Coming Full Circle

As the semester comes to a close, it's important to reflect on just where we've come from, and what critical literacy means to us. For this future educator, critical literacy has three major tenets which include analyzing texts, formulating discussions (creating space), and relating ideas to self or world. I think that these three things come in different stages, and can be approached using different techniques at the different grade levels that I may teach. Here is the break down:

Analyzing Books:
Critical and powerful readers will constantly be looking for stereotypes in books. For examples, are the children in books always assumed to come from two parent, heterosexual homes? Are both parents white if the child looks white? These are questions that we oftentimes take for granted when reading children's books. However, it is important that we take the time to choose texts which have a deeper meaning, and show characters who are truly different, and who kids can relate to. One the same note, as "10 Ways to Analyze Children's Books for Racism and Sexism" by the Council for Interracial Books for Children, we must ensure that the characters in books don't simply serve as "token" characters, such as the "token" African American or Asian child, but rather they play an important or major role in the book.

Formulating Discussions:
With all texts, it is important for readers to express how they are feeling about a certain issue, and for teachers to create space for discussions around cultural and social justice issues. For example, in an earlier post I discussed how one of my students talked about the importance of whale blubber in the book "Whale's Song" when the discussion came up about killing whales. This completely unprompted comment/discussion by the class is exactly what any educator would like in their classroom.

When looking at books with social justice issues, it's always important to allow for students to have a follow up activity, whether it be a journal or drawing for the younger students, or maybe a research project for the intermediate or upper grades. One great example of this in my current school is the idea around homelessness in the DC area. The past few weeks, our class has been reading books about homelessness, and had some mini discussions about what it would be like to be homeless, and what are some ways we can help (including treating them with respect etc.) The past few weeks culminated with three gentlemen from the National Coalition of the Homeless coming to our school to speak to the students. WIth this discussion, the books we read have come alive, and students can see real life people, almost like the characters in the books, talk to them about their struggles and hardships. Things such as these discussions are vital to creating space for critical literacy.

Relating to Self:
Finally, critical literacy is about the reader taking something personal away from the text or the discussion. Whether this be a newly discovered fact, or a passion to explore something more, every piece of knowledge gained is important. Sometimes this means looking at books from another angle, or creating an alternate version, much like we are doing in this class. We often look at fairy tales such as Cinderalla and see this view of the main characters, but what are the other characters doing, how are they feeling and what are they thinking? In my alternate text, I decided to write it from the view of the King in "Mufaro's Beautiful Daughters." In this, we can see the decision making process of the King and his hopes to find a wife that is not only pretty on the outside, but one that is also caring and compassionate towards other people.

Therefore, relating the book back to themselves, and attempting to light a spark in your students for future discussions or action is extremely important. This is the "buy in" and how teachers have to appeal to students that what they are learning is important, and that they should pay attention.




In conclusion, critical literacy boils down to getting beyond the surface of the book, and analyzing the real issues that are present. It means asking tough questions about not only the books themselves, but why we read what we read. Why are we reading stories where white boys and girls are the main characters? Why do the characters always have a mommy and a daddy? As educators, it is our responsibility to ensure that our students are presented texts which reflect the real world, and bring to light situations and people that they will eventually encounter, and prepare them to welcome diversity with open arms.