A Diverse Classroom Library Includes and Respects Fat Characters, Too
'Curlfriends: New In Town' reminds us that there can be positives of middle school
Proven classroom strategies for winning over reluctant readers
Choosing children's books that include and affirm disability experiences
Want kids to love reading? Authors Grace Lin and Kate Messner share how to find wonder in books
Banned Books: Newbery Medalist Jerry Craft on creating possibilities for kids in stories
Banned Books: Author Ashley Hope Pérez on writing honest history in YA fiction
Kids want to know: 'Will It Be Okay?' — this book answers that question
Dr. Sonja Cherry-Paul: Using 'Stamped (For Kids)' to Have Age-Appropriate Discussions About Race
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She grew up in the Bay Area.\u003cem> \u003c/em>","avatar":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"news","roles":["contributor"]},{"site":"forum","roles":["editor"]}],"headData":{"title":"Marlena Jackson-Retondo | KQED","description":"Engagement Producer","ogImgSrc":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mjacksonretondo"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_63014":{"type":"posts","id":"mindshift_63014","meta":{"index":"posts_1591205157","site":"mindshift","id":"63014","score":null,"sort":[1706612418000]},"guestAuthors":[],"slug":"a-diverse-classroom-library-includes-and-respects-fat-characters-too","title":"A Diverse Classroom Library Includes and Respects Fat Characters, Too","publishDate":1706612418,"format":"standard","headTitle":"A Diverse Classroom Library Includes and Respects Fat Characters, Too | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers excel at stocking their shelves with books featuring characters of diverse \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">\u003cspan style=\"font-weight: 400\">abilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">\u003cspan style=\"font-weight: 400\">races\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and socioeconomic statuses. However, representation of size diversity, particularly with regard to fat main characters, is often overlooked. The absence of differently sized characters has far-reaching implications for students because \u003c/span>\u003ca href=\"https://www.scholastic.com/parents/books-and-reading/raise-a-reader-blog/why-its-important-kids-to-see-themselves-books.html\">\u003cspan style=\"font-weight: 400\">students’ engagement and motivation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in reading are influenced by the presence of relatable protagonists. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256#body-ref-bibr18-23813377211028256\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “windows, mirrors and sliding glass doors” framework underscores the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">roles books play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for learning about others, reflecting aspects of oneself, and facilitating exploration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Fat is viewed as profane,” said \u003c/span>\u003ca href=\"https://www.drdywannasmith.com/\">\u003cspan style=\"font-weight: 400\">Dywanna Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former English teacher who focused her dissertation on establishing safe spaces for Black girls to discuss body size. \u003c/span>\u003cspan style=\"font-weight: 400\">She emphasized that when fat students lack representation or only encounter characters who reinforce fat bias, it sends the message that they do not belong. This bias, known as fatphobia, involves discrimination against people based on their overweight or obese body size. Experiencing weight stigma has lasting effects: A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1038/oby.2006.208\">\u003cspan style=\"font-weight: 400\">2012 study in the journal Obesity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58357/why-focusing-on-healthy-habits-not-weight-gain-can-better-help-kids\">\u003cspan style=\"font-weight: 400\">weight stigma did not motivate weight loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> but can result in isolation and avoidance, among other coping strategies. Overweight or obese kids also are often \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54257/praise-dont-tease-and-other-tips-to-help-kids-with-their-weight\">\u003cspan style=\"font-weight: 400\">victims of bullying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/yv/bullying-suicide-translation-final-a.pdf\">\u003cspan style=\"font-weight: 400\">correlated with increased suicide-related behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every student deserves access to books with relatable stories that foster a sense of inclusivity and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers\">\u003cspan style=\"font-weight: 400\">cultivate a love for reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can explore ways to critically examine the presence of fat characters in literature and seek books that portray fat protagonists in all of their complexity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Not all representation is good representation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The literary landscape includes few fat characters who follow well-worn storylines. “Their size is one of the main conflicts of the story and typically it (has) to be resolved with that person losing weight,” said Smith. \u003c/span>\u003ca href=\"https://twitter.com/JustTeachingELA\">\u003cspan style=\"font-weight: 400\">Caitlin O’ Connor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a language arts teacher from New York who presented on fat positivity at the \u003c/span>\u003ca href=\"https://convention.ncte.org/\">\u003cspan style=\"font-weight: 400\">National Council of Teachers of English\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference last year, added that plot lines where fat characters lose weight can be harmful because it communicates fat characters are only likable if they are committed to getting smaller. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fat characters are often subject to harmful stereotypes. “It’s not just the presence of fat characters that we need. It’s the good representation of fat characters that we need. We need them to be represented as whole people with stories and lives that are full, that matter, that aren’t just a list of tropes,” said O’Connor. She cited Piggy, a character described as fat from Lord of the Flies, as an example. “He’s constantly called fat and framed as lesser than,” she said, adding that the way that Piggy is treated throughout the book suggests fat people are deserving of name calling and bullying. Other common tropes include framing fat characters as unable to decide what is best for themselves, having fraught relationships with food, or being uninterested in athletic activities. O’Connor emphasized that fat characters should not be confined to proving thin people’s physical superiority or serving as comic relief. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a teacher has to explore a book with a fat main character that falls into reductive stereotypes, it can be a learning opportunity. O’Connor encouraged teachers to engage students in discussions about character portrayal and patterns across other books. “Having these discussions builds the critical thinking skills and perspectives we want our students to develop,” she said. “We can teach students to recognize and challenge stereotypes through literature.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Literature can debunk stereotypes and tropes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can curate diverse book collections that feature fat characters in multifaceted roles and that combat anti-fat bias. O’Connor emphasized the power of language, urging teachers to discuss words as a tool that can uplift or oppress. She suggested repositioning the word “fat” as a descriptor, not a derisive term.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When choosing a book with a fat character, Smith recommended that teachers ask whether the character’s portrayal contributes to existing harmful attitudes, prejudices or stereotypes. Additionally, it’s crucial to assess whether the character is allowed to grow and change throughout the narrative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among Smith and O’Connor’s recommended books for students are Lisa Fipps’ \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/608212/starfish-by-lisa-fipps/\">\u003ci>\u003cspan style=\"font-weight: 400\">Starfish\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Crystal Maldonado’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/648097/fat-chance-charlie-vega-by-by-crystal-maldonado/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fat Chance Charlie Vega\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Susan Vaught’s \u003c/span>\u003ca href=\"http://susanvaught.com/book/big-fat-manifesto-2/\">\u003ci>\u003cspan style=\"font-weight: 400\">Big Fat Manifesto\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and a collection titled \u003c/span>\u003ca href=\"https://www.harvard.com/book/the_other_f_word/\">\u003ci>\u003cspan style=\"font-weight: 400\">The (Other) F Word: A Celebration of the Fat & Fierce\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Angie Manfredi. These narratives explore themes of self-acceptance, challenging societal norms and celebrating diverse bodies. Other recommendations include the anthology \u003c/span>\u003ca href=\"https://www.bloomsbury.com/us/every-body-shines-9781547606078/\">\u003ci>\u003cspan style=\"font-weight: 400\">Every Body Shines\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Cassandra Newbould, Claire Kann’s \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250192677/ifitmakesyouhappy\">\u003ci>\u003cspan style=\"font-weight: 400\">If It Makes You Happy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Paul Coccia’s \u003c/span>\u003ca href=\"https://www.orcabook.com/Cub\">\u003ci>\u003cspan style=\"font-weight: 400\">Cub\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and Gabby Rivera’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/621079/juliet-takes-a-breath-by-gabby-rivera/\">\u003ci>\u003cspan style=\"font-weight: 400\">Juliet Takes a Breath\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, each contributing to a tapestry of stories that defy stereotypes and promote body positivity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Where teachers can start\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Addressing the needs of students, especially those experiencing fatphobia, begins with critical introspection, according to Smith. She suggested making a table with the days of the week and noting what you do to support students and colleagues who are fat. “Oftentimes very little is written down,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers may not know where to start and don’t want to say the wrong thing when broaching discussions about body size. Smith urged educators to familiarize themselves with fatphobia and read fat literature for adults, such as \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/565139/the-body-is-not-an-apology-second-edition-by-sonya-renee-taylor/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Body Is Not an Apology\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sonya Renee Taylor, which advocates for radical self-love to counteract harm caused by bias or fatphobia, and \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/645819/what-we-dont-talk-about-when-we-talk-about-fat-by-aubrey-gordon/\">\u003ci>\u003cspan style=\"font-weight: 400\">What We Don’t Talk About When We Talk About Fat\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Aubrey Gordon, which covers how to challenge cultural attitudes and advocate for social justice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Highlighting the historical intersections of race and body size, Smith considers \u003c/span>\u003ca href=\"https://nyupress.org/9781479886753/fearing-the-black-body/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fearing the Black Body: The Racial Origins of Fat Phobia\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sabrina Strings a keystone text. \u003c/span>\u003ca href=\"https://www.routledge.com/Thickening-Fat-Fat-Bodies-Intersectionality-and-Social-Justice/Friedman-Rice-Rinaldi/p/book/9781138580039\">\u003ci>\u003cspan style=\"font-weight: 400\">Thickening Fat: Fat Bodies, Intersectionality, and Social Justice\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by May Friedman, Carla Rice and Jen Rinaldi, explores fat oppression and activism through various perspectives.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The worst thing teachers can do is to stay silent about fat characters or the lack thereof, Smith said. “Do we really want to be responsible for saying, ‘Because you are fat, you are unworthy of grace, dignity, love and to have your story heard?’” she asked. “In the absence of this discussion, isn’t that what we’re saying already?”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Cultivate inclusivity, confront stereotypes, and instill critical thinking skill in students by paying attention to how fat characters are represented in your classroom library.","status":"publish","parent":0,"modified":1713534588,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1098},"headData":{"title":"A Diverse Classroom Library Includes and Respects Fat Characters, Too | KQED","description":"Diverse characters in literature play a crucial role in affirming students, disrupting stereotypes and fostering empathy.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Diverse characters in literature play a crucial role in affirming students, disrupting stereotypes and fostering empathy.","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Diverse Classroom Library Includes and Respects Fat Characters, Too","datePublished":"2024-01-30T11:00:18.000Z","dateModified":"2024-04-19T13:49:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63014/a-diverse-classroom-library-includes-and-respects-fat-characters-too","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers excel at stocking their shelves with books featuring characters of diverse \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">\u003cspan style=\"font-weight: 400\">abilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">\u003cspan style=\"font-weight: 400\">races\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and socioeconomic statuses. However, representation of size diversity, particularly with regard to fat main characters, is often overlooked. The absence of differently sized characters has far-reaching implications for students because \u003c/span>\u003ca href=\"https://www.scholastic.com/parents/books-and-reading/raise-a-reader-blog/why-its-important-kids-to-see-themselves-books.html\">\u003cspan style=\"font-weight: 400\">students’ engagement and motivation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in reading are influenced by the presence of relatable protagonists. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256#body-ref-bibr18-23813377211028256\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “windows, mirrors and sliding glass doors” framework underscores the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">roles books play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for learning about others, reflecting aspects of oneself, and facilitating exploration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Fat is viewed as profane,” said \u003c/span>\u003ca href=\"https://www.drdywannasmith.com/\">\u003cspan style=\"font-weight: 400\">Dywanna Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former English teacher who focused her dissertation on establishing safe spaces for Black girls to discuss body size. \u003c/span>\u003cspan style=\"font-weight: 400\">She emphasized that when fat students lack representation or only encounter characters who reinforce fat bias, it sends the message that they do not belong. This bias, known as fatphobia, involves discrimination against people based on their overweight or obese body size. Experiencing weight stigma has lasting effects: A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1038/oby.2006.208\">\u003cspan style=\"font-weight: 400\">2012 study in the journal Obesity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58357/why-focusing-on-healthy-habits-not-weight-gain-can-better-help-kids\">\u003cspan style=\"font-weight: 400\">weight stigma did not motivate weight loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> but can result in isolation and avoidance, among other coping strategies. Overweight or obese kids also are often \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54257/praise-dont-tease-and-other-tips-to-help-kids-with-their-weight\">\u003cspan style=\"font-weight: 400\">victims of bullying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/yv/bullying-suicide-translation-final-a.pdf\">\u003cspan style=\"font-weight: 400\">correlated with increased suicide-related behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every student deserves access to books with relatable stories that foster a sense of inclusivity and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers\">\u003cspan style=\"font-weight: 400\">cultivate a love for reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can explore ways to critically examine the presence of fat characters in literature and seek books that portray fat protagonists in all of their complexity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Not all representation is good representation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The literary landscape includes few fat characters who follow well-worn storylines. “Their size is one of the main conflicts of the story and typically it (has) to be resolved with that person losing weight,” said Smith. \u003c/span>\u003ca href=\"https://twitter.com/JustTeachingELA\">\u003cspan style=\"font-weight: 400\">Caitlin O’ Connor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a language arts teacher from New York who presented on fat positivity at the \u003c/span>\u003ca href=\"https://convention.ncte.org/\">\u003cspan style=\"font-weight: 400\">National Council of Teachers of English\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference last year, added that plot lines where fat characters lose weight can be harmful because it communicates fat characters are only likable if they are committed to getting smaller. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fat characters are often subject to harmful stereotypes. “It’s not just the presence of fat characters that we need. It’s the good representation of fat characters that we need. We need them to be represented as whole people with stories and lives that are full, that matter, that aren’t just a list of tropes,” said O’Connor. She cited Piggy, a character described as fat from Lord of the Flies, as an example. “He’s constantly called fat and framed as lesser than,” she said, adding that the way that Piggy is treated throughout the book suggests fat people are deserving of name calling and bullying. Other common tropes include framing fat characters as unable to decide what is best for themselves, having fraught relationships with food, or being uninterested in athletic activities. O’Connor emphasized that fat characters should not be confined to proving thin people’s physical superiority or serving as comic relief. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a teacher has to explore a book with a fat main character that falls into reductive stereotypes, it can be a learning opportunity. O’Connor encouraged teachers to engage students in discussions about character portrayal and patterns across other books. “Having these discussions builds the critical thinking skills and perspectives we want our students to develop,” she said. “We can teach students to recognize and challenge stereotypes through literature.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Literature can debunk stereotypes and tropes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can curate diverse book collections that feature fat characters in multifaceted roles and that combat anti-fat bias. O’Connor emphasized the power of language, urging teachers to discuss words as a tool that can uplift or oppress. She suggested repositioning the word “fat” as a descriptor, not a derisive term.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When choosing a book with a fat character, Smith recommended that teachers ask whether the character’s portrayal contributes to existing harmful attitudes, prejudices or stereotypes. Additionally, it’s crucial to assess whether the character is allowed to grow and change throughout the narrative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among Smith and O’Connor’s recommended books for students are Lisa Fipps’ \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/608212/starfish-by-lisa-fipps/\">\u003ci>\u003cspan style=\"font-weight: 400\">Starfish\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Crystal Maldonado’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/648097/fat-chance-charlie-vega-by-by-crystal-maldonado/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fat Chance Charlie Vega\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Susan Vaught’s \u003c/span>\u003ca href=\"http://susanvaught.com/book/big-fat-manifesto-2/\">\u003ci>\u003cspan style=\"font-weight: 400\">Big Fat Manifesto\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and a collection titled \u003c/span>\u003ca href=\"https://www.harvard.com/book/the_other_f_word/\">\u003ci>\u003cspan style=\"font-weight: 400\">The (Other) F Word: A Celebration of the Fat & Fierce\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Angie Manfredi. These narratives explore themes of self-acceptance, challenging societal norms and celebrating diverse bodies. Other recommendations include the anthology \u003c/span>\u003ca href=\"https://www.bloomsbury.com/us/every-body-shines-9781547606078/\">\u003ci>\u003cspan style=\"font-weight: 400\">Every Body Shines\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Cassandra Newbould, Claire Kann’s \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250192677/ifitmakesyouhappy\">\u003ci>\u003cspan style=\"font-weight: 400\">If It Makes You Happy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Paul Coccia’s \u003c/span>\u003ca href=\"https://www.orcabook.com/Cub\">\u003ci>\u003cspan style=\"font-weight: 400\">Cub\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and Gabby Rivera’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/621079/juliet-takes-a-breath-by-gabby-rivera/\">\u003ci>\u003cspan style=\"font-weight: 400\">Juliet Takes a Breath\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, each contributing to a tapestry of stories that defy stereotypes and promote body positivity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Where teachers can start\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Addressing the needs of students, especially those experiencing fatphobia, begins with critical introspection, according to Smith. She suggested making a table with the days of the week and noting what you do to support students and colleagues who are fat. “Oftentimes very little is written down,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers may not know where to start and don’t want to say the wrong thing when broaching discussions about body size. Smith urged educators to familiarize themselves with fatphobia and read fat literature for adults, such as \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/565139/the-body-is-not-an-apology-second-edition-by-sonya-renee-taylor/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Body Is Not an Apology\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sonya Renee Taylor, which advocates for radical self-love to counteract harm caused by bias or fatphobia, and \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/645819/what-we-dont-talk-about-when-we-talk-about-fat-by-aubrey-gordon/\">\u003ci>\u003cspan style=\"font-weight: 400\">What We Don’t Talk About When We Talk About Fat\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Aubrey Gordon, which covers how to challenge cultural attitudes and advocate for social justice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Highlighting the historical intersections of race and body size, Smith considers \u003c/span>\u003ca href=\"https://nyupress.org/9781479886753/fearing-the-black-body/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fearing the Black Body: The Racial Origins of Fat Phobia\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sabrina Strings a keystone text. \u003c/span>\u003ca href=\"https://www.routledge.com/Thickening-Fat-Fat-Bodies-Intersectionality-and-Social-Justice/Friedman-Rice-Rinaldi/p/book/9781138580039\">\u003ci>\u003cspan style=\"font-weight: 400\">Thickening Fat: Fat Bodies, Intersectionality, and Social Justice\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by May Friedman, Carla Rice and Jen Rinaldi, explores fat oppression and activism through various perspectives.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The worst thing teachers can do is to stay silent about fat characters or the lack thereof, Smith said. “Do we really want to be responsible for saying, ‘Because you are fat, you are unworthy of grace, dignity, love and to have your story heard?’” she asked. “In the absence of this discussion, isn’t that what we’re saying already?”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63014/a-diverse-classroom-library-includes-and-respects-fat-characters-too","authors":["11721"],"categories":["mindshift_21512","mindshift_21280","mindshift_193"],"tags":["mindshift_21250","mindshift_20818","mindshift_21561","mindshift_20997","mindshift_843","mindshift_268","mindshift_20564","mindshift_21277","mindshift_20770","mindshift_96","mindshift_550","mindshift_825"],"featImg":"mindshift_63016","label":"mindshift"},"mindshift_62597":{"type":"posts","id":"mindshift_62597","meta":{"index":"posts_1591205157","site":"mindshift","id":"62597","score":null,"sort":[1697311842000]},"guestAuthors":[],"slug":"curlfriends-new-in-town-reminds-us-that-there-can-be-positives-of-middle-school","title":"'Curlfriends: New In Town' reminds us that there can be positives of middle school","publishDate":1697311842,"format":"standard","headTitle":"‘Curlfriends: New In Town’ reminds us that there can be positives of middle school | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Middle school. For teens, tweens and their parents, the two words can evoke heavy doses of anxiety, fear, even horror.