Skip to main content
SpringerLink
Log in

Children’s Stories Supporting the Development of Critical Literacy and Intercultural Understanding

  • Chapter
  • First Online:
Story in Children’s Lives: Contributions of the Narrative Mode to Early Childhood Development, Literacy, and Learning

Part of the book series: Educating the Young Child ((EDYC,volume 16))

  • 1838 Accesses

Abstract

This chapter examines the possibilities of applying children’s storybooks in supporting the development of critical literacy as well as intercultural understanding. Valuing and supporting children’s reading is known to provide understanding and empathy towards other human beings. The chapter focuses on theoretical notions related to promoting critical literacies through children’s storybooks, but also includes practical examples of utilizing multicultural children’s stories. The chapter introduces different strategies that parents and teachers can use to support the development of critical literacy, including critical thinking and understanding multiple perspectives. Focus is especially on young children, because they already are capable of moving beyond what is in front of them on the page. Since children’s storybooks offer possibilities for readers to question implicit assumptions about self and others, books can support readers in becoming more culturally aware and sensitive. Consequently, reading storybooks can affect children’s intercultural understanding, and the role of storybooks in children’s moral development – both shaping and changing attitudes – should be seen as transformative.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 139.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 179.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 179.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    Elmer was originally published in 1968. In 1989, a slightly different version was published, which is the version used in this article.

  2. 2.

    All three picturebooks analyzed in this chapter are without page numbers. From hereon, I use only the writer’s name and the publication year as the reference.

References

  • Agnello, E. (2016). I am Alex. Noordhoek: Bumble Books.

    Google Scholar 

  • Bajovic, M., & Elliot, A. (2011). The intersection of critical literacy and moral literacy: Implications for practice. Critical Literacy: Theories and Practices, 5(1), 27–37.

    Google Scholar 

  • Baker, M., Martin, D., & Pence, H. (2008). Supporting peace education in teacher education programs. Childhood Education, 85(1), 20–26.

    Article  Google Scholar 

  • Bal, M. (2002). Travelling concepts in the humanities: A rough guide. Toronto: University of Toronto Press.

    Google Scholar 

  • Beezmohun S. (2013) Puuttuva peilikuva. Etniset vähemmistöt brittiläisessä lastenkirjallisuudessa. [The missing reflection in the mirror. The ethnic minorities in British children’s literature]. In A. Rastas (Ed.), Kaikille lapsille: Lastenkirjallisuus liikkuvassa, monikulttuurisessa maailmassa. [To all the children. Children’s literature in the changing and multicultural world.] (pp. 246–263). Helsinki: Suomalaisen Kirjallisuuden Seura.

    Google Scholar 

  • Botelho, J. M. (2015). Learning from/with multicultural children’s literature. In W. Schubert, B. Schult, & M. He (Eds.), The SAGE guide to curriculum in education (pp. 268–273). California: SAGE.

    Google Scholar 

  • Botelho, J. M., & Kabakow Rudman, M. (2009). Critical multicultural analysis of children’s literature. New York: Routledge.

    Book  Google Scholar 

  • Bradford, C. (2007). Unsettling narratives: Postcolonial readings of children’s literature. Waterloo: Wilfrid Laurier University Press.

    Google Scholar 

  • Bradford, C. (2011). Children’s literature in a global age: Transnational and local identities. Nordic Journal of ChildLit Aesthetics, 2, 20–34.

    Article  Google Scholar 

  • Broderick, D. M. (1973). Image of the black in children’s fiction. New York: R. R. Bowker.

    Google Scholar 

  • Cai, M. (2002). Multicultural literature for children and young adults: Reflections on critical issues. Westport: Greenwood Press.

    Google Scholar 

  • Chaudri, A., & Teale, W. H. (2013). Stories of multiracial experiences in literature for children, ages 9–14. Children’s Literature in Education, 44, 359–376.

    Article  Google Scholar 

  • Comber, B. (2013). Critical literacy in the early years: Emergence and sustenance in an age of accountability. In J. Larson & J. Marsh (Eds.), The SAGE handbook of early childhood literacy (pp. 587–601). London: SAGE.

    Chapter  Google Scholar 

  • Cotton, P., & Daly, N. (2015). Visualising cultures: The “European picture book collection” moves “down under”. Children’s Literature in Education, 46, 88–106.

    Article  Google Scholar 

  • Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299.

    Article  Google Scholar 

  • Cullingford, C. (1998). Children’s literature and its effects. London: Cassel.

    Google Scholar 

  • Dhamoon, R. K. (2011). Considerations of mainstreaming intersectionality. Political Research Quarterly, 64(1), 230–243.

    Article  Google Scholar 

  • Disalvo-Ryan, D. (1991). Uncle Willie and the soup kitchen. New York: Morrow Junior Books.

    Google Scholar 

  • Dozier, C., Johnston, P., & Rogers, R. (2006). Critical literacy critical teaching: Tools for preparing responsive teachers. New York: Teachers College Press.

