On November 30, the New York Times published yet another article about the realities of teaching during the pandemic, claiming “This is not sustainable” and warning that “burnout could erode instructional quality, stymie working parents and hinder the reopening of the economy” [https://www.nytimes.com/2020/11/30/us/teachers-remote-learning-burnout.html?campaign_id=9&emc=edit_nn_20201201&instance_id=24598&nl=the-morning®i_id=71948775&segment_id=45745&te=1&user_id=a2c5403f90bf9a526413b15a7b86a2e2]. Sadly, this is no longer news, nor do there seem to be good answers. As an educator, I feel stymied. I can’t fix this for anyone…
What I can do, though, is find another way to make a difference. This year, thanks to Young, Black, & Lit [youngblackandlit.org], I can do something useful. I was already contributing to this “nonprofit organization committed to increasing access to children’s books that center, reflect, and affirm Black children,” so I received their email about running book drives for schools with minority populations.
I believe in their mission. Children need to see themselves represented in the books they read. In his blog, Athol Williams points out that when children see themselves represented in a positive context, it encourages positive perceptions about their place in the world and tells them “what’s important, and what matters. Seeing themselves in that world establishes them as people who matter and establishes their sense of place in society.” It may also inspire them to read more, which is key to literacy. [https://www.nalibali.org/it-is-important-for-children-to-see-themselves-in-books] If books are both a mirror and a window to the world, readers need to feel included in that world.
In 2012, the Cooperative Children’s Book Center reviewed 3,600 children’s books, finding only three percent featuring African-Americans, two percent Asian and Pacific Americans, less than two percent Latinos, and less than one percent American Indians [https://www.washingtonpost.com/posteverything/wp/2014/12/08/characters-in-childrens-books-are-almost-always-white-and-its-a-big-problem/]. From The Atlantic: “Half of all five-year-olds in the country belong to a racial or ethnic minority, yet white kids continue to hold center stage in most children’s books and young-adult fiction. As a result, large numbers of kids don’t see themselves reflected in the books they read, and non-white, or non-heterosexual, or even non-male children end up learning that they are marginal, or secondary, in their society.”[https://www.theatlantic.com/entertainment/archive/2014/05/childrens-literature-needs-more-diversityeven-if-that-means-more-mediocrity/371639/]
The validation children get from seeing themselves on the page is only one reason to make books with varied characters available. Marianne Grasso offers four values to a multicultural library in schools:
- Promotes empathy and unity
- Promotes cross-cultural friendship
- Helps students look critically at the world
- Encourages identity formation
All students benefit from this exposure, which “helps to build a school community that is supportive, empathetic and accepting of others” [https://www.scisdata.com/connections/issue-96/the-importance-of-multicultural-literature/].
B. J .Epstein writes, “As someone who researches children’s literature, I think we’d have fewer conflicts in the world if we all read more diverse literature and lived more diverse lives” [https://www.newsweek.com/childrens-books-diversity-ethnicity-world-view-553654]. Our world is becoming more diverse, and the books children read need to reflect that diversity. Seeing diverse people get along can teach us all about getting along.
So I may not have a magic wand for the tribulations of remote learning and subsequent burnout for teachers, as well as students and parents/guardians… but I can organize a book drive. I identified a nearby school with a 92% BIPOC population, reached out to their administration, and bought the first several books myself. Now I’m posting on Facebook and working PR channels to find other supporters for this very good cause.
Will it fix education, even at a very local level? Of course not. Might it make a difference? I hope so. Margaret Mead once said, “Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.” Words to live by.