\u003c/p>\n\u003cp>Kids are, all of sudden, \u003ca href=\"https://www.kqed.org/mindshift/61868/student-podcasters-share-the-dark-realities-of-middle-school-in-america\">\u003cem>really\u003c/em> growing up\u003c/a>. Their \u003ca href=\"https://www.kqed.org/mindshift/60743/puberty-education-varies-widely-heres-a-science-based-period-talk-to-inform-both-kids-and-adults\">bodies are changing\u003c/a> in unexpected ways; they’re shedding some of their childhood interests and styles, and trying on new ones, for better and — sometimes — for worse. \u003ca href=\"https://www.kqed.org/mindshift/57010/how-understanding-middle-school-friendships-can-help-students\">Friendships form, are torn apart, recalibrate\u003c/a>. Crushes abound. In the classroom, academic expectations amplify.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-62603\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends.jpg\" alt=\"Cover of Curlfriends: New in Town\" width=\"200\" height=\"287\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends.jpg 362w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends-160x230.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">But some books — like the new graphic novel, \u003cem>Curlfriends: New In Town\u003c/em>, the first volume in a debut young adult series written and drawn by author and artist \u003ca href=\"https://www.instagram.com/coilyandcute/\">Sharee Miller\u003c/a> — remind us of the \u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">many possibilities and excitements interwoven within those challenging years\u003c/a>.\u003c/p>\n\u003cp>The book follows 12-year-old Charlie Harper, beginning around her first day of middle school, which she transfers into three weeks after the year has started. Charlie has spent most of her young life abroad, moving from school to school as her family followed her father’s job in the U.S. Air Force. Now he has retired from that job, and the three are settling down in the neighborhood where her parents grew up. Her mother is returning to work full-time as a pediatrician for the first time since Charlie was born. Her father is starting a new business with his childhood friend, and he will now be the parent who is around more often.\u003c/p>\n\u003cfigure id=\"attachment_62600\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62600\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-1_custom-ba45d7ad583048a231b24b70fb2da512388267f7.jpg\" alt=\"page from Curlfriends graphic novel by Sharee Miller\" width=\"200\" height=\"271\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-1_custom-ba45d7ad583048a231b24b70fb2da512388267f7.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-1_custom-ba45d7ad583048a231b24b70fb2da512388267f7-160x217.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">In Curlfriends: New In Town, 12-year-old Charlie Harper starts middle school in a new town. \u003ccite>(Little, Brown Ink)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These are no small changes, and in order to cope Charlie has vowed, in the summer leading up to this move, to “completely reinvent myself, starting with my look.” She is tired of letting other people label her, and ready to take control of her own story.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Enter first day of school disaster: As she is walking into her new school building for the first time, hair done up, new contact lenses in, outfit perfected, a window washer outside the building accidentally knocks his bucket of water all over Charlie, and the entire set up is ruined. In just a few minutes she is back to looking like her old self.\u003c/p>\n\u003cp>What follows is a series of fortuitous meetings, first with Nola, the daughter of a hair stylist who helps Charlie redo her hair before showing her around the new building. Nola, who is both sensitive and outgoing, introduces Charlie to her lunchtime crew, which includes Cara, the easy-going track star with three boisterous brothers who prefers to wear her hair natural, and Ella, the confident, opinionated and always stylish future changemaker, who changes her upcycled outfits as often as her hair styles.\u003c/p>\n\u003cfigure id=\"attachment_62601\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62601\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-2_custom-083c3dfd63a79207d6343e439f9abc7cde9f3757.jpg\" alt=\"Charlie aims to create a certain look with her first-day-of-school outfit.\" width=\"200\" height=\"266\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-2_custom-083c3dfd63a79207d6343e439f9abc7cde9f3757.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-2_custom-083c3dfd63a79207d6343e439f9abc7cde9f3757-160x213.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Charlie aims to create a certain look with her first-day-of-school outfit. \u003ccite>(Little, Brown Ink)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Charlie is, in turns, thrilled and confused to be taken in by this group that quickly opens up to include her in their new text chain, which Ella nicknames \u003cem>curlfriends — \u003c/em>“since we’re friends and we all have curly hair. Isn’t it cute?” The girls come together around some of the shared particulars of their lives — namely, homework, girlhood and fashion and Black hair — even as their differences in tastes and dispositions propagate cracks of uncertainty, particularly in Charlie, who still lacks self-assurance. Ultimately, kindness and friendship prevail.\u003c/p>\n\u003cp>\u003cem>Curlfriends \u003c/em>is a delightful book, packed with sunny, buoyant illustrations, even as it also cuts into the heart of the challenging tensions that pervade this intermediate stage of life. Young teens want to be known and seen by their friends, as well as \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">the adults in their lives\u003c/a>, but they are also still coming to terms with who they are — with who, and what, they actually want to be seen and known for. It can be tricky, for example, to distinguish between the passions and pastimes that your parents picked for you, or those you chose because your friends are into them and you want to spend time together, and those you actively care to pursue. It can be difficult, in other words, to figure out what you like, and what you are like.\u003c/p>\n\u003cp>Along with other popular middle school graphic novels, including \u003cem>The Baby-Sitters Club \u003c/em>adaptations, Kayla Miller’s \u003cem>Click\u003c/em> and \u003ca href=\"https://www.kqed.org/mindshift/60713/banned-books-newbery-medalist-jerry-craft-on-creating-possibilities-for-kids-in-stories\">Jerry Craft’s \u003cem>New Kid\u003c/em>\u003c/a>, \u003cem>Curlfriends \u003c/em>is a book about finding one’s passions while navigating \u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\">newfound responsibilities and independence\u003c/a> amid changing backdrops and social settings. Miller’s charming drawings, as well as her use of an ever-lively color palette, will be familiar to readers of her lively children’s picture books, including \u003cem>Don’t Touch My Hair \u003c/em>and \u003cem>Michelle’s Garden. \u003c/em>Like those other works, \u003cem>Curlfriends \u003c/em>is as much about expressions of self-pride and self-respect as it is about showing compassion, empathy and care for others.\u003c/p>\n\u003cp>The one constant in Charlie’s life is her love of drawing and art, and it’s through art that she finally figures out how to mark her place in this new world that is middle school. It’s not all exactly under her control but, as with good art, sometimes mistakes along the way end up making for the most exquisite details.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tahneer Oksman is a writer, teacher and scholar specializing in memoir as well as graphic novels and comics. She lives in Brooklyn, NY.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Curlfriends%3A+New+In+Town%27+reminds+us+that+there+can+be+positives+of+middle+school&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Sharee Miller's debut YA graphic novel, Curlfriends, reminds us of the many possibilities and excitements interwoven within the challenging years of early adolescence.","status":"publish","parent":0,"modified":1697486017,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":921},"headData":{"title":"'Curlfriends: New In Town' reminds us that there can be positives of middle school | KQED","description":"Sharee Miller's debut YA graphic novel, Curlfriends, reminds us of the many possibilities interwoven within the challenging years of early adolescence.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Sharee Miller's debut YA graphic novel, Curlfriends, reminds us of the many possibilities interwoven within the challenging years of early adolescence.","schema":{"@context":"http://schema.org","@type":"Article","headline":"'Curlfriends: New In Town' reminds us that there can be positives of middle school","datePublished":"2023-10-14T19:30:42.000Z","dateModified":"2023-10-16T19:53:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Tahneer Oksman","nprImageAgency":"Little, Brown Ink ","nprStoryId":"1205699948","nprApiLink":"http://api.npr.org/query?id=1205699948&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/10/13/1205699948/book-review-curlfriends-new-in-town-by-sharee-miller?ft=nprml&f=1205699948","nprRetrievedStory":"1","nprPubDate":"Fri, 13 Oct 2023 11:49:00 -0400","nprStoryDate":"Fri, 13 Oct 2023 11:41:00 -0400","nprLastModifiedDate":"Fri, 13 Oct 2023 11:49:39 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62597/curlfriends-new-in-town-reminds-us-that-there-can-be-positives-of-middle-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Middle school. For teens, tweens and their parents, the two words can evoke heavy doses of anxiety, fear, even horror.\u003c/p>\n\u003cp>Kids are, all of sudden, \u003ca href=\"https://www.kqed.org/mindshift/61868/student-podcasters-share-the-dark-realities-of-middle-school-in-america\">\u003cem>really\u003c/em> growing up\u003c/a>. Their \u003ca href=\"https://www.kqed.org/mindshift/60743/puberty-education-varies-widely-heres-a-science-based-period-talk-to-inform-both-kids-and-adults\">bodies are changing\u003c/a> in unexpected ways; they’re shedding some of their childhood interests and styles, and trying on new ones, for better and — sometimes — for worse. \u003ca href=\"https://www.kqed.org/mindshift/57010/how-understanding-middle-school-friendships-can-help-students\">Friendships form, are torn apart, recalibrate\u003c/a>. Crushes abound. In the classroom, academic expectations amplify.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-62603\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends.jpg\" alt=\"Cover of Curlfriends: New in Town\" width=\"200\" height=\"287\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends.jpg 362w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends-160x230.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">But some books — like the new graphic novel, \u003cem>Curlfriends: New In Town\u003c/em>, the first volume in a debut young adult series written and drawn by author and artist \u003ca href=\"https://www.instagram.com/coilyandcute/\">Sharee Miller\u003c/a> — remind us of the \u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">many possibilities and excitements interwoven within those challenging years\u003c/a>.\u003c/p>\n\u003cp>The book follows 12-year-old Charlie Harper, beginning around her first day of middle school, which she transfers into three weeks after the year has started. Charlie has spent most of her young life abroad, moving from school to school as her family followed her father’s job in the U.S. Air Force. Now he has retired from that job, and the three are settling down in the neighborhood where her parents grew up. Her mother is returning to work full-time as a pediatrician for the first time since Charlie was born. Her father is starting a new business with his childhood friend, and he will now be the parent who is around more often.\u003c/p>\n\u003cfigure id=\"attachment_62600\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62600\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-1_custom-ba45d7ad583048a231b24b70fb2da512388267f7.jpg\" alt=\"page from Curlfriends graphic novel by Sharee Miller\" width=\"200\" height=\"271\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-1_custom-ba45d7ad583048a231b24b70fb2da512388267f7.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-1_custom-ba45d7ad583048a231b24b70fb2da512388267f7-160x217.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">In Curlfriends: New In Town, 12-year-old Charlie Harper starts middle school in a new town. \u003ccite>(Little, Brown Ink)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These are no small changes, and in order to cope Charlie has vowed, in the summer leading up to this move, to “completely reinvent myself, starting with my look.” She is tired of letting other people label her, and ready to take control of her own story.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Enter first day of school disaster: As she is walking into her new school building for the first time, hair done up, new contact lenses in, outfit perfected, a window washer outside the building accidentally knocks his bucket of water all over Charlie, and the entire set up is ruined. In just a few minutes she is back to looking like her old self.\u003c/p>\n\u003cp>What follows is a series of fortuitous meetings, first with Nola, the daughter of a hair stylist who helps Charlie redo her hair before showing her around the new building. Nola, who is both sensitive and outgoing, introduces Charlie to her lunchtime crew, which includes Cara, the easy-going track star with three boisterous brothers who prefers to wear her hair natural, and Ella, the confident, opinionated and always stylish future changemaker, who changes her upcycled outfits as often as her hair styles.\u003c/p>\n\u003cfigure id=\"attachment_62601\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62601\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-2_custom-083c3dfd63a79207d6343e439f9abc7cde9f3757.jpg\" alt=\"Charlie aims to create a certain look with her first-day-of-school outfit.\" width=\"200\" height=\"266\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-2_custom-083c3dfd63a79207d6343e439f9abc7cde9f3757.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/curlfriends_spread-2_custom-083c3dfd63a79207d6343e439f9abc7cde9f3757-160x213.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Charlie aims to create a certain look with her first-day-of-school outfit. \u003ccite>(Little, Brown Ink)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Charlie is, in turns, thrilled and confused to be taken in by this group that quickly opens up to include her in their new text chain, which Ella nicknames \u003cem>curlfriends — \u003c/em>“since we’re friends and we all have curly hair. Isn’t it cute?” The girls come together around some of the shared particulars of their lives — namely, homework, girlhood and fashion and Black hair — even as their differences in tastes and dispositions propagate cracks of uncertainty, particularly in Charlie, who still lacks self-assurance. Ultimately, kindness and friendship prevail.\u003c/p>\n\u003cp>\u003cem>Curlfriends \u003c/em>is a delightful book, packed with sunny, buoyant illustrations, even as it also cuts into the heart of the challenging tensions that pervade this intermediate stage of life. Young teens want to be known and seen by their friends, as well as \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">the adults in their lives\u003c/a>, but they are also still coming to terms with who they are — with who, and what, they actually want to be seen and known for. It can be tricky, for example, to distinguish between the passions and pastimes that your parents picked for you, or those you chose because your friends are into them and you want to spend time together, and those you actively care to pursue. It can be difficult, in other words, to figure out what you like, and what you are like.\u003c/p>\n\u003cp>Along with other popular middle school graphic novels, including \u003cem>The Baby-Sitters Club \u003c/em>adaptations, Kayla Miller’s \u003cem>Click\u003c/em> and \u003ca href=\"https://www.kqed.org/mindshift/60713/banned-books-newbery-medalist-jerry-craft-on-creating-possibilities-for-kids-in-stories\">Jerry Craft’s \u003cem>New Kid\u003c/em>\u003c/a>, \u003cem>Curlfriends \u003c/em>is a book about finding one’s passions while navigating \u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\">newfound responsibilities and independence\u003c/a> amid changing backdrops and social settings. Miller’s charming drawings, as well as her use of an ever-lively color palette, will be familiar to readers of her lively children’s picture books, including \u003cem>Don’t Touch My Hair \u003c/em>and \u003cem>Michelle’s Garden. \u003c/em>Like those other works, \u003cem>Curlfriends \u003c/em>is as much about expressions of self-pride and self-respect as it is about showing compassion, empathy and care for others.\u003c/p>\n\u003cp>The one constant in Charlie’s life is her love of drawing and art, and it’s through art that she finally figures out how to mark her place in this new world that is middle school. It’s not all exactly under her control but, as with good art, sometimes mistakes along the way end up making for the most exquisite details.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tahneer Oksman is a writer, teacher and scholar specializing in memoir as well as graphic novels and comics. She lives in Brooklyn, NY.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Curlfriends%3A+New+In+Town%27+reminds+us+that+there+can+be+positives+of+middle+school&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62597/curlfriends-new-in-town-reminds-us-that-there-can-be-positives-of-middle-school","authors":["byline_mindshift_62597"],"categories":["mindshift_21445","mindshift_21385","mindshift_20874"],"tags":["mindshift_20997","mindshift_21473","mindshift_21392","mindshift_145","mindshift_550"],"featImg":"mindshift_62599","label":"mindshift"},"mindshift_62154":{"type":"posts","id":"mindshift_62154","meta":{"index":"posts_1591205157","site":"mindshift","id":"62154","score":null,"sort":[1691553654000]},"guestAuthors":[],"slug":"proven-classroom-strategies-for-winning-over-reluctant-readers","title":"Proven classroom strategies for winning over reluctant readers","publishDate":1691553654,"format":"standard","headTitle":"Proven classroom strategies for winning over reluctant readers | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">\u003cem>From \u003ca href=\"https://stenhouse.com/products/9781625315304_welcome-to-reading-workshop\">Welcome to Reading Workshop\u003c/a> by Lynne Dorfman and Brenda Krupp ©2023. Stenhouse Publishers, reproduced with permission of \u003ca href=\"https://stenhouse.com/\">Stenhouse Publishers\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>On a warm August evening, Brenda sits with her computer and a handful of envelopes. She eagerly opens the first envelope and begins to read. “Thank you for asking about our daughter Claire. . .” the letter begins. Each year Brenda sends a small survey along with her welcome-back-to-school letter to the parents, caregivers, or guardians of her incoming students. She asks them to introduce their precious children to her by describing them and answering some simple questions. What are your child’s interests? Likes and dislikes?\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">Strengths\u003c/a> and needs? What are your hopes and dreams for your child this year? And \u003cem>what does your child like to read? \u003c/em>Brenda reads each letter and questionnaire, taking notes, in preparation for meeting each student. These little tidbits of information will help Brenda \u003ca href=\"https://www.kqed.org/mindshift/60515/matching-students-with-books-is-a-sacred-task-how-educators-can-select-stories-that-boost-belonging\">find books for her students\u003c/a> on day one. Reading each letter begins the process of creating a classroom community of readers.\u003c/p>\n\u003cp>Creating a lifelong reader begins with our classroom community: a place where readers can \u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">meet, discuss, debate, and borrow each other’s ideas\u003c/a>; a place where readers know their thoughts are valued and \u003ca href=\"https://www.kqed.org/mindshift/60123/why-student-voice-should-be-central-to-school-libraries\">their voices will be heard\u003c/a>; a place where teachers demonstrate that they live a readerly life — \u003ca href=\"https://www.kqed.org/mindshift/62149/how-teachers-can-rediscover-the-joy-of-recreational-reading\">sharing their passion for reading\u003c/a> with their students.\u003c/p>\n\u003cp>Of course, \u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">helping students become lifelong readers\u003c/a> requires in-class time to read independently. But they’ll need more than time. How do we build a safe place for all readers? It starts with an empty classroom that is full of promise.\u003c/p>\n\u003ch2>Creating a Safe Place for All Readers\u003c/h2>\n\u003cp>Developing a sense of safety is fundamental to a community of readers. In order to help students become more engaged, strategic readers, we need to hear from them about what is going on in their minds as they are reading. Our readers should feel comfortable about relating their excitement, confusion, disagreement, and even their disengagement with texts. They should understand that \u003ca href=\"https://www.kqed.org/mindshift/61287/beyond-reading-logs-and-lexile-levels-supporting-students-multifaceted-reading-lives\">different readers bring different resources and perspectives\u003c/a> that help the community interpret and deepen their understanding of complex texts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a safe place, readers understand that their ideas, thoughts, and questions have a place in classroom conversations. They know that their thinking is valued and makes a difference. In this community, risk-taking can become commonplace, encouraged, and fostered. \u003ca href=\"https://www.regieroutman.org/books/\">Regie Routman\u003c/a> encourages us to see the classroom through our students’ eyes. In \u003cem>Literacy Essentials: Engagement, Excellence, and Equity for All Learners\u003c/em>, Routman states: “If we truly want students to excel, we need to be sure the setting, tone, and classroom culture encourage and enhance risk taking, deep conversations, and meaningful learning.” Who are the readers who enter our classrooms on the first day of school, and how do we create a safe community where they can thrive?\u003c/p>\n\u003ch2>Getting to Know Our Students\u003c/h2>\n\u003cp>Our readers come to school with individual tastes and desires. They see themselves as readers of comic books, chapter books, pictures books, and magazines. However, there are many students who do not read and do not care to join the “literacy club.” Our job is to find out as much as we can about these readers and welcome them to our reading community. We can begin with an easy-to-use interest survey or simply have a whole group discussion about the kinds of books we enjoy reading. Sharing books on topics that \u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">appeal to the age level and the cultural identities of our students\u003c/a> is one way of building interest. We could ask students to join us in creating a bulletin board to advertise our favorites — books we’ve read and returned to more than once. We might also ask students to share an autobiographical sketch of their reading identity. The idea here is to get kids talking about books in positive ways while sharing their reading identities and interests.\u003c/p>\n\u003cfigure id=\"attachment_62155\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62155\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1.png\" alt=\"Fourth graders create autobiographical sketches as they respond to questions that help them think about their reading identity.\" width=\"1500\" height=\"1592\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1.png 1500w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-800x849.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-1020x1083.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-160x170.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-768x815.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-1447x1536.png 1447w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Fourth graders create autobiographical sketches as they respond to questions that help them think about their reading identity. \u003ccite>(Reproduced with permission of Stenhouse Publishers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>We can begin to establish a community of readers with a review of students’ past reading habits, in school and out of school. We might place students into small groups to give mini–book talks about what they read last year or over the summer during the first few weeks of school. Teachers may want to sit in on one or several groups to informally evaluate students, listening to conversations and writing down important observations. These observations can lead to individual reading conferences where teachers learn more about students’ reading habits, what they take away from a book, and how they handle reading challenges on their own. These conversations can help us set goals for the first few weeks of school. The goal here is to learn a great deal about our new students as readers right away. By allowing children to talk about the books they’ve already read and value, we eliminate the pressure to “correctly” choose a first book during reading workshop. When we spend time giving our students a chance to chat about their favorites, we immediately create a positive tone, partnerships begin to form (kids gravitate to other kids who read the same books, author, or genre), and we’ve already conducted formative assessment without making students feel anxious.\u003c/p>\n\u003cp>In any one classroom, there are many kinds of readers. We want all our students to accept and respect the preferences of their peers. Reading workshop is the safe place that we celebrate \u003cem>all \u003c/em>readers for the choices they make and the reading they do, not just the readers who have read the greatest number of pages or the highest number of books. It means the community celebrates with Seth and Alia when they finish their first chapter book as third graders or when Drew, a fifth grader, shares that he has just finished reading an entire book for the first time by Halloween.