Readerful: Episode 4 – Inclusion in primary reading books

By Melanie Ramdarshan Bold

Watch: Dr Melanie Ramdarshan Bold discuss the importance of inclusion in primary reading books

‘Books are sometimes windows, offering views of worlds that may be real or imagined, familiar or strange. These windows are also sliding glass doors, and readers have only to walk through in imagination to become part of whatever world has been created or recreated by the author. When lighting conditions are just right, however, a window can also be a mirror. Literature transforms human experience and reflects it back to us, and in that reflection we can see our own lives and experiences as part of the larger human experience. Reading, then, becomes a means of self-affirmation, and readers often seek their mirrors in books.’ (p. ix)

Rudine Sims Bishop (1990)

One of the best ways to understand why inclusive, representative, and diverse children’s books are important is through Professor Rudine Sims Bishops ‘Windows and Mirrors’ metaphor above. But what does that look like for you as a teacher? This metaphor can be seen in Children’s literature through four distinct angles: representation, self-esteem, breaking down stereotypes and empathy.

Representation

Children’s books can act as mirrors to reflect the readers’ own lives, cultural backgrounds, and experiences in a way that helps them see themselves in the story. However, they can also be windows so readers can learn about, understand, and appreciate the lives of others. Unfortunately, many underrepresented groups of people (e.g. Black and Brown people, disabled people, people from the LGBTQIA+ community, religious minorities etc.) have been absent from or misrepresented in children’s books for many years (CLPE, 2022). When ‘diverse’ characters are missing from or caricatured in children’s literature, it can influence how young readers form their identities and shape their perceptions of others in relation to the world around them, with absence saying just as much as inclusive representation. Having a quality range of inclusive books in your classroom and/or school library, can help your pupils feel represented and develop a more positive relationship with books and reading.

Self-esteem

Reading is, of course, a great way to build literacy, but it’s also an important way for children to understand their place in the world. Children, especially those who haven’t been represented in children’s books in the past, can feel validated and affirmed by seeing characters who look like them and their families, and who share similar experiences to them. This can help children develop pride in their identities and feel like they belong. As such, it’s important that teachers actively seek out books that show positive and varied depictions of underrepresented groups, where the characters have agency and are central to the storyline. These positive representations can help boost a child’s own sense of self, their self-confidence, and their self-esteem. When children see characters like themselves succeeding in books, or overcoming challenges, it can help develop their own belief in their selves and their potential.

Breaking down stereotypes

Inclusive books are also important to counter single-story narratives. According to the novelist Chimamanda Ngozi Adichie (2009), in her much-watched and highly recommended TED Talk, “the single story creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story.” This is why it’s important to combat these prejudices as early as possible. Research shows that meeting people, from different groups, helps to reduce prejudice and stereotypes (Crisp and Turner, 2009). Such interactions allow us to understand that those we think are not like us are actually not so different from us after all. However, we don’t always get the chance to meet people from other countries, cultures, religions etc, especially at a young age. Books are often the first introduction to these new and/or different worlds, so it’s vital that they are representative of the world that we live in. Teachers can make a conscious effort to look critically at the books they work with to make sure that they don’t include stereotypes of caricatures of socially marginalised groups.

Empathy

When children read about characters who are, on the surface, not like them, and who have different experiences or backgrounds, it can help them develop empathy and understanding for others. These ‘window’ books expose children to new ideas, perspectives, and ways of doing things, which can help children build connections and understanding. This can be a great way of breaking down biases and prejudices. When children look at the world through the eyes of a character who is not like them, they can learn to appreciate and respect difference. By using such ‘window’ books in the classroom, teachers and school staff can help pupils understand and value individual differences amongst their classmates and in also in the wider world. When reading both ‘window’ and ‘mirror’ books, teachers can give pupils opportunities to discuss the books in depth and engage in reflective discussions with their peers.

References

• Adichie, C. (2009). ‘The danger of a single story’. TED [online]. Available at: https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story
• Bishop, R. S. (1990). ‘Mirrors, windows, and sliding glass doors’, Perspectives, 6(3), pp. ix–xi 
• CLPE (2022). ‘CLPE Survey of Ethnic Representation within UK Children’s Literature 2017-2022’. CLPE [online]. Available at: https://clpe.org.uk/research/clpe-survey-ethnic-representation-within-uk-childrens-literature-2017-2022-november-2022
• Crisp, R. J., & Turner, R. N. (2009). Can imagined interactions produce positive perceptions?: Reducing prejudice through simulated social contact. American Psychologist, 64(4), 231-240.

Dr Melanie Ramdarshan Bold Dr Melanie Ramdarshan Bold is an Expert in Inclusion Literature, at the University of Glasgow.