich diversity in this representation. In analyzing award winning books specifically considering LGBTQ stories, the author found representation was not diverse, especially with regards to trans identifying and gender non-conforming/fluid/creative characters, especially main characters.
He also reinforced how all texts can be used as tools to practice critical literacy, noting the voices that are centred as well as those that are pushed to the background or left out completely.
This article has added one more way for me to polish my critical literacy lenses and I'm grateful for it.

]]> 2023-04-04 13:58:21 UTC https://padlet.com/dadwatt/mn2k0ga1oyl44zud/wish/2543713071 Natasha Heavens https://padlet.com/dadwatt/mn2k0ga1oyl44zud/wish/2544224535 I read Young's (2019) article on the lack of diversity in 2SLGBTQIA+ books as it is something I touched on in my paper as well. It is not easy to find diverse books but it is especially difficult when it comes to thinking about intersectionalities. Books tend to touch on one single topic but it's rare to find a book that talks about race and disabilities or race and gender identities. This article touches on how even having characters as humans is an issue in itself let alone including the above. Through my paper I started feeling confident about my book choices and by the end I was questioning whether or not they had as much value as I was giving them. These articles continue to push me to reflect on the literature that exists in my classroom and the work that I need to continue doing to learn and unlearn so that my students are seen and heard in the classroom at all times.]]> 2023-04-04 23:02:58 UTC https://padlet.com/dadwatt/mn2k0ga1oyl44zud/wish/2544224535 Anna Maria Nicalek - Gender and Education https://padlet.com/dadwatt/mn2k0ga1oyl44zud/wish/2544751483 Reading Jacksons and Gee's (2006) article was a great reminder of how not much has changed in children's literature which highlights the fact that we still have a long way to go and that there is still much work that needs to be done. The article also noted the important role that illustrators, authors, editors, and publishers have when creating these narratives which will be read to masses of students. 

Children's literature should be used to discuss social justice issues, be an accurate representation of society, and develop critical thinking skills. Especially as an educator this made me see the importance is carefully selecting or reflecting on the kind of picture books that I bring into the classroom as they do affect children. It is important to properly equip all children to question, challenge, and critique harmful stereotypes, the status quo, or gender roles to create happy, curious, and responsible future citizens. 

I hope more research will be done in regards to why children may be resistant to these new narratives as mentioned in Jacksons and Gee's (2006) article in regard to an individual's different socio-economic background, ethnicity, race, or age.

References

Jackson, S., & Gee, S. (2005). ‘Look Janet’, ‘No you look John’: Constructions of gender in early school reader illustrations across 50 years. Gender and Education, 17(2), 115-128.

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