\u003c/p>\n\u003ch2>Building a Community through Conversation: Learning to Listen and Respond\u003c/h2>\n\u003cp>In our reading workshop, we usually designate a place where readers can gather as a community to have readerly conversations and learn from each other. This closeness is one way to help students bond and it provides an opportunity to learn how to talk to each other. It is through these conversations that a community begins to form as children talk with many peers and as a class, letting others’ thinking in and growing their reading identities.\u003c/p>\n\u003cfigure id=\"attachment_62156\" class=\"wp-caption aligncenter\" style=\"max-width: 1024px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62156 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2.png\" alt='Examples of reading autobiographies displayed on a classroom door: each has a head drawn at the topi with a student name, and below in multiple blocks of handwritten text, students wrote autobiographical details about themselves related to reading, such as \"I like to read historical fiction.\"' width=\"1024\" height=\"690\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2.png 1024w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-800x539.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-1020x687.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-160x108.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-768x518.png 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Third graders share their thinking about their independent reading choices. \u003ccite>(Reproduced with permission of Stenhouse Publishers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In \u003cem>Reading Essentials\u003c/em>, Routman encourages us to create structures that maximize participation and learning. These include small group discussions about books in literature circles and book clubs, student-led literature discussions, partner reading, and shared reading opportunities. Learning how to maximize our time for conversations instead of teacher-led Q&As will help students build confidence and develop their unique voices. Brenda begins by modeling how to turn and talk, intentionally helping children learn to face each other, make eye contact, and listen to each other’s ideas and opinions, then how to respond to each other. All voices must be heard.\u003c/p>\n\u003cp>We try to make initial conversations non-threatening and light. \u003cem>Where did you read last night? What is surprising to you in the read-aloud? Which character in our read-aloud would you like to have lunch with?\u003c/em>\u003c/p>\n\u003cp>As the children become more comfortable with each other, we can support their conversations with \u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">more personal connections to what is being read as well as personal insights\u003c/a>. We ask children to share their conversations, sometimes asking them to share their partner’s thinking rather than their own — which feels safer for many kids (especially in the beginning of the year) and also requires them to be active listeners.\u003c/p>\n\u003cp>During these conversations (as well as instructional time and in individual conferences), it is helpful if the teacher refers to the class as readers. “Readers, today as we gather on the rug to begin reading workshop, I would like you to think about the reasons you choose a book to read on your own.” By calling our students “readers” as often as possible, we highlight this part of their identity and — if they’re not quite there yet — invite them to begin to see themselves as readers. Bringing our class together as a community to talk about books and reading sends the message that we are all learning to read together.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62159 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-800x810.jpeg\" alt=\"Photo of author Brenda J. Krupp\" width=\"167\" height=\"169\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-800x810.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-1020x1033.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-160x162.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-768x778.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo.jpeg 1256w\" sizes=\"(max-width: 167px) 100vw, 167px\">\u003ca href=\"https://twitter.com/brenkrupp\">Brenda J. Krupp\u003c/a> has 33 years of experience as a classroom teacher and staff development coach in the Souderton Area School District in Pennsylvania. She has worked with the National Writing Project and the state affiliate (PA Writing and Literature Project) as a co-director for the Summer Invitational Institute and as a presenter at National Council of Teachers of English (NCTE) conference, Keystone State Literacy Association conference, as well as local conferences.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/lynnerdorfman\">Lynne R. Dorfman\u003c/a> has 38 years of experience in Upper Moreland\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62158 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-800x1013.jpg\" alt=\"photo of author Lynne R. Dorfman\" width=\"126\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-800x1013.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-1020x1291.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-160x203.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-768x972.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo.jpg 1094w\" sizes=\"(max-width: 126px) 100vw, 126px\"> Township School District in Pennsylvania as classroom teacher, gifted education teacher K–5, writing and literacy coach, reading specialist and staff developer. Dorfman has co-authored many books including Mentor Texts, 2nd Edition: Teaching Writing Through Children’s Literature, K–6 and Welcome to Writing Workshop: Engaging Today’s Students with a Model That Works. Currently, she’s an adjunct professor for Arcadia University and independent literacy consultant.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Authors Brenda J. Krupp and Lynne R. Dorfman write that creating lifelong readers requires more than in-class reading time. It begins with a classroom community where readers can meet, discuss, debate, and borrow each other’s ideas.","status":"publish","parent":0,"modified":1691553455,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1612},"headData":{"title":"Proven classroom strategies for winning over reluctant readers | KQED","description":"Creating lifelong readers requires more than in-class reading time. It begins with a class community where readers can discuss, debate, and borrow ideas.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Creating lifelong readers requires more than in-class reading time. It begins with a class community where readers can discuss, debate, and borrow ideas.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Proven classroom strategies for winning over reluctant readers","datePublished":"2023-08-09T04:00:54.000Z","dateModified":"2023-08-09T03:57:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>From \u003ca href=\"https://stenhouse.com/products/9781625315304_welcome-to-reading-workshop\">Welcome to Reading Workshop\u003c/a> by Lynne Dorfman and Brenda Krupp ©2023. Stenhouse Publishers, reproduced with permission of \u003ca href=\"https://stenhouse.com/\">Stenhouse Publishers\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>On a warm August evening, Brenda sits with her computer and a handful of envelopes. She eagerly opens the first envelope and begins to read. “Thank you for asking about our daughter Claire. . .” the letter begins. Each year Brenda sends a small survey along with her welcome-back-to-school letter to the parents, caregivers, or guardians of her incoming students. She asks them to introduce their precious children to her by describing them and answering some simple questions. What are your child’s interests? Likes and dislikes?\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">Strengths\u003c/a> and needs? What are your hopes and dreams for your child this year? And \u003cem>what does your child like to read? \u003c/em>Brenda reads each letter and questionnaire, taking notes, in preparation for meeting each student. These little tidbits of information will help Brenda \u003ca href=\"https://www.kqed.org/mindshift/60515/matching-students-with-books-is-a-sacred-task-how-educators-can-select-stories-that-boost-belonging\">find books for her students\u003c/a> on day one. Reading each letter begins the process of creating a classroom community of readers.\u003c/p>\n\u003cp>Creating a lifelong reader begins with our classroom community: a place where readers can \u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">meet, discuss, debate, and borrow each other’s ideas\u003c/a>; a place where readers know their thoughts are valued and \u003ca href=\"https://www.kqed.org/mindshift/60123/why-student-voice-should-be-central-to-school-libraries\">their voices will be heard\u003c/a>; a place where teachers demonstrate that they live a readerly life — \u003ca href=\"https://www.kqed.org/mindshift/62149/how-teachers-can-rediscover-the-joy-of-recreational-reading\">sharing their passion for reading\u003c/a> with their students.\u003c/p>\n\u003cp>Of course, \u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">helping students become lifelong readers\u003c/a> requires in-class time to read independently. But they’ll need more than time. How do we build a safe place for all readers? It starts with an empty classroom that is full of promise.\u003c/p>\n\u003ch2>Creating a Safe Place for All Readers\u003c/h2>\n\u003cp>Developing a sense of safety is fundamental to a community of readers. In order to help students become more engaged, strategic readers, we need to hear from them about what is going on in their minds as they are reading. Our readers should feel comfortable about relating their excitement, confusion, disagreement, and even their disengagement with texts. They should understand that \u003ca href=\"https://www.kqed.org/mindshift/61287/beyond-reading-logs-and-lexile-levels-supporting-students-multifaceted-reading-lives\">different readers bring different resources and perspectives\u003c/a> that help the community interpret and deepen their understanding of complex texts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a safe place, readers understand that their ideas, thoughts, and questions have a place in classroom conversations. They know that their thinking is valued and makes a difference. In this community, risk-taking can become commonplace, encouraged, and fostered. \u003ca href=\"https://www.regieroutman.org/books/\">Regie Routman\u003c/a> encourages us to see the classroom through our students’ eyes. In \u003cem>Literacy Essentials: Engagement, Excellence, and Equity for All Learners\u003c/em>, Routman states: “If we truly want students to excel, we need to be sure the setting, tone, and classroom culture encourage and enhance risk taking, deep conversations, and meaningful learning.” Who are the readers who enter our classrooms on the first day of school, and how do we create a safe community where they can thrive?\u003c/p>\n\u003ch2>Getting to Know Our Students\u003c/h2>\n\u003cp>Our readers come to school with individual tastes and desires. They see themselves as readers of comic books, chapter books, pictures books, and magazines. However, there are many students who do not read and do not care to join the “literacy club.” Our job is to find out as much as we can about these readers and welcome them to our reading community. We can begin with an easy-to-use interest survey or simply have a whole group discussion about the kinds of books we enjoy reading. Sharing books on topics that \u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">appeal to the age level and the cultural identities of our students\u003c/a> is one way of building interest. We could ask students to join us in creating a bulletin board to advertise our favorites — books we’ve read and returned to more than once. We might also ask students to share an autobiographical sketch of their reading identity. The idea here is to get kids talking about books in positive ways while sharing their reading identities and interests.\u003c/p>\n\u003cfigure id=\"attachment_62155\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62155\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1.png\" alt=\"Fourth graders create autobiographical sketches as they respond to questions that help them think about their reading identity.\" width=\"1500\" height=\"1592\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1.png 1500w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-800x849.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-1020x1083.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-160x170.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-768x815.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-1447x1536.png 1447w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Fourth graders create autobiographical sketches as they respond to questions that help them think about their reading identity. \u003ccite>(Reproduced with permission of Stenhouse Publishers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>We can begin to establish a community of readers with a review of students’ past reading habits, in school and out of school. We might place students into small groups to give mini–book talks about what they read last year or over the summer during the first few weeks of school. Teachers may want to sit in on one or several groups to informally evaluate students, listening to conversations and writing down important observations. These observations can lead to individual reading conferences where teachers learn more about students’ reading habits, what they take away from a book, and how they handle reading challenges on their own. These conversations can help us set goals for the first few weeks of school. The goal here is to learn a great deal about our new students as readers right away. By allowing children to talk about the books they’ve already read and value, we eliminate the pressure to “correctly” choose a first book during reading workshop. When we spend time giving our students a chance to chat about their favorites, we immediately create a positive tone, partnerships begin to form (kids gravitate to other kids who read the same books, author, or genre), and we’ve already conducted formative assessment without making students feel anxious.\u003c/p>\n\u003cp>In any one classroom, there are many kinds of readers. We want all our students to accept and respect the preferences of their peers. Reading workshop is the safe place that we celebrate \u003cem>all \u003c/em>readers for the choices they make and the reading they do, not just the readers who have read the greatest number of pages or the highest number of books. It means the community celebrates with Seth and Alia when they finish their first chapter book as third graders or when Drew, a fifth grader, shares that he has just finished reading an entire book for the first time by Halloween.\u003c/p>\n\u003ch2>Building a Community through Conversation: Learning to Listen and Respond\u003c/h2>\n\u003cp>In our reading workshop, we usually designate a place where readers can gather as a community to have readerly conversations and learn from each other. This closeness is one way to help students bond and it provides an opportunity to learn how to talk to each other. It is through these conversations that a community begins to form as children talk with many peers and as a class, letting others’ thinking in and growing their reading identities.\u003c/p>\n\u003cfigure id=\"attachment_62156\" class=\"wp-caption aligncenter\" style=\"max-width: 1024px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62156 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2.png\" alt='Examples of reading autobiographies displayed on a classroom door: each has a head drawn at the topi with a student name, and below in multiple blocks of handwritten text, students wrote autobiographical details about themselves related to reading, such as \"I like to read historical fiction.\"' width=\"1024\" height=\"690\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2.png 1024w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-800x539.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-1020x687.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-160x108.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-768x518.png 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Third graders share their thinking about their independent reading choices. \u003ccite>(Reproduced with permission of Stenhouse Publishers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In \u003cem>Reading Essentials\u003c/em>, Routman encourages us to create structures that maximize participation and learning. These include small group discussions about books in literature circles and book clubs, student-led literature discussions, partner reading, and shared reading opportunities. Learning how to maximize our time for conversations instead of teacher-led Q&As will help students build confidence and develop their unique voices. Brenda begins by modeling how to turn and talk, intentionally helping children learn to face each other, make eye contact, and listen to each other’s ideas and opinions, then how to respond to each other. All voices must be heard.\u003c/p>\n\u003cp>We try to make initial conversations non-threatening and light. \u003cem>Where did you read last night? What is surprising to you in the read-aloud? Which character in our read-aloud would you like to have lunch with?\u003c/em>\u003c/p>\n\u003cp>As the children become more comfortable with each other, we can support their conversations with \u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">more personal connections to what is being read as well as personal insights\u003c/a>. We ask children to share their conversations, sometimes asking them to share their partner’s thinking rather than their own — which feels safer for many kids (especially in the beginning of the year) and also requires them to be active listeners.\u003c/p>\n\u003cp>During these conversations (as well as instructional time and in individual conferences), it is helpful if the teacher refers to the class as readers. “Readers, today as we gather on the rug to begin reading workshop, I would like you to think about the reasons you choose a book to read on your own.” By calling our students “readers” as often as possible, we highlight this part of their identity and — if they’re not quite there yet — invite them to begin to see themselves as readers. Bringing our class together as a community to talk about books and reading sends the message that we are all learning to read together.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62159 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-800x810.jpeg\" alt=\"Photo of author Brenda J. Krupp\" width=\"167\" height=\"169\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-800x810.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-1020x1033.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-160x162.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-768x778.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo.jpeg 1256w\" sizes=\"(max-width: 167px) 100vw, 167px\">\u003ca href=\"https://twitter.com/brenkrupp\">Brenda J. Krupp\u003c/a> has 33 years of experience as a classroom teacher and staff development coach in the Souderton Area School District in Pennsylvania. She has worked with the National Writing Project and the state affiliate (PA Writing and Literature Project) as a co-director for the Summer Invitational Institute and as a presenter at National Council of Teachers of English (NCTE) conference, Keystone State Literacy Association conference, as well as local conferences.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/lynnerdorfman\">Lynne R. Dorfman\u003c/a> has 38 years of experience in Upper Moreland\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62158 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-800x1013.jpg\" alt=\"photo of author Lynne R. Dorfman\" width=\"126\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-800x1013.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-1020x1291.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-160x203.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-768x972.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo.jpg 1094w\" sizes=\"(max-width: 126px) 100vw, 126px\"> Township School District in Pennsylvania as classroom teacher, gifted education teacher K–5, writing and literacy coach, reading specialist and staff developer. Dorfman has co-authored many books including Mentor Texts, 2nd Edition: Teaching Writing Through Children’s Literature, K–6 and Welcome to Writing Workshop: Engaging Today’s Students with a Model That Works. Currently, she’s an adjunct professor for Arcadia University and independent literacy consultant.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers","authors":["4354"],"categories":["mindshift_21491","mindshift_194","mindshift_193"],"tags":["mindshift_21745","mindshift_972","mindshift_20997","mindshift_687","mindshift_444","mindshift_21720","mindshift_550","mindshift_21465"],"featImg":"mindshift_62161","label":"mindshift"},"mindshift_62049":{"type":"posts","id":"mindshift_62049","meta":{"index":"posts_1591205157","site":"mindshift","id":"62049","score":null,"sort":[1690246816000]},"guestAuthors":[],"slug":"choosing-childrens-books-that-include-and-affirm-disability-experiences","title":"Choosing children's books that include and affirm disability experiences","publishDate":1690246816,"format":"standard","headTitle":"Choosing children’s books that include and affirm disability experiences | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to disability representation in children’s literature, historically, books have been authored by non-disabled people and for non-disabled people, according to award-winning author \u003ca href=\"https://twitter.com/corinneduyvis\">Corinne Duyvis\u003c/a>. These books don’t “[consider] that the people reading them might themselves be disabled” or “that the perspective of an actual disabled person might differ from what a non-disabled author offers,” Duyvis said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://ccbc.education.wisc.edu/diversity-statistics-book-search/\">\u003cspan style=\"font-weight: 400\">Cooperative Children’s Book Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at University of Wisconsin-Madison has analyzed the diversity of about 18,000 children’s books published in the U.S. between 2018 and 2022. Of the 975 books that had a disability theme or featured a significant character with a disability, 27% were by creators who publicly identified as disabled.*\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To counter this imbalance, Duyvis recommended that educators, librarians and parents seek out books by disabled people. Duyvis and two librarians talked with MindShift about what else educators and caregivers should look for when selecting children’s literature that represents disability and what conversations with kids about these books and about disabilities can look like. They also offered recommendations of inclusive, affirming books for kids from preschool to high school. \u003c/span>\u003c/p>\n\u003ch2>Highlighting inclusivity and diversity\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often, when disability has been shown in the pages of children’s books, it has been through the experiences of white or male characters, according to Elizabeth Perez, a librarian at San Francisco Public Library’s Children’s Center. But Perez said that there is always room for more books from other perspectives. For example, she would love to see more disability representation in non-English language and bilingual kids’ literature. When publishers only elect to translate best sellers they “perpetuate a lack of inclusivity in publishing,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Picture books: \u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/en/book/show/21469042\">\u003cspan style=\"font-weight: 400\">My Three Best Friends And Me, Zulay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Cari Best and Vanessa Brantley-Newton, \u003c/span>\u003ca href=\"https://www.goodreads.com/en/book/show/59811241\">\u003cspan style=\"font-weight: 400\">Song In the City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Daniel Bernstrom and Jenin Mohammed, \u003c/span>\u003ca href=\"https://www.goodreads.com/en/book/show/55333940\">\u003cspan style=\"font-weight: 400\">Bodies Are Cool\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Tyler Feder\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Chapter book: \u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/book/show/52376197-built-for-speed\">\u003cspan style=\"font-weight: 400\">Built For Speed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Vicky Fang\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Middle grade:\u003c/span>\u003c/i> \u003ca href=\"https://www.goodreads.com/en/book/show/20578939\">\u003cspan style=\"font-weight: 400\">Kinda Like Brothers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Coe Booth, \u003c/span>\u003ca href=\"https://www.goodreads.com/en/book/show/12352685\">\u003cspan style=\"font-weight: 400\">The Wild Book\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Margarita Engle\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Young adult: \u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/book/show/35120779-unbroken\">\u003cspan style=\"font-weight: 400\">Unbroken: 13 Stories Starring Disabled Teens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Marieke Nijkamp\u003c/span>\u003c/p>\n\u003ch2>Countering misinformation\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Disability representation in kids’ literature can also educate readers about what living with a disability might look like or mean. These books help to counter misinformation, said \u003ca href=\"https://twitter.com/juliaerin80\">Julia Torres\u003c/a>, a librarian, educator and activist. Educators should steer away from “disability warrior” and “trauma warrior” tropes, said Perez. Although trauma might be part of someone’s experience with a disability, Torres said, “We can center a type of children’s literature where the disability is a part of a person’s lived experience and identity, just as a cultural or ethnic or linguistic identity is part of the human experience.” \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Picture book: \u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/book/show/52888945-sam-s-super-seats\">\u003cspan style=\"font-weight: 400\">Sam’s Super Seats\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Keah Brown and Sharee Miller\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Chapter book: \u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/book/show/62926958-a-to-z-animal-mysteries-1\">\u003cspan style=\"font-weight: 400\">A-Z Animal Mystery\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Kayla Whaley\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Middle grade:\u003c/span>\u003c/i> \u003ca href=\"https://www.goodreads.com/book/show/55503534-rolling-warrior\">\u003cspan style=\"font-weight: 400\">Rolling Warrior: The Incredible, Sometimes Awkward, True Story Of A Rebel Girl On Wheels Who Helped Spark A Revolution\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Judith Heumann with Kristen Joiner\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Young adult:\u003c/span>\u003c/i> \u003ca href=\"https://www.goodreads.com/book/show/56905114-disability-visibility-adapted-for-young-adults\">\u003cspan style=\"font-weight: 400\">Disability Visibility: 17 First-Person Stories for Today\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Alice Wong\u003c/span>\u003c/p>\n\u003ch2>Disability representation in fantasy books\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Perez, the fantasy genre is particularly lacking in disability representation. “People of all abilities can exist in any fantasy. We exist in real life. Why not in the fantasy world?” she asked. Duyvis pointed to her own novel, \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/40392203-the-art-of-saving-the-world\">\u003ci>\u003cspan style=\"font-weight: 400\">The Art of Saving the World\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, about a girl with an anxiety disorder who explores who she is through alternate universes, as an example of disability representation in fantasy. Another of Duyvis’ books, \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/22020598-on-the-edge-of-gone\">\u003ci>\u003cspan style=\"font-weight: 400\">On the Edge of Gone\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> is about an autistic girl who must prove herself worthy of securing a seat on the last generation ship to leave an apocalyptic earth. Just because the character is autistic “Does that make her any less worthy of survival?” Duyvis asked. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Middle grade: \u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/en/book/show/36595887\">\u003cspan style=\"font-weight: 400\">Sal and Gabi Break the Universe\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Carlos Hernandez, \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/60343786-my-aunt-is-a-monster\">\u003cspan style=\"font-weight: 400\">My Aunt is a Monster\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Reimena Yee, \u003c/span>\u003ca href=\"https://www.goodreads.com/series/264227-tea-dragon\">\u003cspan style=\"font-weight: 400\">The Tea Dragon series\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Kay O’Neill, \u003c/span>\u003ca href=\"https://www.goodreads.com/en/book/show/17349055\">\u003cspan style=\"font-weight: 400\">The Real Boy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> By Anne Ursu\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Young adult: \u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/en/book/show/51135826\">\u003cspan style=\"font-weight: 400\">The Oracle Code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Marieke Nijkamp\u003c/span>\u003c/p>\n\u003ch2>Appreciating different experiences\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Disability representation in children’s literature is for everybody. “Whether you’re disabled or not, you can appreciate a book with a character who is or is not disabled,” said Duyvis. A reader who is disabled might read a book with disability representation and recognize themselves, while a non-disabled reader might recognize disability as “a little more normal,” she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can foster \u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">affirming and enriching conversations\u003c/a> surrounding disability representation in children’s literature by asking: “What do you think of how other people in the book are reacting to the character?” If students are reading a book that includes an autistic character, the educator might ask them to think about what a singular character represents and explain that it “doesn’t necessarily mean that this is what any or all autistic people are actually like,” said Duyvis. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students are encounter books that don’t represent disability in an inclusive or affirming way, Duyvis encouraged educators to promote critical thinking by having students ask themselves, “Can I necessarily trust what I read to be true?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Torres recommended avoiding language like, “How did the person survive or thrive despite their disability?” Framing a disabled person’s existence “in spite” of their disability, can suggest that the person’s disability takes away from the value of their life. Torres said it might be helpful to ask these questions using affirming language instead:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you learn about living with this particular disability?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What are some misconceptions that you have unlearned?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">If you were to uplift things about the character what would those be?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students have discussions about differences or disability representation in children’s literature, Perez likes to use the \u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">“mirrors and windows” approach\u003c/a>. Students should see themselves, the mirror, but should also see others represented in what they read, the window. This can help to eliminate isolation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having these discussions in the classroom is not about garnering sympathy, said Torres. Rather, “it would feel beautiful not to have to explain.” Being open minded is the crux of disability inclusion and representation in kids’ literature. “Don’t limit an audience based on who the main character is,” said Duyvis.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Picture books: \u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/en/book/show/57094674\">\u003cspan style=\"font-weight: 400\">My City Speaks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Darren Lebeuf and Ashley Barron, \u003c/span>\u003ca href=\"https://www.goodreads.com/en/book/show/60444469\">\u003cspan style=\"font-weight: 400\">A Life of Service: The Story of Senator Tammy Duckworth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Christina Soontornvat and Dow Phumiruk, \u003c/span>\u003ca href=\"https://www.goodreads.com/en/book/show/58556601\">\u003cspan style=\"font-weight: 400\">Listen: How Evelyn Glennie, A Deaf Girl, Changed Percussion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Shannon Stocker\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Middle grade: \u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/en/book/show/20912424\">\u003cspan style=\"font-weight: 400\">The War That Saved My Life\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Kimberly Brubaker Bradley, \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/26201816-el-deafo\">\u003cspan style=\"font-weight: 400\">El Deafo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Cece Bell\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Young adult: \u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/en/book/show/33803157\">\u003cspan style=\"font-weight: 400\">(Don’t) Call Me Crazy: 33 Voices Start The Conversation About Mental Health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Kelly Jensen\u003c/span>\u003c/p>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003ci>\u003cspan style=\"font-weight: 400\">*Editor’s note: Independent analysis of data accessed on July 14, 2023 by KQED MindShift using the \u003c/span>\u003c/i>\u003ca href=\"https://ccbc.education.wisc.edu/diversity-statistics-book-search/\">\u003ci>\u003cspan style=\"font-weight: 400\">Cooperative Children’s Book Center (CCBC), School of Education, University of Wisconsin-Madison Diversity Statistics Book Search\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. CCBC researches whether the creator of a book identifies as disabled if a book contains disabled characters or disability themes; it does not collect this data for all books it receives.\u003c/span>\u003c/i>\u003c/div>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Corrine Duyvis, Julia Torres and Elizabeth Perez recommend children's books with affirming disability representation and advice for how to discuss these books with students.","status":"publish","parent":0,"modified":1691442906,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1259},"headData":{"title":"Choosing children's books that include and affirm disability experiences | KQED","description":"Find recommendations for children's books with disability representation and advice for discussing such books with students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Find recommendations for children's books with disability representation and advice for discussing such books with students.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Choosing children's books that include and affirm disability experiences","datePublished":"2023-07-25T01:00:16.000Z","dateModified":"2023-08-07T21:15:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to disability representation in children’s literature, historically, books have been authored by non-disabled people and for non-disabled people, according to award-winning author \u003ca href=\"https://twitter.com/corinneduyvis\">Corinne Duyvis\u003c/a>. These books don’t “[consider] that the people reading them might themselves be disabled” or “that the perspective of an actual disabled person might differ from what a non-disabled author offers,” Duyvis said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://ccbc.education.wisc.edu/diversity-statistics-book-search/\">\u003cspan style=\"font-weight: 400\">Cooperative Children’s Book Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at University of Wisconsin-Madison has analyzed the diversity of about 18,000 children’s books published in the U.S. between 2018 and 2022. Of the 975 books that had a disability theme or featured a significant character with a disability, 27% were by creators who publicly identified as disabled.*\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To counter this imbalance, Duyvis recommended that educators, librarians and parents seek out books by disabled people. Duyvis and two librarians talked with MindShift about what else educators and caregivers should look for when selecting children’s literature that represents disability and what conversations with kids about these books and about disabilities can look like. They also offered recommendations of inclusive, affirming books for kids from preschool to high school. \u003c/span>\u003c/p>\n\u003ch2>Highlighting inclusivity and diversity\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often, when disability has been shown in the pages of children’s books, it has been through the experiences of white or male characters, according to Elizabeth Perez, a librarian at San Francisco Public Library’s Children’s Center. But Perez said that there is always room for more books from other perspectives. For example, she would love to see more disability representation in non-English language and bilingual kids’ literature. When publishers only elect to translate best sellers they “perpetuate a lack of inclusivity in publishing,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Picture books: \u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/en/book/show/21469042\">\u003cspan style=\"font-weight: 400\">My Three Best Friends And Me, Zulay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Cari Best and Vanessa Brantley-Newton, \u003c/span>\u003ca href=\"https://www.goodreads.com/en/book/show/59811241\">\u003cspan style=\"font-weight: 400\">Song In the City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Daniel Bernstrom and Jenin Mohammed, \u003c/span>\u003ca href=\"https://www.goodreads.com/en/book/show/55333940\">\u003cspan style=\"font-weight: 400\">Bodies Are Cool\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Tyler Feder\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Chapter book: \u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/book/show/52376197-built-for-speed\">\u003cspan style=\"font-weight: 400\">Built For Speed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Vicky Fang\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Middle grade:\u003c/span>\u003c/i> \u003ca href=\"https://www.goodreads.com/en/book/show/20578939\">\u003cspan style=\"font-weight: 400\">Kinda Like Brothers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Coe Booth, \u003c/span>\u003ca href=\"https://www.goodreads.com/en/book/show/12352685\">\u003cspan style=\"font-weight: 400\">The Wild Book\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Margarita Engle\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Young adult: \u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/book/show/35120779-unbroken\">\u003cspan style=\"font-weight: 400\">Unbroken: 13 Stories Starring Disabled Teens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Marieke Nijkamp\u003c/span>\u003c/p>\n\u003ch2>Countering misinformation\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Disability representation in kids’ literature can also educate readers about what living with a disability might look like or mean. These books help to counter misinformation, said \u003ca href=\"https://twitter.com/juliaerin80\">Julia Torres\u003c/a>, a librarian, educator and activist. Educators should steer away from “disability warrior” and “trauma warrior” tropes, said Perez. Although trauma might be part of someone’s experience with a disability, Torres said, “We can center a type of children’s literature where the disability is a part of a person’s lived experience and identity, just as a cultural or ethnic or linguistic identity is part of the human experience.” \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Picture book: \u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/book/show/52888945-sam-s-super-seats\">\u003cspan style=\"font-weight: 400\">Sam’s Super Seats\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Keah Brown and Sharee Miller\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Chapter book: \u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/book/show/62926958-a-to-z-animal-mysteries-1\">\u003cspan style=\"font-weight: 400\">A-Z Animal Mystery\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Kayla Whaley\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Middle grade:\u003c/span>\u003c/i> \u003ca href=\"https://www.goodreads.com/book/show/55503534-rolling-warrior\">\u003cspan style=\"font-weight: 400\">Rolling Warrior: The Incredible, Sometimes Awkward, True Story Of A Rebel Girl On Wheels Who Helped Spark A Revolution\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Judith Heumann with Kristen Joiner\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Young adult:\u003c/span>\u003c/i> \u003ca href=\"https://www.goodreads.com/book/show/56905114-disability-visibility-adapted-for-young-adults\">\u003cspan style=\"font-weight: 400\">Disability Visibility: 17 First-Person Stories for Today\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Alice Wong\u003c/span>\u003c/p>\n\u003ch2>Disability representation in fantasy books\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Perez, the fantasy genre is particularly lacking in disability representation. “People of all abilities can exist in any fantasy. We exist in real life. Why not in the fantasy world?” she asked. Duyvis pointed to her own novel, \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/40392203-the-art-of-saving-the-world\">\u003ci>\u003cspan style=\"font-weight: 400\">The Art of Saving the World\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, about a girl with an anxiety disorder who explores who she is through alternate universes, as an example of disability representation in fantasy. Another of Duyvis’ books, \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/22020598-on-the-edge-of-gone\">\u003ci>\u003cspan style=\"font-weight: 400\">On the Edge of Gone\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> is about an autistic girl who must prove herself worthy of securing a seat on the last generation ship to leave an apocalyptic earth. Just because the character is autistic “Does that make her any less worthy of survival?” Duyvis asked. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Middle grade: \u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/en/book/show/36595887\">\u003cspan style=\"font-weight: 400\">Sal and Gabi Break the Universe\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Carlos Hernandez, \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/60343786-my-aunt-is-a-monster\">\u003cspan style=\"font-weight: 400\">My Aunt is a Monster\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Reimena Yee, \u003c/span>\u003ca href=\"https://www.goodreads.com/series/264227-tea-dragon\">\u003cspan style=\"font-weight: 400\">The Tea Dragon series\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Kay O’Neill, \u003c/span>\u003ca href=\"https://www.goodreads.com/en/book/show/17349055\">\u003cspan style=\"font-weight: 400\">The Real Boy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> By Anne Ursu\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Young adult: \u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/en/book/show/51135826\">\u003cspan style=\"font-weight: 400\">The Oracle Code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Marieke Nijkamp\u003c/span>\u003c/p>\n\u003ch2>Appreciating different experiences\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Disability representation in children’s literature is for everybody. “Whether you’re disabled or not, you can appreciate a book with a character who is or is not disabled,” said Duyvis. A reader who is disabled might read a book with disability representation and recognize themselves, while a non-disabled reader might recognize disability as “a little more normal,” she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can foster \u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">affirming and enriching conversations\u003c/a> surrounding disability representation in children’s literature by asking: “What do you think of how other people in the book are reacting to the character?” If students are reading a book that includes an autistic character, the educator might ask them to think about what a singular character represents and explain that it “doesn’t necessarily mean that this is what any or all autistic people are actually like,” said Duyvis. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students are encounter books that don’t represent disability in an inclusive or affirming way, Duyvis encouraged educators to promote critical thinking by having students ask themselves, “Can I necessarily trust what I read to be true?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Torres recommended avoiding language like, “How did the person survive or thrive despite their disability?” Framing a disabled person’s existence “in spite” of their disability, can suggest that the person’s disability takes away from the value of their life. Torres said it might be helpful to ask these questions using affirming language instead:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you learn about living with this particular disability?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What are some misconceptions that you have unlearned?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">If you were to uplift things about the character what would those be?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students have discussions about differences or disability representation in children’s literature, Perez likes to use the \u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">“mirrors and windows” approach\u003c/a>. Students should see themselves, the mirror, but should also see others represented in what they read, the window. This can help to eliminate isolation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having these discussions in the classroom is not about garnering sympathy, said Torres. Rather, “it would feel beautiful not to have to explain.” Being open minded is the crux of disability inclusion and representation in kids’ literature. “Don’t limit an audience based on who the main character is,” said Duyvis.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Picture books: \u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/en/book/show/57094674\">\u003cspan style=\"font-weight: 400\">My City Speaks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Darren Lebeuf and Ashley Barron, \u003c/span>\u003ca href=\"https://www.goodreads.com/en/book/show/60444469\">\u003cspan style=\"font-weight: 400\">A Life of Service: The Story of Senator Tammy Duckworth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Christina Soontornvat and Dow Phumiruk, \u003c/span>\u003ca href=\"https://www.goodreads.com/en/book/show/58556601\">\u003cspan style=\"font-weight: 400\">Listen: How Evelyn Glennie, A Deaf Girl, Changed Percussion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Shannon Stocker\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Middle grade: \u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/en/book/show/20912424\">\u003cspan style=\"font-weight: 400\">The War That Saved My Life\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Kimberly Brubaker Bradley, \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/26201816-el-deafo\">\u003cspan style=\"font-weight: 400\">El Deafo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Cece Bell\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Young adult: \u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/en/book/show/33803157\">\u003cspan style=\"font-weight: 400\">(Don’t) Call Me Crazy: 33 Voices Start The Conversation About Mental Health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Kelly Jensen\u003c/span>\u003c/p>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003ci>\u003cspan style=\"font-weight: 400\">*Editor’s note: Independent analysis of data accessed on July 14, 2023 by KQED MindShift using the \u003c/span>\u003c/i>\u003ca href=\"https://ccbc.education.wisc.edu/diversity-statistics-book-search/\">\u003ci>\u003cspan style=\"font-weight: 400\">Cooperative Children’s Book Center (CCBC), School of Education, University of Wisconsin-Madison Diversity Statistics Book Search\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. CCBC researches whether the creator of a book identifies as disabled if a book contains disabled characters or disability themes; it does not collect this data for all books it receives.\u003c/span>\u003c/i>\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences","authors":["11759"],"categories":["mindshift_193"],"tags":["mindshift_20997","mindshift_21722","mindshift_21717","mindshift_21718","mindshift_20610","mindshift_21719","mindshift_21721","mindshift_21720","mindshift_21423","mindshift_550","mindshift_21397","mindshift_21158"],"featImg":"mindshift_62054","label":"mindshift"},"mindshift_61018":{"type":"posts","id":"mindshift_61018","meta":{"index":"posts_1591205157","site":"mindshift","id":"61018","score":null,"sort":[1676977219000]},"guestAuthors":[],"slug":"want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books","title":"Want kids to love reading? Authors Grace Lin and Kate Messner share how to find wonder in books","publishDate":1676977219,"format":"audio","headTitle":"Want kids to love reading? Authors Grace Lin and Kate Messner share how to find wonder in books | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Where have all the bookworms gone? Recreational reading has been shown to \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/07448481.2020.1728280\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reduce stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://beckman.illinois.edu/about/news/article/2022/12/05/reading-for-pleasure-can-strengthen-memory-in-older-adults-beckman-researchers-find#:~:text=The%20results%20were%20incontrovertible%3A%20in,strengthened%20older%20adults'%20memory%20skills\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">improve working memory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but fewer children are reading for fun than ever before. In recent \u003ca style=\"font-weight: 400\" href=\"https://www.pewresearch.org/fact-tank/2021/11/12/among-many-u-s-children-reading-for-fun-has-become-less-common-federal-data-shows/\" target=\"_blank\" rel=\"noopener\">surveys\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> by the National Assessment of Educational Progress, 16% of 9-year-olds said they never or hardly ever read for fun, compared to 11% in 2012 and 9% in 1984. Among 13-year-olds, that number was 29% in 2020, compared with 22% in 2012 and 8% in 1984.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Authors \u003c/span>\u003ca href=\"https://twitter.com/pacylin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grace Lin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/KateMessner\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Kate Messner\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> believe books give readers the ability to experience new worlds and empathize with others. Together they wrote \u003c/span>\u003ca href=\"https://www.lbyr.com/titles/grace-lin/once-upon-a-book/9780316541077/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“Once Upon A Book,”\u003c/span>\u003c/a> a children’s picture book where the main character Alice is swept away on an adventure through the magic of reading.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a perfect book for everyone,” said Lin. “You just have to find it.” However, there is an art to matching kids with the right book. For parents and teachers who want children to cultivate a love of reading, Messner and Lin provided tips on how to help kids find wonder through books. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61020\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61020\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-800x526.jpg\" alt=\"\" width=\"800\" height=\"526\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-800x526.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-1020x670.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-160x105.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-768x505.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-1536x1010.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children’s book ” Once Upon A Book” by Grace Lin and Kate Messner. (Courtesy of Little, Brown and Company)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Let kids pick their own books \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adults sometimes seek out award-winning children’s books only to find that their kid has no interest in reading them. As a parent, Lin had to reconsider her lofty expectations. “[My daughter] wanted her ‘My Little Pony’ book and she wanted Curious George stories – not even the original Curious George books, but the cheap, knock off Curious George books,” said Lin. “Letting go of this idea that I needed her to read ‘good books’ is what I think really has made her love and enjoy reading.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids have room to gravitate to the books that spark their interest, it helps them cultivate their identities as readers. Letting kids choose their own books \u003c/span>\u003ca href=\"http://teacher.scholastic.com/education/classroom-library/pdfs/The-Power-of-Reading-Choice.pdf?esp=TSO/ib/202104////label/card/classroom/reading/////\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">leads to more motivation to read and ownership over the reading process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whereas imposing a book on a child can make the child feel like reading is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51693/why-stepping-back-can-empower-kids-in-an-anxious-world\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a chore instead of a treat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What makes a great book is just the simple fact that a child loves it,” said Lin. “The fact that they’re reading is great.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just because a kid rebuffs esteemed literature, it doesn’t mean those books should be thrown out or given away. Messner recommends putting them in kids’ vicinity. When her son only wanted to read Tonka truck books from the grocery store, she still kept other books around the house.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They were always on the bookshelf and in the baskets and on the table and by the bed and all over the place,” said Messner. “When you live immersed in words like that, you eventually find your way to the other stories. And I think that’s a really powerful way to introduce kids to ideas.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC8621075589&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Give everyone access to windows, mirrors and sliding glass doors\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an author/illustrator known for bringing her Taiwanese heritage\u003c/span>\u003ca href=\"https://gracelin.com/books/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> to her work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">one of Lin’s biggest fears is that after Lunar New Year, students won’t read another book with an Asian character until the following year. When teachers only bring books about different cultures into the classroom during holidays, they’re participating in cultural tourism, Lin said. “It’s like Asians only exist during the Lunar New Year and Black people only exist in February.” She invites teachers to make sure that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">diverse books surround children every single day of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lin encourages teachers and parents to see books as windows, mirrors and sliding glass doors, a framework developed by scholar \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Books that are windows show readers new worlds, mirrors show readers themselves, and sliding glass doors allow readers to fully immerse themselves in a story. “Books as mirrors are very important because that is what gives a child a sense of self-worth,” Lin said. “It tells them that they can be the hero in a book. They can be a changemaker. They are the ones who have control in their world. And that’s something that a lot of people from marginalized groups have not had for a long time.” \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Windows and Mirrors of Your Child's Bookshelf | Grace Lin | TEDxNatick\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/_wQ8wiV3FVo?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers and parents to be tactful about how they make books as mirrors available to children of color. “My mother tried to get me to read Asian books. I wouldn’t touch them because I just didn’t want to be reminded of how different I was from my classmates,” she said. Educators and parents can make it clear that kids of any identity can and should explore diverse books. “Push the book with the Black character onto the Asian child. Push the book with the Asian character onto the white child,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Recommend books in stacks \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What Kate Messner misses most about her 15 years as a middle school English teacher is putting the perfect book into a reader’s eager hands. If a teacher has a book they think will benefit a student, she encourages them to recommend a stack of books rather than one book at a time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Instead of saying, ‘This book has an Asian character and you’re Asian, so you should read this book,’ which is awkward and uncomfortable, what we can do is say, ‘Oh, here are four books I think you might love,’” Messner explained. The four books might actually focus on another topic the student is interested in and feature at least one Asian character. “Recommending books in stacks is a really great way to introduce kids to stories, but also let them feel the ownership of choice.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61021\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61021\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-800x528.jpg\" alt=\"\" width=\"800\" height=\"528\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-800x528.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1020x673.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-768x506.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1536x1013.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-2048x1350.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1920x1266.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children’s book ” Once Upon A Book” by Grace Lin and Kate Messner. (Courtesy of Little, Brown and Company)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stacks are particularly helpful when students are going through something difficult and a teacher wants to give them a book that helps them through a tough time. “I would have kids who I knew were dealing with various tough situations outside of the classroom. Maybe I knew they were struggling with a relative with addiction or maybe I knew that they had some history that was difficult,” Messner said. With these students she’d find and suggest a few books where the main characters overcame a variety of challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’d just present the stack to them and then go away, so that kid who might really need that one book can choose it themselves without me standing over their shoulder,” she said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books have the power to spark children’s interest, broaden their understanding, reflect their experiences and affirm their identities. Every time young readers feel empowered to choose a book for themselves is an opportunity to create a lasting relationship with reading.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"For parents and teachers who want to support kids’ love of reading, “Once Upon A Book” authors Grace Lin and Kate Messner’s share how to be a good book matchmaker and boost kids' motivation to read.","status":"publish","parent":0,"modified":1700528844,"stats":{"hasAudio":true,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1216},"headData":{"title":"Want kids to love reading? Authors Grace Lin and Kate Messner share how to find wonder in books | KQED","description":"“Once Upon A Book” authors Grace Lin and Kate Messner’s share strategies for how to be a good book matchmaker and support kids’ love of reading.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"“Once Upon A Book” authors Grace Lin and Kate Messner’s share strategies for how to be a good book matchmaker and support kids’ love of reading.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Want kids to love reading? Authors Grace Lin and Kate Messner share how to find wonder in books","datePublished":"2023-02-21T11:00:19.000Z","dateModified":"2023-11-21T01:07:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC8621075589.mp3?updated=1676920349","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Where have all the bookworms gone? Recreational reading has been shown to \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/07448481.2020.1728280\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reduce stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://beckman.illinois.edu/about/news/article/2022/12/05/reading-for-pleasure-can-strengthen-memory-in-older-adults-beckman-researchers-find#:~:text=The%20results%20were%20incontrovertible%3A%20in,strengthened%20older%20adults'%20memory%20skills\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">improve working memory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but fewer children are reading for fun than ever before. In recent \u003ca style=\"font-weight: 400\" href=\"https://www.pewresearch.org/fact-tank/2021/11/12/among-many-u-s-children-reading-for-fun-has-become-less-common-federal-data-shows/\" target=\"_blank\" rel=\"noopener\">surveys\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> by the National Assessment of Educational Progress, 16% of 9-year-olds said they never or hardly ever read for fun, compared to 11% in 2012 and 9% in 1984. Among 13-year-olds, that number was 29% in 2020, compared with 22% in 2012 and 8% in 1984.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Authors \u003c/span>\u003ca href=\"https://twitter.com/pacylin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grace Lin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/KateMessner\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Kate Messner\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> believe books give readers the ability to experience new worlds and empathize with others. Together they wrote \u003c/span>\u003ca href=\"https://www.lbyr.com/titles/grace-lin/once-upon-a-book/9780316541077/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“Once Upon A Book,”\u003c/span>\u003c/a> a children’s picture book where the main character Alice is swept away on an adventure through the magic of reading.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a perfect book for everyone,” said Lin. “You just have to find it.” However, there is an art to matching kids with the right book. For parents and teachers who want children to cultivate a love of reading, Messner and Lin provided tips on how to help kids find wonder through books. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61020\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61020\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-800x526.jpg\" alt=\"\" width=\"800\" height=\"526\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-800x526.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-1020x670.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-160x105.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-768x505.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-1536x1010.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children’s book ” Once Upon A Book” by Grace Lin and Kate Messner. (Courtesy of Little, Brown and Company)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Let kids pick their own books \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adults sometimes seek out award-winning children’s books only to find that their kid has no interest in reading them. As a parent, Lin had to reconsider her lofty expectations. “[My daughter] wanted her ‘My Little Pony’ book and she wanted Curious George stories – not even the original Curious George books, but the cheap, knock off Curious George books,” said Lin. “Letting go of this idea that I needed her to read ‘good books’ is what I think really has made her love and enjoy reading.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids have room to gravitate to the books that spark their interest, it helps them cultivate their identities as readers. Letting kids choose their own books \u003c/span>\u003ca href=\"http://teacher.scholastic.com/education/classroom-library/pdfs/The-Power-of-Reading-Choice.pdf?esp=TSO/ib/202104////label/card/classroom/reading/////\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">leads to more motivation to read and ownership over the reading process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whereas imposing a book on a child can make the child feel like reading is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51693/why-stepping-back-can-empower-kids-in-an-anxious-world\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a chore instead of a treat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What makes a great book is just the simple fact that a child loves it,” said Lin. “The fact that they’re reading is great.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just because a kid rebuffs esteemed literature, it doesn’t mean those books should be thrown out or given away. Messner recommends putting them in kids’ vicinity. When her son only wanted to read Tonka truck books from the grocery store, she still kept other books around the house.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They were always on the bookshelf and in the baskets and on the table and by the bed and all over the place,” said Messner. “When you live immersed in words like that, you eventually find your way to the other stories. And I think that’s a really powerful way to introduce kids to ideas.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC8621075589&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Give everyone access to windows, mirrors and sliding glass doors\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an author/illustrator known for bringing her Taiwanese heritage\u003c/span>\u003ca href=\"https://gracelin.com/books/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> to her work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">one of Lin’s biggest fears is that after Lunar New Year, students won’t read another book with an Asian character until the following year. When teachers only bring books about different cultures into the classroom during holidays, they’re participating in cultural tourism, Lin said. “It’s like Asians only exist during the Lunar New Year and Black people only exist in February.” She invites teachers to make sure that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">diverse books surround children every single day of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lin encourages teachers and parents to see books as windows, mirrors and sliding glass doors, a framework developed by scholar \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Books that are windows show readers new worlds, mirrors show readers themselves, and sliding glass doors allow readers to fully immerse themselves in a story. “Books as mirrors are very important because that is what gives a child a sense of self-worth,” Lin said. “It tells them that they can be the hero in a book. They can be a changemaker. They are the ones who have control in their world. And that’s something that a lot of people from marginalized groups have not had for a long time.” \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Windows and Mirrors of Your Child's Bookshelf | Grace Lin | TEDxNatick\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/_wQ8wiV3FVo?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers and parents to be tactful about how they make books as mirrors available to children of color. “My mother tried to get me to read Asian books. I wouldn’t touch them because I just didn’t want to be reminded of how different I was from my classmates,” she said. Educators and parents can make it clear that kids of any identity can and should explore diverse books. “Push the book with the Black character onto the Asian child. Push the book with the Asian character onto the white child,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Recommend books in stacks \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What Kate Messner misses most about her 15 years as a middle school English teacher is putting the perfect book into a reader’s eager hands. If a teacher has a book they think will benefit a student, she encourages them to recommend a stack of books rather than one book at a time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Instead of saying, ‘This book has an Asian character and you’re Asian, so you should read this book,’ which is awkward and uncomfortable, what we can do is say, ‘Oh, here are four books I think you might love,’” Messner explained. The four books might actually focus on another topic the student is interested in and feature at least one Asian character. “Recommending books in stacks is a really great way to introduce kids to stories, but also let them feel the ownership of choice.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61021\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61021\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-800x528.jpg\" alt=\"\" width=\"800\" height=\"528\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-800x528.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1020x673.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-768x506.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1536x1013.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-2048x1350.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1920x1266.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children’s book ” Once Upon A Book” by Grace Lin and Kate Messner. (Courtesy of Little, Brown and Company)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stacks are particularly helpful when students are going through something difficult and a teacher wants to give them a book that helps them through a tough time. “I would have kids who I knew were dealing with various tough situations outside of the classroom. Maybe I knew they were struggling with a relative with addiction or maybe I knew that they had some history that was difficult,” Messner said. With these students she’d find and suggest a few books where the main characters overcame a variety of challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’d just present the stack to them and then go away, so that kid who might really need that one book can choose it themselves without me standing over their shoulder,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books have the power to spark children’s interest, broaden their understanding, reflect their experiences and affirm their identities. Every time young readers feel empowered to choose a book for themselves is an opportunity to create a lasting relationship with reading.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21517","mindshift_21130","mindshift_21385","mindshift_21848","mindshift_193"],"tags":["mindshift_21319","mindshift_20997","mindshift_20646","mindshift_895","mindshift_470","mindshift_20568","mindshift_21423","mindshift_550","mindshift_21128","mindshift_21465","mindshift_21259","mindshift_21397"],"featImg":"mindshift_61075","label":"mindshift_21847"},"mindshift_60713":{"type":"posts","id":"mindshift_60713","meta":{"index":"posts_1591205157","site":"mindshift","id":"60713","score":null,"sort":[1672236283000]},"guestAuthors":[],"slug":"banned-books-newbery-medalist-jerry-craft-on-creating-possibilities-for-kids-in-stories","title":"Banned Books: Newbery Medalist Jerry Craft on creating possibilities for kids in stories","publishDate":1672236283,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This discussion with Jerry Craft is part of a series of interviews with — and \u003c/em>\u003cem>essays\u003c/em>\u003cem> by — authors who are finding their books being challenged and banned in the U.S.\u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"alignright wp-image-60714 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/new-kid-jerry-craft_custom-ab9856b74471dd3a6970ded335f28e42c9d04cbf-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/new-kid-jerry-craft_custom-ab9856b74471dd3a6970ded335f28e42c9d04cbf-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/new-kid-jerry-craft_custom-ab9856b74471dd3a6970ded335f28e42c9d04cbf-800x1199.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/new-kid-jerry-craft_custom-ab9856b74471dd3a6970ded335f28e42c9d04cbf-1020x1529.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/new-kid-jerry-craft_custom-ab9856b74471dd3a6970ded335f28e42c9d04cbf-768x1151.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/new-kid-jerry-craft_custom-ab9856b74471dd3a6970ded335f28e42c9d04cbf-1025x1536.jpg 1025w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/new-kid-jerry-craft_custom-ab9856b74471dd3a6970ded335f28e42c9d04cbf-1366x2048.jpg 1366w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/new-kid-jerry-craft_custom-ab9856b74471dd3a6970ded335f28e42c9d04cbf.jpg 1598w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>Cartoonist and children's book author Jerry Craft published the Newbery award-winning graphic novel \u003cem>New Kid \u003c/em>in 2019\u003cem>. New Kid \u003c/em>also won the Coretta Scott King Author Award and the Kirkus Prize.\u003c/p>\n\u003cp>Craft followed the book with\u003cem> Class Act\u003c/em> in 2020 and, coming in April 2023, \u003cem>School Trip. \u003c/em>His novels focus on portraying the experiences of kids of color. Craft's work allows kids to see themselves in stories, provoking inspiration and giving voice to diverse experiences.\u003c/p>\n\u003cp>\u003cem>New Kid \u003c/em>focuses on the experience of being Black and the \"new kid\" at a predominantly white school. It follows Jordan, a seventh grader and aspiring artist from Washington Heights, New York. Jordan's parents send him to a private school to invest in his academic future. As he navigates the differing environments in his neighborhood and his new school, he attempts to stay true to himself.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The book \u003ca href=\"https://www.nbcnews.com/news/us-news/texas-school-district-pulls-books-acclaimed-children-s-author-n1280956\">has been challenged\u003c/a> in some school districts including in Texas and Pennsylvania, citing the teaching of critical race theory.\u003c/p>\n\u003cp>\u003cem>The interview below has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>On capturing reality\u003c/strong>\u003c/p>\n\u003cp>In my opinion, a lot of the books with African American protagonists ... there's this really big thing that happens — a life changing event, catastrophic, death or police or someone goes to jail or drugs — and I didn't want to show that. So there is no catastrophe in \u003cem>New Kid\u003c/em>, but it's just kind of the day-to-day code switching you get so used to at an early age. My dad lived in the time where they had white drinking fountains and Black drinking fountains. So, I'm only one generation removed from that. He didn't expect anything... So when you think of the things that our ancestors had to deal with and even stuff that my dad [dealt with], having someone call you the wrong name or touch your hair — it's not catastrophic by nature. It's annoying. I really did want to have a book where you could read it and relax and just kind of subtly point out things that we can all do to improve how these kids grow up.\u003c/p>\n\u003cp>\u003cstrong>On inspiring Black kids by depicting positive new narratives \u003c/strong>\u003c/p>\n\u003cp>You're trained in a lot of ways to be a second class citizen. Even taking my sons to the movies, whereas their white counterparts — if they wanted to see someone that looked like them — their parents took them to see \u003cem>Harry Potter\u003c/em> and, you know, \u003cem>Percy Jackson. \u003c/em>Our version was \u003cem>12 Years a Slave\u003c/em> and \u003cem>Harriet Tubman\u003c/em>... There just aren't a lot of happy stories. Even when I was a kid, the show \u003cem>Good Times\u003c/em> was very popular. But for a show called \"good times,\" they never really had any good times.\u003c/p>\n\u003cp>... I have a teacher who emailed me [about how] all the kids were going around saying what they wanted to do when they grow up [and] a Black kid in class goes, \"Well, if I live to be 18, I hope to... \" So, I wanted to have a book where there is hope. In \u003cem>School Trip\u003c/em>, which comes out in April, the kids go to Paris. And I'm already reading some early reviews [about how people] love the book...but occasionally someone will go \"well I don't think the kids will be able to relate going to Paris... But [a] kid could relate to being a wizard like Harry Potter or going into space or going back in time or any of the other fantasy things. But a Black kid won't be able to relate to going to another country... If I wrote about a dystopian future where a 13-year-old white kid saves the world single handedly, that's relatable?\u003c/p>\n\u003cp>So, when I do new kid in class, not only am I doing this for kids to show that they do have hope and futures — but I also want to point out to parents and some of the teachers and librarians who put these emotional and mental shackles on their kids [thinking] 'I'm not even going to give them this book because [they'll] never be able to relate to going to Paris.' ...Why can't a kid have those kinds of aspirations where one day they're like, 'Oh, wow, I'd like to go there like Jordan Banks did' as opposed to, 'Hey, here's another gang book.' So what? I can relate to that, I can relate to being in a gang. I can relate to being enslaved... but it's such a discrepancy. ...They give them all these hard stories and then they forget that they're kids.