    Google Scholar 

  • Dudek, D. (2011). Multicultural. In P. Nel & L. Paul (Eds.), Keywords for children’s literature (pp. 155–160). New York: University Press.

    Google Scholar 

  • Fjällström, E., & Kokkola, L. (2015). Resisting focalisation, gaining empathy: Swedish teenagers read Irish fiction. Children’s Literature in Education, 46, 394–409.

    Article  Google Scholar 

  • Freire, P. (1972). Pedagogy of the oppressed (M. Bergman Ramos, Trans.). (Original work published 1970) London: Penguin Harmondsworth.

    Google Scholar 

  • Gunning, M. (2004). A shelter in our car. San Francisco: Children’s Books Press.

    Google Scholar 

  • Hall, S. (2013). The work of representation. In S. Hall, J. Evans, & S. Nixon (Eds.), Representation (2nd ed., pp. 1–47). London: SAGE.

    Google Scholar 

  • Huttunen, L., Löytty, O., & Rastas, A. (2005). Suomalainen monikulttuurisuus.[The Finnish multiculturality.]. In A. Rastas, L. Huttunen, & O. Löytty (Eds.), Suomalainen vieraskirja: Kuinka käsitellä monikulttuurisuutta. [The Finnish guest book. How to approach multiculturalism?] (pp. 16–40). Tampere: Vastapaino.

    Google Scholar 

  • Ives, D., & Crandall, C. (2014). Enacting a critical pedagogy of popular culture at the intersection of student writing, popular culture, and critical literacy. In O. Paugh, T. Kress, & R. Lake (Eds.), Teaching towards democracy with postmodern and popular culture texts (pp. 201–220). Rotterdam: Sense Publishers.

    Google Scholar 

  • Kettel, P. R. (1993). Understanding homelessness through children’s books. Language Arts Journal of Michigan, 9(1), 68–75.

    Article  Google Scholar 

  • Kontio, T. (2015). Koira nimeltä Kissa [A dog called cat] (E Warsta Ill.). Helkinki: Teos.

    Google Scholar 

  • Lewison, M., Flint, A. S., & Van Sluys, K. (2002). Taking on critical literacy: The journey of newcomers and novices. Language Arts, 79(5), 382–392.

    Google Scholar 

  • Luke, A. (2012). Critical literacy: Foundational notes. Theory Into Practice, 51(5), 4–11.

    Article  Google Scholar 

  • MacCann, D., & Maddy, Y. A. (2013). Apartheid and racism in South African children’s literature 1985–1995. New York: Routledge.

    Book  Google Scholar 

  • May, S. (1999). Critical multiculturalism and cultural difference. In S. May (Ed.), Critical multiculturalism: Rethinking multicultural and antiracist education (pp. 11–41). London: Farmer Press.

    Google Scholar 

  • McCallum, R., & Stephens, J. (2011). Ideology and children’s books. In S. Wolf, K. Coats, P. Enciso, & C. Jenkins (Eds.), Handbook of research on children’s and young adult literature (pp. 359–371). New York: Routledge.

    Google Scholar 

  • McKee, D. (1986/1989). Elmer. London: Andersen Press Ltd.

    Google Scholar 

  • McKee, D. (2006). Elmer and Aunt Zelda. London: Andersen Press Ltd.

    Google Scholar 

  • McKee, D. (2014). Elmer and the monster. London: Andersen Press Ltd.

    Google Scholar 

  • McLaughlin, M., & DeVoogd, G. L. (2004). Critical literacy as comprehension: Expanding reader response. Journal of Adolescent & Adult Literacy, 48(1), 52–62.

    Article  Google Scholar 

  • Mendoza, J., & Reese, D. (2001). Examining multicultural picture books for the early childhood classroom: Possibilities and pitfalls. Early Childhood Research & Practice, 3(2), 1–31.

    Google Scholar 

  • Murris, K. (2014). Reading philosophically in a community of inquiry: Challenging developmentality with Oram and Kitamura’s Angry Arthur. Children’s Literature in Education, 45, 145–165.

    Article  Google Scholar 

  • Nieto, S. (2010). Language, culture, and teaching: Critical perspectives. New York: Routledge.

    Google Scholar 

  • Nikolajeva, M. (2010). Power, voice and subjectivity in literature for young readers. New York: Routledge.

    Google Scholar 

  • Nikolajeva, M. (2012). Reading other people’s minds through word and images. Children’s Literature in Education, 43, 273–291.

    Article  Google Scholar 

  • Nikolajeva, M., & Scott, C. (2006). How picturebooks work. New York: Routledge.

    Google Scholar 

  • Nodelman, P. (2010). Words claimed: Picturebook narratives and the project of children’s literature. In T. Colomer, B. Kümmerling-Meibauer, & C. Silva-Díaz (Eds.), New directions in picturebook research (pp. 11–26). New York: Routledge.

    Google Scholar 

  • Norris, K., Lucas, L., & Prudhoe, C. (2012). Examining critical literacy – Preparing preservice teachers to use critical literacy in the early childhood classroom. Multicultural Education, 19(2), 59–62.