\u003c/p>\n\u003cp>\u003cstrong>On representation in children and young adult books\u003c/strong>\u003c/p>\n\u003cp>When I do these [school visits] on zoom or in person, it's about me being a very reluctant reader. I hated reading books as a kid because — who were my heroes? The Black kid in Tom Sawyer or Huck Finn? There was no kid who looked like me that I was proud of. It was \u003cem>Black Panther ... \u003c/em>which came out, what, five years ago, that was the first time where I had goosebumps. That and \u003cem>Into the Spider-verse\u003c/em>. I felt like I was 10 years old. What I would have given to have something like that when I was ten.\u003c/p>\n\u003cp>But one of the big problems that I have is... [people saying], 'oh, well... you're making white kids feel bad.' A lot of these books — especially historical books — you'll have a book like Ruby Bridges, or stories where these 8-year-old kids are single-handedly integrating the school systems and there are people throwing stuff or cursing: So, those kids can handle that — but your little kid can't handle reading about that because it makes them feel bad? And I think most times kids empathize with the main characters. I don't think that kids ever empathize with the bullies. And if they do, I don't think that you're doing your job as a parent properly. Because when I read a graphic novel like \u003cem>El Deafo \u003c/em>by Cece Bell, which is amazing, or \u003cem>Hey, Kiddo, \u003c/em>Jarrett J. Krosoczka's book — these are all kids who are teased because they're different. And again, if you raise your kid to not be able to have empathy for the one who's the target of the bullies ... I have white kids dressing up like Jordan Banks and Drew for Halloween. It's one of their favorite characters, kids don't emulate the bad guys. And if they do, like I said, you might have missed a couple of parenting sessions that you probably should put in.\u003c/p>\n\u003cp>\u003cstrong>On who decides what is appropriate reading\u003c/strong>\u003c/p>\n\u003cp>I'm a parent... I do think that, as a parent, you have every right to decide what your kid can and cannot read... But you don't have the right to tell me what my kid can read. Because a lot of time kids will find themselves in books. They may not even be able to have [certain] discussions at home. I don't know what it's like at 12 years old to realize that I'm gay and I want to come out to my parents who are going to hate me and disown me because of that. But there are books with those characters that kids can find out that they're not the only ones.\u003c/p>\n\u003chr>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Claire Murashima produced the broadcast version of this story. Meghan Collins Sullivan edited this story for the web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Banned+Books%3A+Author+Jerry+Craft+on+telling+stories+all+kids+can+identify+with&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Jerry Craft published the Newbery award-winning graphic novel \u003cem>New Kid \u003c/em>in 2019\u003cem>. \u003c/em>The novel\u003cem> \u003c/em>focuses on the experience of being Black and the \"new kid\" at a predominantly white school.","status":"publish","parent":0,"modified":1672258001,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1324},"headData":{"title":"Banned Books: Newbery Medalist Jerry Craft on creating possibilities for kids in stories - MindShift","description":"Jerry Craft published the Newbery award-winning graphic novel "New Kid" in 2019. "School Trip," a third book in the series, comes out this spring.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Banned Books: Newbery Medalist Jerry Craft on creating possibilities for kids in stories","datePublished":"2022-12-28T14:04:43.000Z","dateModified":"2022-12-28T20:06:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Pilar Galvan, Reena Advani, A Martínez","nprImageAgency":"Quill Tree Books","nprStoryId":"1144458555","nprApiLink":"http://api.npr.org/query?id=1144458555&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/12/28/1144458555/banned-books-author-jerry-craft-new-kid?ft=nprml&f=1144458555","nprRetrievedStory":"1","nprPubDate":"Wed, 28 Dec 2022 08:32:00 -0500","nprStoryDate":"Wed, 28 Dec 2022 05:05:33 -0500","nprLastModifiedDate":"Wed, 28 Dec 2022 05:05:33 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/12/20221228_me_banned_books_author_jerry_craft_on_telling_stories_all_kids_can_identify_with.mp3?orgId=1&topicId=1033&d=439&p=3&story=1144458555&ft=nprml&f=1144458555","nprAudioM3u":"http://api.npr.org/m3u/11145764013-a0b724.m3u?orgId=1&topicId=1033&d=439&p=3&story=1144458555&ft=nprml&f=1144458555","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60713/banned-books-newbery-medalist-jerry-craft-on-creating-possibilities-for-kids-in-stories","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/12/20221228_me_banned_books_author_jerry_craft_on_telling_stories_all_kids_can_identify_with.mp3?orgId=1&topicId=1033&d=439&p=3&story=1144458555&ft=nprml&f=1144458555","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This discussion with Jerry Craft is part of a series of interviews with — and \u003c/em>\u003cem>essays\u003c/em>\u003cem> by — authors who are finding their books being challenged and banned in the U.S.\u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"alignright wp-image-60714 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/new-kid-jerry-craft_custom-ab9856b74471dd3a6970ded335f28e42c9d04cbf-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/new-kid-jerry-craft_custom-ab9856b74471dd3a6970ded335f28e42c9d04cbf-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/new-kid-jerry-craft_custom-ab9856b74471dd3a6970ded335f28e42c9d04cbf-800x1199.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/new-kid-jerry-craft_custom-ab9856b74471dd3a6970ded335f28e42c9d04cbf-1020x1529.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/new-kid-jerry-craft_custom-ab9856b74471dd3a6970ded335f28e42c9d04cbf-768x1151.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/new-kid-jerry-craft_custom-ab9856b74471dd3a6970ded335f28e42c9d04cbf-1025x1536.jpg 1025w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/new-kid-jerry-craft_custom-ab9856b74471dd3a6970ded335f28e42c9d04cbf-1366x2048.jpg 1366w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/new-kid-jerry-craft_custom-ab9856b74471dd3a6970ded335f28e42c9d04cbf.jpg 1598w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>Cartoonist and children's book author Jerry Craft published the Newbery award-winning graphic novel \u003cem>New Kid \u003c/em>in 2019\u003cem>. New Kid \u003c/em>also won the Coretta Scott King Author Award and the Kirkus Prize.\u003c/p>\n\u003cp>Craft followed the book with\u003cem> Class Act\u003c/em> in 2020 and, coming in April 2023, \u003cem>School Trip. \u003c/em>His novels focus on portraying the experiences of kids of color. Craft's work allows kids to see themselves in stories, provoking inspiration and giving voice to diverse experiences.\u003c/p>\n\u003cp>\u003cem>New Kid \u003c/em>focuses on the experience of being Black and the \"new kid\" at a predominantly white school. It follows Jordan, a seventh grader and aspiring artist from Washington Heights, New York. Jordan's parents send him to a private school to invest in his academic future. As he navigates the differing environments in his neighborhood and his new school, he attempts to stay true to himself.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The book \u003ca href=\"https://www.nbcnews.com/news/us-news/texas-school-district-pulls-books-acclaimed-children-s-author-n1280956\">has been challenged\u003c/a> in some school districts including in Texas and Pennsylvania, citing the teaching of critical race theory.\u003c/p>\n\u003cp>\u003cem>The interview below has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>On capturing reality\u003c/strong>\u003c/p>\n\u003cp>In my opinion, a lot of the books with African American protagonists ... there's this really big thing that happens — a life changing event, catastrophic, death or police or someone goes to jail or drugs — and I didn't want to show that. So there is no catastrophe in \u003cem>New Kid\u003c/em>, but it's just kind of the day-to-day code switching you get so used to at an early age. My dad lived in the time where they had white drinking fountains and Black drinking fountains. So, I'm only one generation removed from that. He didn't expect anything... So when you think of the things that our ancestors had to deal with and even stuff that my dad [dealt with], having someone call you the wrong name or touch your hair — it's not catastrophic by nature. It's annoying. I really did want to have a book where you could read it and relax and just kind of subtly point out things that we can all do to improve how these kids grow up.\u003c/p>\n\u003cp>\u003cstrong>On inspiring Black kids by depicting positive new narratives \u003c/strong>\u003c/p>\n\u003cp>You're trained in a lot of ways to be a second class citizen. Even taking my sons to the movies, whereas their white counterparts — if they wanted to see someone that looked like them — their parents took them to see \u003cem>Harry Potter\u003c/em> and, you know, \u003cem>Percy Jackson. \u003c/em>Our version was \u003cem>12 Years a Slave\u003c/em> and \u003cem>Harriet Tubman\u003c/em>... There just aren't a lot of happy stories. Even when I was a kid, the show \u003cem>Good Times\u003c/em> was very popular. But for a show called \"good times,\" they never really had any good times.\u003c/p>\n\u003cp>... I have a teacher who emailed me [about how] all the kids were going around saying what they wanted to do when they grow up [and] a Black kid in class goes, \"Well, if I live to be 18, I hope to... \" So, I wanted to have a book where there is hope. In \u003cem>School Trip\u003c/em>, which comes out in April, the kids go to Paris. And I'm already reading some early reviews [about how people] love the book...but occasionally someone will go \"well I don't think the kids will be able to relate going to Paris... But [a] kid could relate to being a wizard like Harry Potter or going into space or going back in time or any of the other fantasy things. But a Black kid won't be able to relate to going to another country... If I wrote about a dystopian future where a 13-year-old white kid saves the world single handedly, that's relatable?\u003c/p>\n\u003cp>So, when I do new kid in class, not only am I doing this for kids to show that they do have hope and futures — but I also want to point out to parents and some of the teachers and librarians who put these emotional and mental shackles on their kids [thinking] 'I'm not even going to give them this book because [they'll] never be able to relate to going to Paris.' ...Why can't a kid have those kinds of aspirations where one day they're like, 'Oh, wow, I'd like to go there like Jordan Banks did' as opposed to, 'Hey, here's another gang book.' So what? I can relate to that, I can relate to being in a gang. I can relate to being enslaved... but it's such a discrepancy. ...They give them all these hard stories and then they forget that they're kids.\u003c/p>\n\u003cp>\u003cstrong>On representation in children and young adult books\u003c/strong>\u003c/p>\n\u003cp>When I do these [school visits] on zoom or in person, it's about me being a very reluctant reader. I hated reading books as a kid because — who were my heroes? The Black kid in Tom Sawyer or Huck Finn? There was no kid who looked like me that I was proud of. It was \u003cem>Black Panther ... \u003c/em>which came out, what, five years ago, that was the first time where I had goosebumps. That and \u003cem>Into the Spider-verse\u003c/em>. I felt like I was 10 years old. What I would have given to have something like that when I was ten.\u003c/p>\n\u003cp>But one of the big problems that I have is... [people saying], 'oh, well... you're making white kids feel bad.' A lot of these books — especially historical books — you'll have a book like Ruby Bridges, or stories where these 8-year-old kids are single-handedly integrating the school systems and there are people throwing stuff or cursing: So, those kids can handle that — but your little kid can't handle reading about that because it makes them feel bad? And I think most times kids empathize with the main characters. I don't think that kids ever empathize with the bullies. And if they do, I don't think that you're doing your job as a parent properly. Because when I read a graphic novel like \u003cem>El Deafo \u003c/em>by Cece Bell, which is amazing, or \u003cem>Hey, Kiddo, \u003c/em>Jarrett J. Krosoczka's book — these are all kids who are teased because they're different. And again, if you raise your kid to not be able to have empathy for the one who's the target of the bullies ... I have white kids dressing up like Jordan Banks and Drew for Halloween. It's one of their favorite characters, kids don't emulate the bad guys. And if they do, like I said, you might have missed a couple of parenting sessions that you probably should put in.\u003c/p>\n\u003cp>\u003cstrong>On who decides what is appropriate reading\u003c/strong>\u003c/p>\n\u003cp>I'm a parent... I do think that, as a parent, you have every right to decide what your kid can and cannot read... But you don't have the right to tell me what my kid can read. Because a lot of time kids will find themselves in books. They may not even be able to have [certain] discussions at home. I don't know what it's like at 12 years old to realize that I'm gay and I want to come out to my parents who are going to hate me and disown me because of that. But there are books with those characters that kids can find out that they're not the only ones.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Claire Murashima produced the broadcast version of this story. Meghan Collins Sullivan edited this story for the web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Banned+Books%3A+Author+Jerry+Craft+on+telling+stories+all+kids+can+identify+with&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60713/banned-books-newbery-medalist-jerry-craft-on-creating-possibilities-for-kids-in-stories","authors":["byline_mindshift_60713"],"categories":["mindshift_21014"],"tags":["mindshift_21516","mindshift_20997","mindshift_21392","mindshift_21514","mindshift_21422","mindshift_21515","mindshift_21397","mindshift_21158"],"featImg":"mindshift_60718","label":"mindshift"},"mindshift_60733":{"type":"posts","id":"mindshift_60733","meta":{"index":"posts_1591205157","site":"mindshift","id":"60733","score":null,"sort":[1671044770000]},"guestAuthors":[],"slug":"banned-books-author-ashley-hope-perez-on-writing-honest-history-in-ya-fiction","title":"Banned Books: Author Ashley Hope Pérez on writing honest history in YA fiction","publishDate":1671044770,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This discussion with Ashley Hope Pérez is part of a series of interviews with — and \u003ca href=\"https://www.npr.org/2022/12/14/1142428557/ashley-hope-perez-on-out-of-darkness-book-ban\">essays\u003c/a> by — authors who are finding their books being challenged and banned in the U.S.\u003c/em>\u003c/p>\n\u003cp>Ashley Hope Pérez is the author of the award-winning \u003cem>Out of Darkness\u003c/em>, a young adult novel that has faced challenges and bans in the U.S. in recent years.\u003c/p>\n\u003cp>Pérez — who is a comparative literature professor at The Ohio State University in addition to having authored three novels — centers her writing on Latin American narratives, making space for young Latino readers to see themselves in her work. She published \u003cem>Out of Darkness in\u003c/em> 2015, a year that invoked a national conversation surrounding issues of race, environmental racism, racialized violence and police brutality.\u003c/p>\n\u003cp>\u003cem>Out of Darkness\u003c/em> is based on a true-events: In 1937, a natural gas explosion at a school in New London, Texas, killed nearly 300 students and teachers — one of the deadliest school disasters in U.S. history. This historical context is foregrounded by the fictional love story between an African American boy and a Mexican American girl. The characters cross color lines and navigate familial tensions and traumas.\u003c/p>\n\u003cp>The novel re-contextualizes contemporary issues of race, providing a historical framework in a not-so-post-racial America. After many years on bookshelves, in 2021 this frank portrayal earned the book a spot on the \u003ca href=\"https://www.npr.org/2022/04/04/1090067026/efforts-to-ban-books-jumped-an-unprecedented-four-fold-in-2021-ala-report-says\">American Library Association (ALA) Banned Book List\u003c/a> for \"depictions of abuse and because it was considered to be sexually explicit.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>The interview below has been edited for length and clarity. \u003c/em>\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>On writing about the human experience, even the hard parts\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"alignright wp-image-60734 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/out-of-darkness_custom-fc6bb3f47feb57907f20c82c46c8e4d8edc302c2-1-160x227.jpg\" alt=\"\" width=\"160\" height=\"227\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/out-of-darkness_custom-fc6bb3f47feb57907f20c82c46c8e4d8edc302c2-1-160x227.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/out-of-darkness_custom-fc6bb3f47feb57907f20c82c46c8e4d8edc302c2-1-800x1136.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/out-of-darkness_custom-fc6bb3f47feb57907f20c82c46c8e4d8edc302c2-1-1020x1448.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/out-of-darkness_custom-fc6bb3f47feb57907f20c82c46c8e4d8edc302c2-1-768x1091.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/out-of-darkness_custom-fc6bb3f47feb57907f20c82c46c8e4d8edc302c2-1-1082x1536.jpg 1082w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/out-of-darkness_custom-fc6bb3f47feb57907f20c82c46c8e4d8edc302c2-1-1442x2048.jpg 1442w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/out-of-darkness_custom-fc6bb3f47feb57907f20c82c46c8e4d8edc302c2-1.jpg 1745w\" sizes=\"(max-width: 160px) 100vw, 160px\">Out of Darkness\u003c/em>, like many works of literature, engages with all kinds of aspects of human experience. And as a literature professor myself, I can tell you that literature from the Bible to Chaucer to Shakespeare to Faulkner deals with difficult topics because those aspects of life are the materials literature... it's not to be provocative or to distress anyone, but because when we want to write about human experience honestly and completely, we have to include the pain of being a person. And so I think that \u003cem>Out of Darkness\u003c/em> is literature. And in many ways, what book banners in the present moment are suggesting is that literature that honestly engages human experience is somehow inappropriate for teenagers. And when we hear things like 'there is pornographic content in school libraries,' what we're really hearing is engagement with human experience, such as sexual experience — we're hearing that being portrayed as pornographic. But that's not that's not that's not true of \u003cem>Out of Darkness\u003c/em> or the other books that have been vilified in this movement any more than it's true of the Bible being pornographic because it has sexual content.\u003c/p>\n\u003cp>\u003cstrong>On books about the past being resonant in the present \u003c/strong>\u003c/p>\n\u003cp>With \u003cem>Out of Darkness\u003c/em> I was trying to do something a little bit different, which was to write the historical novel that readers like my students wouldn't be able to put down. A historical novel that, though being about the past, would seem powerfully resonant with their lives. In \u003cem>Out of Darkness\u003c/em>, for example, I engaged the histories of school segregation in Texas, not just the ways that schools were segregated to separate Black Americans and white American students, but also what happened to Mexican American kids or anyone who was didn't fit into those categories. Texas had \"Mexican schools\" that were unequal in different ways and in some ways more damaging. And my students didn't know that history. So I thought with \u003cem>Out of Darkness\u003c/em> about what my former students would want in a book about the past so that it would speak to them now. And a lot of what they wanted was honesty, not to see things sugarcoated or sanitized.\u003c/p>\n\u003cp>\u003cstrong>On bans overwhelmingly targeting authors who are marginalized\u003c/strong>\u003c/p>\n\u003cp>There will be people who buy the book because of hearing this interview. But for the hundreds of authors whose works have been banned but who haven't been interviewed on NPR, this can be career ending. I mean, losing access to school and library markets can be career ending for authors. And since these bans are overwhelmingly targeting people — authors of color and authors with other marginalized identities, this is a real threat to the modest progress we've made in diversifying children's literature and literature for young adults.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Claire Murashima produced the broadcast version of this story. Meghan Collins Sullivan edited this story for the web. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Banned+Books%3A+Author+Ashley+Hope+P%C3%A9rez+on+finding+humanity+in+the+%27darkness%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Ashley Hope Pérez published \"Out of Darkness\" in 2015 to critical acclaim. The novel re-contextualized contemporary issues of race providing a historical framework in a not-so-post-racial America.","status":"publish","parent":0,"modified":1672277695,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":787},"headData":{"title":"Banned Books: Author Ashley Hope Pérez on writing honest history in YA fiction - MindShift","description":"In 2015, Ashley Hope Pérez's young adult novel, "Out of Darkness," re-contextualized contemporary issues of race through historical events in Texas.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Banned Books: Author Ashley Hope Pérez on writing honest history in YA fiction","datePublished":"2022-12-14T19:06:10.000Z","dateModified":"2022-12-29T01:34:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Pilar Galvan, Reena Advani, Rob Schmitz","nprImageAgency":"Carolrhoda Lab","nprStoryId":"1142246532","nprApiLink":"http://api.npr.org/query?id=1142246532&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/12/14/1142246532/author-ashley-hope-perez-on-book-bans-out-of-darkness?ft=nprml&f=1142246532","nprRetrievedStory":"1","nprPubDate":"Wed, 14 Dec 2022 09:10:00 -0500","nprStoryDate":"Wed, 14 Dec 2022 05:07:00 -0500","nprLastModifiedDate":"Wed, 14 Dec 2022 09:10:37 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/12/20221214_me_author_ashley_perez_on_finding_humanity_in_the_darkness.mp3?orgId=1&topicId=1033&d=413&p=3&story=1142246532&ft=nprml&f=1142246532","nprAudioM3u":"http://api.npr.org/m3u/11142704873-7d30e4.m3u?orgId=1&topicId=1033&d=413&p=3&story=1142246532&ft=nprml&f=1142246532","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60733/banned-books-author-ashley-hope-perez-on-writing-honest-history-in-ya-fiction","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/12/20221214_me_author_ashley_perez_on_finding_humanity_in_the_darkness.mp3?orgId=1&topicId=1033&d=413&p=3&story=1142246532&ft=nprml&f=1142246532","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This discussion with Ashley Hope Pérez is part of a series of interviews with — and \u003ca href=\"https://www.npr.org/2022/12/14/1142428557/ashley-hope-perez-on-out-of-darkness-book-ban\">essays\u003c/a> by — authors who are finding their books being challenged and banned in the U.S.\u003c/em>\u003c/p>\n\u003cp>Ashley Hope Pérez is the author of the award-winning \u003cem>Out of Darkness\u003c/em>, a young adult novel that has faced challenges and bans in the U.S. in recent years.\u003c/p>\n\u003cp>Pérez — who is a comparative literature professor at The Ohio State University in addition to having authored three novels — centers her writing on Latin American narratives, making space for young Latino readers to see themselves in her work. She published \u003cem>Out of Darkness in\u003c/em> 2015, a year that invoked a national conversation surrounding issues of race, environmental racism, racialized violence and police brutality.\u003c/p>\n\u003cp>\u003cem>Out of Darkness\u003c/em> is based on a true-events: In 1937, a natural gas explosion at a school in New London, Texas, killed nearly 300 students and teachers — one of the deadliest school disasters in U.S. history. This historical context is foregrounded by the fictional love story between an African American boy and a Mexican American girl. The characters cross color lines and navigate familial tensions and traumas.\u003c/p>\n\u003cp>The novel re-contextualizes contemporary issues of race, providing a historical framework in a not-so-post-racial America. After many years on bookshelves, in 2021 this frank portrayal earned the book a spot on the \u003ca href=\"https://www.npr.org/2022/04/04/1090067026/efforts-to-ban-books-jumped-an-unprecedented-four-fold-in-2021-ala-report-says\">American Library Association (ALA) Banned Book List\u003c/a> for \"depictions of abuse and because it was considered to be sexually explicit.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>The interview below has been edited for length and clarity. \u003c/em>\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>On writing about the human experience, even the hard parts\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"alignright wp-image-60734 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/out-of-darkness_custom-fc6bb3f47feb57907f20c82c46c8e4d8edc302c2-1-160x227.jpg\" alt=\"\" width=\"160\" height=\"227\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/out-of-darkness_custom-fc6bb3f47feb57907f20c82c46c8e4d8edc302c2-1-160x227.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/out-of-darkness_custom-fc6bb3f47feb57907f20c82c46c8e4d8edc302c2-1-800x1136.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/out-of-darkness_custom-fc6bb3f47feb57907f20c82c46c8e4d8edc302c2-1-1020x1448.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/out-of-darkness_custom-fc6bb3f47feb57907f20c82c46c8e4d8edc302c2-1-768x1091.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/out-of-darkness_custom-fc6bb3f47feb57907f20c82c46c8e4d8edc302c2-1-1082x1536.jpg 1082w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/out-of-darkness_custom-fc6bb3f47feb57907f20c82c46c8e4d8edc302c2-1-1442x2048.jpg 1442w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/out-of-darkness_custom-fc6bb3f47feb57907f20c82c46c8e4d8edc302c2-1.jpg 1745w\" sizes=\"(max-width: 160px) 100vw, 160px\">Out of Darkness\u003c/em>, like many works of literature, engages with all kinds of aspects of human experience. And as a literature professor myself, I can tell you that literature from the Bible to Chaucer to Shakespeare to Faulkner deals with difficult topics because those aspects of life are the materials literature... it's not to be provocative or to distress anyone, but because when we want to write about human experience honestly and completely, we have to include the pain of being a person. And so I think that \u003cem>Out of Darkness\u003c/em> is literature. And in many ways, what book banners in the present moment are suggesting is that literature that honestly engages human experience is somehow inappropriate for teenagers. And when we hear things like 'there is pornographic content in school libraries,' what we're really hearing is engagement with human experience, such as sexual experience — we're hearing that being portrayed as pornographic. But that's not that's not that's not true of \u003cem>Out of Darkness\u003c/em> or the other books that have been vilified in this movement any more than it's true of the Bible being pornographic because it has sexual content.\u003c/p>\n\u003cp>\u003cstrong>On books about the past being resonant in the present \u003c/strong>\u003c/p>\n\u003cp>With \u003cem>Out of Darkness\u003c/em> I was trying to do something a little bit different, which was to write the historical novel that readers like my students wouldn't be able to put down. A historical novel that, though being about the past, would seem powerfully resonant with their lives. In \u003cem>Out of Darkness\u003c/em>, for example, I engaged the histories of school segregation in Texas, not just the ways that schools were segregated to separate Black Americans and white American students, but also what happened to Mexican American kids or anyone who was didn't fit into those categories. Texas had \"Mexican schools\" that were unequal in different ways and in some ways more damaging. And my students didn't know that history. So I thought with \u003cem>Out of Darkness\u003c/em> about what my former students would want in a book about the past so that it would speak to them now. And a lot of what they wanted was honesty, not to see things sugarcoated or sanitized.\u003c/p>\n\u003cp>\u003cstrong>On bans overwhelmingly targeting authors who are marginalized\u003c/strong>\u003c/p>\n\u003cp>There will be people who buy the book because of hearing this interview. But for the hundreds of authors whose works have been banned but who haven't been interviewed on NPR, this can be career ending. I mean, losing access to school and library markets can be career ending for authors. And since these bans are overwhelmingly targeting people — authors of color and authors with other marginalized identities, this is a real threat to the modest progress we've made in diversifying children's literature and literature for young adults.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Claire Murashima produced the broadcast version of this story. Meghan Collins Sullivan edited this story for the web. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Banned+Books%3A+Author+Ashley+Hope+P%C3%A9rez+on+finding+humanity+in+the+%27darkness%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60733/banned-books-author-ashley-hope-perez-on-writing-honest-history-in-ya-fiction","authors":["byline_mindshift_60733"],"categories":["mindshift_21445","mindshift_21517","mindshift_21014"],"tags":["mindshift_21519","mindshift_21516","mindshift_20997","mindshift_1013","mindshift_21397","mindshift_21158"],"featImg":"mindshift_60738","label":"mindshift"},"mindshift_60572":{"type":"posts","id":"mindshift_60572","meta":{"index":"posts_1591205157","site":"mindshift","id":"60572","score":null,"sort":[1670183228000]},"guestAuthors":[],"slug":"kids-want-to-know-will-it-be-okay-this-book-answers-that-question","title":"Kids want to know: 'Will It Be Okay?' — this book answers that question","publishDate":1670183228,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>There are a lot of \"what ifs\" when you're a kid: \"What if a bee stings me?\" \"What if I forget my lines in the school play?\" \"What if people don't like me?\"\u003c/p>\n\u003cp>\u003cem>At the heart of all these questions is a desire to know: \"Will it be okay?\"\u003c/em>\u003c/p>\n\u003cp>That's the title of a 1977 book written by Crescent Dragonwagon — a story told entirely in dialogue between a mother and her child.\u003c/p>\n\u003cp>\"I've always had a healthy respect for the feelings that children have,\" says Dragonwagon, \"so in the story the little girl asks the questions and her mother answers them in a way that is not condescending. It's funny. Sometimes it has some wisdom in it.\"\u003c/p>\n\u003cp>Dragonwagon was in her mid-20s when she first published \u003cem>Will It Be Okay? \u003c/em>— a time when she says she was much more the child in the story than the adult. Now 70, Crescent Dragonwagon has written more than two dozen children's books, as well as novels, cookbooks and poetry.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When the Covid-19 pandemic hit in 2020, Dragonwagon says she felt like she needed something to \u003cem>do. \u003c/em>She and her husband started reading children's books out loud every night.\u003c/p>\n\u003cp>\"The first book that I chose to read was \u003cem>Will It Be Okay? \u003c/em>because it's my most reassuring book,\" Dragonwagon says.\u003c/p>\n\u003cp>\u003cimg class=\"alignright wp-image-60580\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/will-it-be-okay.jpg\" alt=\"\" width=\"250\" height=\"306\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/will-it-be-okay.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/will-it-be-okay-160x196.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">But the book had been out of print since 1991. She decided to give it a new life. She re-wrote parts of it (taking out, for example, a line about a \"Thanksgiving play\" and swapping in \"school play\" instead). And she made one other big change: all new illustrations.\u003c/p>\n\u003cp>The 1977 illustrations by artist Ben Shecter were soft and sentimental. Dragonwagon says she liked the way he captured the \u003cem>fear \u003c/em>of the little girl — but felt the illustrations didn't really show her strength.\u003c/p>\n\u003cp>For the new book, Dragonwagon turned to Jessica Love, the critically acclaimed author and illustrator of \u003cem>Julián Is a Mermaid. \u003c/em>\u003c/p>\n\u003cp>\"I made it three lines, maybe four, before I felt absolutely certain that if someone took this job from me, I would have to hunt them down and get it back,\" says Love.\u003c/p>\n\u003cp>Love says she intentionally did not look at the earlier version of the book — she knew she wanted her illustrations to have the feeling of a print: punchy and graphic. She did the illustrations by hand with thick lines of Sumi ink.\u003c/p>\n\u003cp>\"I kind of dry it out so that the line doesn't look wet,\" she says. \"It looks a little draggier ... almost like a pencil.\"\u003c/p>\n\u003cp>She limited herself to three colors: black, red, and yellow — which she mixed together to create a variety of pinks and peaches.\u003c/p>\n\u003cp>\"I wanted the artwork to have a similar structure to it, and restraint to it,\" says Love. \"In the way that the text is limited to these questions and then answers.\"\u003c/p>\n\u003cp>The mother and her daughter both have big, curly black hair, pink cheeks and expressive eyes. They dance and spin across the pages — they look like best friends.\u003c/p>\n\u003cp>\"When I saw Jessica's pictures, I just thought 'Wow!' \" says Dragonwagon. \"It's just so delightful, goofy, and powerful. ... She exactly gets the emotions across.\" The child's absolute horror when she forgets her lines in the play. Her feeling of triumph when she makes up new ones.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/11/30/will-it-be-okay_cabbages-spread_custom-fd412115ec5c57cd3e379319692bc3f1dfae53f4-s1100-c50.jpg\" alt=\"\" width=\"1024\" height=\"639\">\u003cfigcaption class=\"wp-caption-text\">Jessica Love / Cameron + Company\u003c/figcaption>\u003c/figure>\n\u003cp>Though Dragonwagon and Love did not collaborate directly on this children's book, Dragonwagon did look Love up online.\u003c/p>\n\u003cp>\"When I first started in children's books, they attempted very vigorously to keep the artist and the writer separate,\" she explains. \"However, in the age of the internet it's not so easy to keep people apart.\"\u003c/p>\n\u003cp>Mostly they just exchanged a few emails about how thrilled they each were to be working with each other. They didn't speak face-to-face until this interview, but say it felt like working with a kindred spirit.\u003c/p>\n\u003cp>\"It's that thing that happens when you read someone's writing that speaks just like it's being whispered into your ear,\" says Jessica Love. She especially connected, she says, with the way the mother speaks to the child.\u003c/p>\n\u003cp>\"It's the quintessence of the way I longed to be spoken to as a child,\" she says. \"You can feel it when you're talking to a little kid and they sense that they're being taken seriously.\"\u003c/p>\n\u003cp>\"What if someone doesn't like me?\" the child asks in the book.\u003c/p>\n\u003cp>\"You feel lonely and sad,\" the mom answers. \"You walk and walk until you come to a small pond. You kneel in the grass by the edge of this pond and you see something move. You put out your hand and a tiny frog no bigger than your thumbnail hops into it. Very carefully you lift your hand up to your ear and the frog whispers, 'Other people like you, other people love you.' \"\u003c/p>\n\u003cp>One of the things that Love says she found the most helpful in Dragonwagon's writing was the practical advice: get up, take a walk, move your body, rub an onion back and forth on your bee sting. \"It gives you a scaffolding, a framework, to harness the galloping horse that is your frightened child brain,\" she says.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/11/30/will-it-be-okay-orig_die-spread_custom-bcb6cb26e6fd5c08286bd196a0b0fa987cca56da-s1100-c50.jpeg\" alt=\"Will It Be Okay? written by Crescent Dragonwagon and illustrated by Ben Shecter\" width=\"1100\" height=\"727\">\u003cfigcaption class=\"wp-caption-text\">Ben Shecter / HarperCollins\u003c/figcaption>\u003c/figure>\n\u003cp>Because, of course, the child in the book is working herself up to asking the biggest, scariest question of them all: \"But what if you die?\"\u003c/p>\n\u003cp>Dragonwagon says she doesn't want to hide the truth from kids — life is full of upsetting things! Instead, she hopes this book helps kids, and adults, get through it.\u003c/p>\n\u003cp>\"My feeling is that feelings want to be felt,\" she says.\u003c/p>\n\u003cp>And so the mother answers the child: \"My loving doesn't die. It stays with you, as warm as two pairs of mittens, one pair on top of the other. When you remember you and me, you say: What can I do with so much love? I will have to give some away.\"\u003c/p>\n\u003cp>Dragonwagon says she doesn't know how she came up with the answer to this question when she was in her 20s. But now, decades later, and after having lost her parents, friends, and two husbands, she is certain that it is true.\u003c/p>\n\u003cp>\"There's not a day that I don't think of them,\" she says. \"But truly their loving doesn't die.\"\u003c/p>\n\u003cp>\"So it will be okay?\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"Yes, my love. It will.\"\u003cimg class=\"alignnone size-medium wp-image-60573\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/will-it-be-okay_what-if-you-die-spread_custom-a07b7e7e8e981786d4e4d84f8cdcb835af0c158a-800x499.jpg\" alt=\"\" width=\"800\" height=\"499\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/will-it-be-okay_what-if-you-die-spread_custom-a07b7e7e8e981786d4e4d84f8cdcb835af0c158a-800x499.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/will-it-be-okay_what-if-you-die-spread_custom-a07b7e7e8e981786d4e4d84f8cdcb835af0c158a-1020x637.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/will-it-be-okay_what-if-you-die-spread_custom-a07b7e7e8e981786d4e4d84f8cdcb835af0c158a-160x100.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/will-it-be-okay_what-if-you-die-spread_custom-a07b7e7e8e981786d4e4d84f8cdcb835af0c158a-768x479.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/will-it-be-okay_what-if-you-die-spread_custom-a07b7e7e8e981786d4e4d84f8cdcb835af0c158a.jpg 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Kids+want+to+know%3A+%27Will+It+Be+Okay%3F%27+%E2%80%94+this+book+answers+that+question&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"An enduring theme gets a fresh look in Crescent Dragonwagon and Jessica Love's \"Will It Be Okay?\" — an update of a 1970s picture book.","status":"publish","parent":0,"modified":1670475163,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":1106},"headData":{"title":"Kids want to know: 'Will It Be Okay?' — this book answers that question - MindShift","description":"An enduring theme gets a fresh look in Crescent Dragonwagon and Jessica Love's update of a picture book from the 1970s.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Kids want to know: 'Will It Be Okay?' — this book answers that question","datePublished":"2022-12-04T19:47:08.000Z","dateModified":"2022-12-08T04:52:43.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Samantha Balaban","nprImageAgency":"Jessica Love / Cameron + Company","nprStoryId":"1139948560","nprApiLink":"http://api.npr.org/query?id=1139948560&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/12/04/1139948560/kids-want-to-know-will-it-be-okay-this-book-answers-that-question?ft=nprml&f=1139948560","nprRetrievedStory":"1","nprPubDate":"Wed, 07 Dec 2022 12:05:00 -0500","nprStoryDate":"Sun, 04 Dec 2022 07:48:11 -0500","nprLastModifiedDate":"Wed, 07 Dec 2022 12:05:13 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/wesun/2022/12/20221204_wesun_kids_want_to_know_will_it_be_okay_this_book_answers_that_question.mp3?orgId=1&topicId=1161&aggIds=787467815&d=427&p=10&story=1139948560&ft=nprml&f=1139948560","nprAudioM3u":"http://api.npr.org/m3u/11140630272-6abfcb.m3u?orgId=1&topicId=1161&aggIds=787467815&d=427&p=10&story=1139948560&ft=nprml&f=1139948560","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/60572/kids-want-to-know-will-it-be-okay-this-book-answers-that-question","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/wesun/2022/12/20221204_wesun_kids_want_to_know_will_it_be_okay_this_book_answers_that_question.mp3?orgId=1&topicId=1161&aggIds=787467815&d=427&p=10&story=1139948560&ft=nprml&f=1139948560","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>There are a lot of \"what ifs\" when you're a kid: \"What if a bee stings me?\" \"What if I forget my lines in the school play?\" \"What if people don't like me?\"\u003c/p>\n\u003cp>\u003cem>At the heart of all these questions is a desire to know: \"Will it be okay?\"\u003c/em>\u003c/p>\n\u003cp>That's the title of a 1977 book written by Crescent Dragonwagon — a story told entirely in dialogue between a mother and her child.\u003c/p>\n\u003cp>\"I've always had a healthy respect for the feelings that children have,\" says Dragonwagon, \"so in the story the little girl asks the questions and her mother answers them in a way that is not condescending. It's funny. Sometimes it has some wisdom in it.\"\u003c/p>\n\u003cp>Dragonwagon was in her mid-20s when she first published \u003cem>Will It Be Okay? \u003c/em>— a time when she says she was much more the child in the story than the adult. Now 70, Crescent Dragonwagon has written more than two dozen children's books, as well as novels, cookbooks and poetry.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When the Covid-19 pandemic hit in 2020, Dragonwagon says she felt like she needed something to \u003cem>do. \u003c/em>She and her husband started reading children's books out loud every night.\u003c/p>\n\u003cp>\"The first book that I chose to read was \u003cem>Will It Be Okay? \u003c/em>because it's my most reassuring book,\" Dragonwagon says.\u003c/p>\n\u003cp>\u003cimg class=\"alignright wp-image-60580\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/will-it-be-okay.jpg\" alt=\"\" width=\"250\" height=\"306\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/will-it-be-okay.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/will-it-be-okay-160x196.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">But the book had been out of print since 1991. She decided to give it a new life. She re-wrote parts of it (taking out, for example, a line about a \"Thanksgiving play\" and swapping in \"school play\" instead). And she made one other big change: all new illustrations.\u003c/p>\n\u003cp>The 1977 illustrations by artist Ben Shecter were soft and sentimental. Dragonwagon says she liked the way he captured the \u003cem>fear \u003c/em>of the little girl — but felt the illustrations didn't really show her strength.\u003c/p>\n\u003cp>For the new book, Dragonwagon turned to Jessica Love, the critically acclaimed author and illustrator of \u003cem>Julián Is a Mermaid. \u003c/em>\u003c/p>\n\u003cp>\"I made it three lines, maybe four, before I felt absolutely certain that if someone took this job from me, I would have to hunt them down and get it back,\" says Love.\u003c/p>\n\u003cp>Love says she intentionally did not look at the earlier version of the book — she knew she wanted her illustrations to have the feeling of a print: punchy and graphic. She did the illustrations by hand with thick lines of Sumi ink.\u003c/p>\n\u003cp>\"I kind of dry it out so that the line doesn't look wet,\" she says. \"It looks a little draggier ... almost like a pencil.\"\u003c/p>\n\u003cp>She limited herself to three colors: black, red, and yellow — which she mixed together to create a variety of pinks and peaches.\u003c/p>\n\u003cp>\"I wanted the artwork to have a similar structure to it, and restraint to it,\" says Love. \"In the way that the text is limited to these questions and then answers.\"\u003c/p>\n\u003cp>The mother and her daughter both have big, curly black hair, pink cheeks and expressive eyes. They dance and spin across the pages — they look like best friends.\u003c/p>\n\u003cp>\"When I saw Jessica's pictures, I just thought 'Wow!' \" says Dragonwagon. \"It's just so delightful, goofy, and powerful. ... She exactly gets the emotions across.\" The child's absolute horror when she forgets her lines in the play. Her feeling of triumph when she makes up new ones.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/11/30/will-it-be-okay_cabbages-spread_custom-fd412115ec5c57cd3e379319692bc3f1dfae53f4-s1100-c50.jpg\" alt=\"\" width=\"1024\" height=\"639\">\u003cfigcaption class=\"wp-caption-text\">Jessica Love / Cameron + Company\u003c/figcaption>\u003c/figure>\n\u003cp>Though Dragonwagon and Love did not collaborate directly on this children's book, Dragonwagon did look Love up online.\u003c/p>\n\u003cp>\"When I first started in children's books, they attempted very vigorously to keep the artist and the writer separate,\" she explains. \"However, in the age of the internet it's not so easy to keep people apart.\"\u003c/p>\n\u003cp>Mostly they just exchanged a few emails about how thrilled they each were to be working with each other. They didn't speak face-to-face until this interview, but say it felt like working with a kindred spirit.\u003c/p>\n\u003cp>\"It's that thing that happens when you read someone's writing that speaks just like it's being whispered into your ear,\" says Jessica Love. She especially connected, she says, with the way the mother speaks to the child.\u003c/p>\n\u003cp>\"It's the quintessence of the way I longed to be spoken to as a child,\" she says. \"You can feel it when you're talking to a little kid and they sense that they're being taken seriously.\"\u003c/p>\n\u003cp>\"What if someone doesn't like me?\" the child asks in the book.\u003c/p>\n\u003cp>\"You feel lonely and sad,\" the mom answers. \"You walk and walk until you come to a small pond. You kneel in the grass by the edge of this pond and you see something move. You put out your hand and a tiny frog no bigger than your thumbnail hops into it. Very carefully you lift your hand up to your ear and the frog whispers, 'Other people like you, other people love you.' \"\u003c/p>\n\u003cp>One of the things that Love says she found the most helpful in Dragonwagon's writing was the practical advice: get up, take a walk, move your body, rub an onion back and forth on your bee sting. \"It gives you a scaffolding, a framework, to harness the galloping horse that is your frightened child brain,\" she says.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/11/30/will-it-be-okay-orig_die-spread_custom-bcb6cb26e6fd5c08286bd196a0b0fa987cca56da-s1100-c50.jpeg\" alt=\"Will It Be Okay? written by Crescent Dragonwagon and illustrated by Ben Shecter\" width=\"1100\" height=\"727\">\u003cfigcaption class=\"wp-caption-text\">Ben Shecter / HarperCollins\u003c/figcaption>\u003c/figure>\n\u003cp>Because, of course, the child in the book is working herself up to asking the biggest, scariest question of them all: \"But what if you die?\"\u003c/p>\n\u003cp>Dragonwagon says she doesn't want to hide the truth from kids — life is full of upsetting things! Instead, she hopes this book helps kids, and adults, get through it.\u003c/p>\n\u003cp>\"My feeling is that feelings want to be felt,\" she says.\u003c/p>\n\u003cp>And so the mother answers the child: \"My loving doesn't die. It stays with you, as warm as two pairs of mittens, one pair on top of the other. When you remember you and me, you say: What can I do with so much love? I will have to give some away.\"\u003c/p>\n\u003cp>Dragonwagon says she doesn't know how she came up with the answer to this question when she was in her 20s. But now, decades later, and after having lost her parents, friends, and two husbands, she is certain that it is true.\u003c/p>\n\u003cp>\"There's not a day that I don't think of them,\" she says. \"But truly their loving doesn't die.\"\u003c/p>\n\u003cp>\"So it will be okay?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Yes, my love. It will.\"\u003cimg class=\"alignnone size-medium wp-image-60573\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/will-it-be-okay_what-if-you-die-spread_custom-a07b7e7e8e981786d4e4d84f8cdcb835af0c158a-800x499.jpg\" alt=\"\" width=\"800\" height=\"499\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/will-it-be-okay_what-if-you-die-spread_custom-a07b7e7e8e981786d4e4d84f8cdcb835af0c158a-800x499.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/will-it-be-okay_what-if-you-die-spread_custom-a07b7e7e8e981786d4e4d84f8cdcb835af0c158a-1020x637.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/will-it-be-okay_what-if-you-die-spread_custom-a07b7e7e8e981786d4e4d84f8cdcb835af0c158a-160x100.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/will-it-be-okay_what-if-you-die-spread_custom-a07b7e7e8e981786d4e4d84f8cdcb835af0c158a-768x479.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/will-it-be-okay_what-if-you-die-spread_custom-a07b7e7e8e981786d4e4d84f8cdcb835af0c158a.jpg 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Kids+want+to+know%3A+%27Will+It+Be+Okay%3F%27+%E2%80%94+this+book+answers+that+question&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60572/kids-want-to-know-will-it-be-okay-this-book-answers-that-question","authors":["byline_mindshift_60572"],"categories":["mindshift_21385"],"tags":["mindshift_20589","mindshift_20997","mindshift_21506","mindshift_21505","mindshift_21423"],"featImg":"mindshift_60582","label":"mindshift"},"mindshift_57757":{"type":"posts","id":"mindshift_57757","meta":{"index":"posts_1591205157","site":"mindshift","id":"57757","score":null,"sort":[1620718972000]},"guestAuthors":[],"slug":"dr-sonja-cherry-paul-using-stamped-for-kids-to-have-age-appropriate-discussions-about-race","title":"Dr. Sonja Cherry-Paul: Using 'Stamped (For Kids)' to Have Age-Appropriate Discussions About Race","publishDate":1620718972,"format":"audio","headTitle":"Dr. Sonja Cherry-Paul: Using ‘Stamped (For Kids)’ to Have Age-Appropriate Discussions About Race | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">When you first hold “Stamped from the Beginning,” it’s heavy, even as a paperback. At almost 600 pages and dense with text, a person can tell at once that author Dr. Ibram X. Kendi wasn’t pulling any punches when he set out to write “The Definitive History of Racist Ideas in America.” “Stamped from the Beginning” has since been remixed as\u003c/span> \u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://www.lbyr.com/titles/jason-reynolds/stamped-racism-antiracism-and-you/9780316453707/\">Stamped: Racism, Antiracism, and You\u003c/a>,” a version of the book that was re-written for teens by best-selling author \u003ca href=\"https://www.jasonwritesbooks.com/\">Jason Reynolds\u003c/a>. Now, we have “\u003ca href=\"https://www.lbyr.com/titles/jason-reynolds/stamped-for-kids/9780316167581/\">Stamped (For Kids): Racism, Antiracism, and You\u003c/a>,” an adaptation aimed at 7- to 12-year-olds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These youth-centered books about race\u003c/span> \u003cspan style=\"font-weight: 400\">do the research for teachers so they don’t have to spend huge amounts of time figuring out how to tackle units about American history and\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54150/teaching-6-year-olds-about-privilege-and-power\">\u003cspan style=\"font-weight: 400\"> race in the classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, explains author \u003ca href=\"https://www.sonjacherrypaul.com/\">Dr. Sonja Cherry-Paul\u003c/a>. She is an educator and researcher who wrote “Stamped (For Kids)” as an adaptation of Kendi’s original book. She’s applying her 20 years of experience in middle school classrooms helping schools “shatter any kind of \u003c/span>\u003cspan style=\"font-weight: 400\">silence around race and \u003c/span>\u003cspan style=\"font-weight: 400\">racism.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57763\" class=\"wp-caption alignleft\" style=\"max-width: 195px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-57763 \" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-5-.jpg\" alt=\"\" width=\"195\" height=\"197\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-5-.jpg 507w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-5--160x161.jpg 160w\" sizes=\"(max-width: 195px) 100vw, 195px\">\u003cfigcaption class=\"wp-caption-text\">(Rachelle Baker/ Little, Brown Books for Young Readers)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">With recent elections and a global pandemic, race is one of several real-world topics pressing for educators’ attention. In the aftermath of the widespread protests of George Floyd’s murder by a Minneapolis police officer, many institutions across the U.S. released statements against racism, often pledging to make strides to rectify wrongdoings and oversights. While the national reckoning around race feels relatively new, teachers have been wrestling with the best ways to teach about race and racism long before the summer of 2020. Fortunately, there are reliable ways to take on these topics. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reckoning with conversations about race with kids\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Young children, especially children of color, perceive race a lot more than most people think. In fact, many kids are coming into schools already having experiences with racism, says \u003c/span>\u003cspan style=\"font-weight: 400\">Cherry-Paul, referring to the research that suggests initial \u003c/span>\u003ca href=\"https://www.utoronto.ca/news/racial-bias-may-begin-babies-six-months-u-t-research-reveals\">\u003cspan style=\"font-weight: 400\">awareness of race begins at six months of age\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While several research studies show that children recognize race at a young age, \u003c/span>\u003ca href=\"https://www.academia.edu/3094721/Children_Are_Not_Colorblind_How_Young_Children_Learn_Race\">\u003cspan style=\"font-weight: 400\"> Dr. Erin N. Winkler’s publications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer a digestible overview of how kids ages 3 to 5 years old use racial categories to make generalizations about behavior and express bias. Young children rely more on stereotyping because their cognitive abilities are usually not advanced enough to process multiple qualities at once. Additionally, Winkler’s research suggests children’s racial beliefs may not even be related to those of their parents, but instead reflect societal and social norms about how whiteness is normalized and privileged from books, songs and media. \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Award-Winning PBS KIDS Talk About: Race & Racism | FULL EPISODE | PBS KIDS\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/_fbQBKwdWPg?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although parents of color are more likely to have discussions about race with their children – since it is their lived experience – many\u003c/span>\u003cspan style=\"font-weight: 400\"> white caregivers and educators \u003ca href=\"https://www.sesameworkshop.org/what-we-do/research-and-innovation/sesame-workshop-identity-matters-study\">balk at the thought\u003c/a> of a conversation about race with elementary school age children,\u003c/span>\u003cspan style=\"font-weight: 400\"> even though research has shown children have already been processing race. Understandably, there are concerns about discouraging and disempowering young students with too much hard-to-process information. In response, Cherry-Paul says, “We often talk about the ways in which we want to educate kids so they become the change makers that our society needs. We can’t wait until they’re in high school for that to happen.” She notes psychologist Dr. Beverly Daniel Tatum’s research in her book about racial identity development “\u003ca href=\"https://www.goodreads.com/book/show/16280.Why_Are_All_The_Black_Kids_Sitting_Together_in_the_Cafeteria_\">Why are All the Black Kids Sitting Together in the Cafeteria?\u003c/a>” by remarking that children are better able to resist negative messages that are named and identifiable.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>How parents, caregivers and educators equip themselves to guide conversations about race\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like so many topics, caregivers and educators are entrusted with the\u003c/span>\u003ca href=\"https://www.npr.org/2019/04/24/716700866/talking-race-with-young-children\">\u003cspan style=\"font-weight: 400\"> tough task of figuring out what is age-appropriate.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> But when it comes to race and racism, many may find themselves dodging the topic altogether to avoid saying the wrong thing or feeling uncomfortable. However, according to Cherry-Paul, these conversations are worth having and they’re critical for adults to embrace.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">What we need them to do is lean into those discomforts to reckon with the unsettling truths of race and racism in the United States and then to acquire racial literacy themselves and then to teach it to kids,” she says. Not teaching about race at all does a lot of harm to young students of color particularly because children experiencing racial bias and discrimination will try to fill in the gaps about their experiences without the right context and framing. Denying racism can make people feel gaslit.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57764\" class=\"wp-caption alignright\" style=\"max-width: 215px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-57764\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-7-Sojourner-Truth.jpg\" alt=\"\" width=\"215\" height=\"235\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-7-Sojourner-Truth.jpg 492w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-7-Sojourner-Truth-160x175.jpg 160w\" sizes=\"(max-width: 215px) 100vw, 215px\">\u003cfigcaption class=\"wp-caption-text\">(Rachelle Baker/ Little, Brown Books for Young Readers)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Racism is systemic, but too often people focus on racist acts of individuals, which can obscure larger issues at work. “What we need to do is shift to systems to help kids understand that there is a legacy of systems treating people unfairly, and giving them examples of that across time so that they can understand how we got here,” says Cherry-Paul. She also notes that books like “Stamped (For Kids)” or Reynolds and Kendi’s “Stamped: Racism, Antiracism, and You” can help teachers avoid teaching about racism as isolated incidents. “One of the most powerful things we can do is help young kids understand that we’re not just talking about name calling or unkindness that happens between individuals.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How to “adapt” content for kids \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After creating a digestible way to have conversations about race and racism, Cherry-Paul shared a few ways to take into account kids’ developmental stage and cognitive ability when discussing tough topics.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Leave some things out\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>.\u003c/strong> Cherry-Paul approached adapting “Stamped: Racism, Antiracism, and You” with the nervousness many parents and educators feel when trying to convey a complicated topic to a young child. Her biggest challenge: how does one decide what to take out, and how do those decisions impact students’ understanding? She had to make difficult decisions when tailoring “Stamped (For Kids)” for young learners. “Reworking Jason’s writing and my own writing again and again was totally intimidating. Here’s this magnificent, powerful writing and I’m like, ‘This has to go. This has to go differently because an eight or a nine year old is not necessarily going to get it in this way.’” \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1225566275\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Considering youth development and cognitive capability, broad strokes of nuanced ideas will do the trick for young learners. Instead of focusing on small details, concentrate on big picture ideas and how to stoke sustainable interest. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">I just had to remind myself that ‘Stamped (For Kids)’ is a start and not an end to the kind of reading that students should have access to across their lives about race and racism. And if I’ve done my job well, they’ll want to read more,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">says Cherry-Paul.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Take breaks\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>.\u003c/strong> Those who have had the pleasure of reading Kendi and Reynolds’ “Stamped: Racism, Antiracism, and You” are familiar with “time-outs” and “time-ins.” They’re opportunities for readers to take breaks after reading heavier content. “In ‘Stamped (For Kids),’ there are more moments for kids to do that, more moments for kids to pause and then unpause as we keep going,” she explains. Instead of powering through pages, she urges educators to anticipate moments when kids are going to need a break to process what they just read and give young learners ample time to absorb new information.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57762\" class=\"wp-caption alignleft\" style=\"max-width: 192px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-57762 \" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-7-Frederick-Douglass.jpg\" alt=\"\" width=\"192\" height=\"210\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-7-Frederick-Douglass.jpg 492w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-7-Frederick-Douglass-160x175.jpg 160w\" sizes=\"(max-width: 192px) 100vw, 192px\">\u003cfigcaption class=\"wp-caption-text\">(Rachelle Baker/ Little, Brown Books for Young Readers)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Remind, re-emphasize and reiterate important information.\u003c/strong> \u003cspan style=\"font-weight: 400\">Seek out moments to check for comprehension with reminders. Cherry-Paul tried to foresee where there might be some confusion and would prepare comparisons or new ways to explain the information. One technique she relies on is reminding kids about earlier ideas, which also helps string historical events together into a cohesive story that young learners are more likely to understand. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have to find ways to talk about complex topics so we can help young learners make sense of the world that they live in. The truth is the truth, and children deserve the truth, and children want the truth and children can handle the truth,” says Cherry-Paul, referencing a quote from children’s literature author \u003c/span>\u003ca href=\"https://cbweatherford.com/\">\u003cspan style=\"font-weight: 400\">Carole Boston Weatherford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The hope is that all of the children we nurture will be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57152/every-kid-is-motivated-action-oriented-ideas-to-revive-students-curiosity\">\u003cspan style=\"font-weight: 400\">equipped to express curiosity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, challenge when appropriate, and imagine new and better worlds. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"For parents and teachers looking for a resource on how to talk about race with kids, there's a new book called \"Stamped (For Kids): Racism, Antiracism, and You.\" It's written by educator Dr. Sonja Cherry Paul and is for 7 to 12 year old children. This book is an adaptation of Dr. Ibram X. Kendi and Jason Reynolds' book \"Stamped: Racism, Antiracism, and You.\"","status":"publish","parent":0,"modified":1700528772,"stats":{"hasAudio":true,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1491},"headData":{"title":"Dr. Sonja Cherry-Paul: Using 'Stamped (For Kids)' to Have Age-Appropriate Discussions About Race | KQED","description":"For parents and teachers looking for a resource on how to talk about race with kids, there's a new book called "Stamped (For Kids): Racism, Antiracism, and You." It's written by educator Dr. Sonja Cherry Paul and is for 7 to 12 year old children. This book is an adaptation of Dr. Ibram X. Kendi and Jason Reynolds' book "Stamped: Racism, Antiracism, and You."","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"For parents and teachers looking for a resource on how to talk about race with kids, there's a new book called "Stamped (For Kids): Racism, Antiracism, and You." It's written by educator Dr. Sonja Cherry Paul and is for 7 to 12 year old children. This book is an adaptation of Dr. Ibram X. Kendi and Jason Reynolds' book "Stamped: Racism, Antiracism, and You."","schema":{"@context":"http://schema.org","@type":"Article","headline":"Dr. Sonja Cherry-Paul: Using 'Stamped (For Kids)' to Have Age-Appropriate Discussions About Race","datePublished":"2021-05-11T07:42:52.000Z","dateModified":"2023-11-21T01:06:12.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC1225566275.mp3","path":"/mindshift/57757/dr-sonja-cherry-paul-using-stamped-for-kids-to-have-age-appropriate-discussions-about-race","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When you first hold “Stamped from the Beginning,” it’s heavy, even as a paperback. At almost 600 pages and dense with text, a person can tell at once that author Dr. Ibram X. Kendi wasn’t pulling any punches when he set out to write “The Definitive History of Racist Ideas in America.” “Stamped from the Beginning” has since been remixed as\u003c/span> \u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://www.lbyr.com/titles/jason-reynolds/stamped-racism-antiracism-and-you/9780316453707/\">Stamped: Racism, Antiracism, and You\u003c/a>,” a version of the book that was re-written for teens by best-selling author \u003ca href=\"https://www.jasonwritesbooks.com/\">Jason Reynolds\u003c/a>. Now, we have “\u003ca href=\"https://www.lbyr.com/titles/jason-reynolds/stamped-for-kids/9780316167581/\">Stamped (For Kids): Racism, Antiracism, and You\u003c/a>,” an adaptation aimed at 7- to 12-year-olds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These youth-centered books about race\u003c/span> \u003cspan style=\"font-weight: 400\">do the research for teachers so they don’t have to spend huge amounts of time figuring out how to tackle units about American history and\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54150/teaching-6-year-olds-about-privilege-and-power\">\u003cspan style=\"font-weight: 400\"> race in the classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, explains author \u003ca href=\"https://www.sonjacherrypaul.com/\">Dr. Sonja Cherry-Paul\u003c/a>. She is an educator and researcher who wrote “Stamped (For Kids)” as an adaptation of Kendi’s original book. She’s applying her 20 years of experience in middle school classrooms helping schools “shatter any kind of \u003c/span>\u003cspan style=\"font-weight: 400\">silence around race and \u003c/span>\u003cspan style=\"font-weight: 400\">racism.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57763\" class=\"wp-caption alignleft\" style=\"max-width: 195px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-57763 \" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-5-.jpg\" alt=\"\" width=\"195\" height=\"197\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-5-.jpg 507w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-5--160x161.jpg 160w\" sizes=\"(max-width: 195px) 100vw, 195px\">\u003cfigcaption class=\"wp-caption-text\">(Rachelle Baker/ Little, Brown Books for Young Readers)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">With recent elections and a global pandemic, race is one of several real-world topics pressing for educators’ attention. In the aftermath of the widespread protests of George Floyd’s murder by a Minneapolis police officer, many institutions across the U.S. released statements against racism, often pledging to make strides to rectify wrongdoings and oversights. While the national reckoning around race feels relatively new, teachers have been wrestling with the best ways to teach about race and racism long before the summer of 2020. Fortunately, there are reliable ways to take on these topics. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reckoning with conversations about race with kids\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Young children, especially children of color, perceive race a lot more than most people think. In fact, many kids are coming into schools already having experiences with racism, says \u003c/span>\u003cspan style=\"font-weight: 400\">Cherry-Paul, referring to the research that suggests initial \u003c/span>\u003ca href=\"https://www.utoronto.ca/news/racial-bias-may-begin-babies-six-months-u-t-research-reveals\">\u003cspan style=\"font-weight: 400\">awareness of race begins at six months of age\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While several research studies show that children recognize race at a young age, \u003c/span>\u003ca href=\"https://www.academia.edu/3094721/Children_Are_Not_Colorblind_How_Young_Children_Learn_Race\">\u003cspan style=\"font-weight: 400\"> Dr. Erin N. Winkler’s publications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer a digestible overview of how kids ages 3 to 5 years old use racial categories to make generalizations about behavior and express bias. Young children rely more on stereotyping because their cognitive abilities are usually not advanced enough to process multiple qualities at once. Additionally, Winkler’s research suggests children’s racial beliefs may not even be related to those of their parents, but instead reflect societal and social norms about how whiteness is normalized and privileged from books, songs and media. \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Award-Winning PBS KIDS Talk About: Race & Racism | FULL EPISODE | PBS KIDS\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/_fbQBKwdWPg?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although parents of color are more likely to have discussions about race with their children – since it is their lived experience – many\u003c/span>\u003cspan style=\"font-weight: 400\"> white caregivers and educators \u003ca href=\"https://www.sesameworkshop.org/what-we-do/research-and-innovation/sesame-workshop-identity-matters-study\">balk at the thought\u003c/a> of a conversation about race with elementary school age children,\u003c/span>\u003cspan style=\"font-weight: 400\"> even though research has shown children have already been processing race. Understandably, there are concerns about discouraging and disempowering young students with too much hard-to-process information. In response, Cherry-Paul says, “We often talk about the ways in which we want to educate kids so they become the change makers that our society needs. We can’t wait until they’re in high school for that to happen.” She notes psychologist Dr. Beverly Daniel Tatum’s research in her book about racial identity development “\u003ca href=\"https://www.goodreads.com/book/show/16280.Why_Are_All_The_Black_Kids_Sitting_Together_in_the_Cafeteria_\">Why are All the Black Kids Sitting Together in the Cafeteria?\u003c/a>” by remarking that children are better able to resist negative messages that are named and identifiable.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>How parents, caregivers and educators equip themselves to guide conversations about race\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like so many topics, caregivers and educators are entrusted with the\u003c/span>\u003ca href=\"https://www.npr.org/2019/04/24/716700866/talking-race-with-young-children\">\u003cspan style=\"font-weight: 400\"> tough task of figuring out what is age-appropriate.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> But when it comes to race and racism, many may find themselves dodging the topic altogether to avoid saying the wrong thing or feeling uncomfortable. However, according to Cherry-Paul, these conversations are worth having and they’re critical for adults to embrace.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">What we need them to do is lean into those discomforts to reckon with the unsettling truths of race and racism in the United States and then to acquire racial literacy themselves and then to teach it to kids,” she says. Not teaching about race at all does a lot of harm to young students of color particularly because children experiencing racial bias and discrimination will try to fill in the gaps about their experiences without the right context and framing. Denying racism can make people feel gaslit.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57764\" class=\"wp-caption alignright\" style=\"max-width: 215px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-57764\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-7-Sojourner-Truth.jpg\" alt=\"\" width=\"215\" height=\"235\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-7-Sojourner-Truth.jpg 492w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-7-Sojourner-Truth-160x175.jpg 160w\" sizes=\"(max-width: 215px) 100vw, 215px\">\u003cfigcaption class=\"wp-caption-text\">(Rachelle Baker/ Little, Brown Books for Young Readers)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Racism is systemic, but too often people focus on racist acts of individuals, which can obscure larger issues at work. “What we need to do is shift to systems to help kids understand that there is a legacy of systems treating people unfairly, and giving them examples of that across time so that they can understand how we got here,” says Cherry-Paul. She also notes that books like “Stamped (For Kids)” or Reynolds and Kendi’s “Stamped: Racism, Antiracism, and You” can help teachers avoid teaching about racism as isolated incidents. “One of the most powerful things we can do is help young kids understand that we’re not just talking about name calling or unkindness that happens between individuals.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How to “adapt” content for kids \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After creating a digestible way to have conversations about race and racism, Cherry-Paul shared a few ways to take into account kids’ developmental stage and cognitive ability when discussing tough topics.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Leave some things out\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>.\u003c/strong> Cherry-Paul approached adapting “Stamped: Racism, Antiracism, and You” with the nervousness many parents and educators feel when trying to convey a complicated topic to a young child. Her biggest challenge: how does one decide what to take out, and how do those decisions impact students’ understanding? She had to make difficult decisions when tailoring “Stamped (For Kids)” for young learners. “Reworking Jason’s writing and my own writing again and again was totally intimidating. Here’s this magnificent, powerful writing and I’m like, ‘This has to go. This has to go differently because an eight or a nine year old is not necessarily going to get it in this way.’” \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1225566275\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Considering youth development and cognitive capability, broad strokes of nuanced ideas will do the trick for young learners. Instead of focusing on small details, concentrate on big picture ideas and how to stoke sustainable interest. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">I just had to remind myself that ‘Stamped (For Kids)’ is a start and not an end to the kind of reading that students should have access to across their lives about race and racism. And if I’ve done my job well, they’ll want to read more,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">says Cherry-Paul.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Take breaks\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>.\u003c/strong> Those who have had the pleasure of reading Kendi and Reynolds’ “Stamped: Racism, Antiracism, and You” are familiar with “time-outs” and “time-ins.” They’re opportunities for readers to take breaks after reading heavier content. “In ‘Stamped (For Kids),’ there are more moments for kids to do that, more moments for kids to pause and then unpause as we keep going,” she explains. Instead of powering through pages, she urges educators to anticipate moments when kids are going to need a break to process what they just read and give young learners ample time to absorb new information.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57762\" class=\"wp-caption alignleft\" style=\"max-width: 192px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-57762 \" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-7-Frederick-Douglass.jpg\" alt=\"\" width=\"192\" height=\"210\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-7-Frederick-Douglass.jpg 492w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-7-Frederick-Douglass-160x175.jpg 160w\" sizes=\"(max-width: 192px) 100vw, 192px\">\u003cfigcaption class=\"wp-caption-text\">(Rachelle Baker/ Little, Brown Books for Young Readers)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Remind, re-emphasize and reiterate important information.\u003c/strong> \u003cspan style=\"font-weight: 400\">Seek out moments to check for comprehension with reminders. Cherry-Paul tried to foresee where there might be some confusion and would prepare comparisons or new ways to explain the information. One technique she relies on is reminding kids about earlier ideas, which also helps string historical events together into a cohesive story that young learners are more likely to understand. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have to find ways to talk about complex topics so we can help young learners make sense of the world that they live in. The truth is the truth, and children deserve the truth, and children want the truth and children can handle the truth,” says Cherry-Paul, referencing a quote from children’s literature author \u003c/span>\u003ca href=\"https://cbweatherford.com/\">\u003cspan style=\"font-weight: 400\">Carole Boston Weatherford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The hope is that all of the children we nurture will be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57152/every-kid-is-motivated-action-oriented-ideas-to-revive-students-curiosity\">\u003cspan style=\"font-weight: 400\">equipped to express curiosity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, challenge when appropriate, and imagine new and better worlds. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57757/dr-sonja-cherry-paul-using-stamped-for-kids-to-have-age-appropriate-discussions-about-race","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_21322","mindshift_20997","mindshift_1013","mindshift_21284","mindshift_21317"],"featImg":"mindshift_57759","label":"mindshift_21847"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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