    Google Scholar 

  • Österlund, M., Lassén-Seger, M., & Franck, M. (2011) ‘Glokal’ litteraturhistoria: På väg mot en omvärdering av finlandssvensk barnlitteratur. [Global/local history of literature. On a way to revaluation of Finnish-Swedish Children’s literature]. Barnboken – Journal of Children’s Literature Research, 34(1), 60–71.

    Google Scholar 

  • Paul, L. (1998). Reading otherways. Portland: Calendar Islands, Maine.

    Google Scholar 

  • Perry, L., & Southwell, L. (2011). Developing intercultural understanding and skills: Models and approaches. Intercultural Education, 22(6), 453–466.

    Article  Google Scholar 

  • Pesonen, J. (2015). Multiculturalism as a challenge in contemporary Finnish picturebooks – Reimagining sociocultural categories. Doctoral dissertation, Faculty of Education, University of Oulu.

    Google Scholar 

  • Pesonen, J. (2017). Monikulttuurisuudesta Tatun ja Patun Suomessa: Kansallista tarinaa rakentamassa vai uudenlaista suomalaisuutta tuottamassa? [Multiculturalism in Tatu and Patu’s This is Finland: Constructing the national story or producing a new kind of Finnishness?.] Kirjallisuudentutkimuksen aikakauslehti Avain [The journal of literature research. Key.] 3/2017, 38–55.

    Google Scholar 

  • Phelan, A. (2015). Curriculum theorizing and teacher education. Complicating conjunctions. New York: Routledge.

    Book  Google Scholar 

  • Powell, R. (1999). Literacy as a moral imperative: Facing the challenges of a pluralistic society. Maryland: Rowman & Littlefield Publishers.

    Google Scholar 

  • Rastas A. (2013) Alille, Ainolle, Fatimalle ja Villelle: Suomalainen lapsilukija afrikkalaisten diasporasta. [To Ali, Aino, Fatima and Ville. The Finnish child reader on the diaspora in Africa.]. In A. Rastas (Ed.), Kaikille lapsille: Lastenkirjallisuus liikkuvassa, monikulttuurisessa maailmassa. [To all the children. Children’s literature in the changing and multicultral world.] (pp. 83–114). Helsinki: SKS.

    Google Scholar 

  • Reynolds, K. (2007). Radical children’s literature: Future visions and aesthetic transformations in juvenile fiction. Hampshire: Palgrave Macmillan.

    Google Scholar 

  • Reys-Torres, A., & Bird, A. R. (2015). Reshaping curriculum to enhance the relevance of literary competence in children’s education. Childhood Education, 91(1), 9–15.

    Article  Google Scholar 

  • Rowan, L., & Honan, E. (2005). Literarily lost: The quest for quality literacy agendas in early childhood education. In N. Yelland (Ed.), Critical issues in early childhood education (pp. 197–223). Bershire: Open University Press.

    Google Scholar 

  • Stephens, J. (1990). Advocating multiculturalism: Migrants in Australian children’s literature after 1972. Children’s Literature Association Quarterly, 15(4), 180–185.

    Article  Google Scholar 

  • Stewart, S. L. (2008). Beyond borders: Reading “other” places in children’s literature. Children’s Literature in Education, 39, 95–105.

    Article  Google Scholar 

  • Stuart-Clark R Publishing material of I am Alex. https://www.printmatters.co.za/tradesheets/tradesheet_146.jpg. Accessed 6 Sept 2017.

  • The Oxford English Dictionary. Loaded. https://en.oxforddictionaries.com/definition/loaded. Accessed 8 Sept 2017.

  • Todorov, T. (2000). Race and racism. In L. Back & J. Solomos (Eds.), Theories of race and racism (pp. 64–70). London: Routledge, London.

    Google Scholar 

  • Whelan, G. (2001). Homeless bird. New York: HarperCollins Publishers.

    Google Scholar 

  • Williams, L. E. (2010). The can man. New York: Lee & Low Books.

    Google Scholar 

  • Yokota, Y. (1993). Issues in selecting multicultural children’s literature. Language Arts, 70, 165–167.

    Google Scholar 

  • Zipes, J. (2002). Sticks and stones: The troublesome success of children’s literature from slovenly Peter to Harry potter. New York: Routledge.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Helsinki, Helsinki, Finland

    Jaana Pesonen

Authors
  1. Jaana Pesonen
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jaana Pesonen .

Editor information

Editors and Affiliations

  1. Indiana University of Pennsylvania, Pittsburgh, Pennsylvania, USA

    Kelli Jo Kerry-Moran

  2. University of Turku, Rauma, Finland

    Juli-Anna Aerila

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Pesonen, J. (2019). Children’s Stories Supporting the Development of Critical Literacy and Intercultural Understanding. In: Kerry-Moran, K.J., Aerila, JA. (eds) Story in Children’s Lives: Contributions of the Narrative Mode to Early Childhood Development, Literacy, and Learning. Educating the Young Child, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-030-19266-2_14

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-19266-2_14

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-19265-5

  • Online ISBN: 978-3-030-19266-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation