INCLUSIVITY

Inclusive books present characters whose abilities, cultures, beliefs, skin colors, or other attributes vary from those of the dominant culture. These books provide mirrors in which diverse students can see their own experiences reflected and validated.  “When children cannot find themselves reflected in the books they read, or when the images they see are distorted, negative, or laughable, they learn a powerful lesson about how they are devalued in the society of which they are a part,” and these negative representations can become a source of internalized oppression. Inclusive books also play a critical role as windows through which readers meet characters unlike themselves. They provide an opportunity for readers to see things from a perspective they may never encounter, to view situations they may never experience, and to find commonality with characters they may have seen only as “other.” Inclusive literature, then, encourages the development of understanding, awareness, compassion, empathy, and a more accurate understanding of one’s place in our complex, multicultural society.  “That is the power of a diverse book: You change everything for one kid, and you create empathy in 100 more.”  

Diversifying your collection involves more than just adding a few books about the civil rights movement. To create an intentional library, consider accuracy (is the book perpetuating bias?), copyright date (is the content outdated?), stereotypes, tokenism, and invisibility (does the book accurately portray diverse characters and place them in action roles?)  setting (again- be alert to stereotypes and outdated content), language (is one group presented as less literate than another by their dialog?), epithets, illustrations (reject caricatures), and student appeal (if it’s not going to get read then don’t bother). Include books that contain characters with varying abilities, cultures, beliefs, skin colors, and other attributes. Include books that contain main characters with varying abilities, cultures, beliefs, skin colors, and other attributes. Include books written by authors with varying abilities, cultures, beliefs, skin colors, and other attributes. Include books that contain characters with varying abilities, cultures, beliefs, skin colors, and other attributes that are not about racism, immigration, or living with a differing abilities. Readers need mirrors that reflect their unique experiences, and mirrors where they see themselves just being, not being defined by their diversity. Finally, include a mix of books in which readers can see themselves reflected and books in which they will find windows into others’ experiences.  

Why do we still offer Little House on the Prairie and Charlie and the Chocolate Factory? I wish there were a simple answer to this question. How can we justify keeping books that contain harmful language or stereotypes? I am swayed by arguments that we should purge our shelves of such content, but I am also cautious of the slippery slope of censorship. While removing problematic books seems like a reasonable position, it opens the door to individuals who would remove inclusive books from library shelves using the same arguments. (While I have never been approached with concerns about books that perpetuate racist ideology, I am sometimes approached by parents with concerns about inclusive books. My response to these individuals is that while a particular book “may not be the right fit for your family, no individual should have the power to limit what another student can read.”)   I am also cautious that removing controversial books can erase the history of racism they evidence, thus perpetuating color blind racism that refuses to see systemic oppression. My own approach with problematic text is threefold. First, while we continue to offer popular classics that meet the district guidelines for inclusion but have been recognized as problematic, I do not promote them. They are on the shelves, but I do not include them in book talks or displays. Second, we always make available inclusive and respectful alternatives from a wide variety of authors. These titles can serve either as substitutes or as contextualizing companion texts.  Finally, I encourage conversation with readers about what they are thinking and feeling as they read. Without telling a reader how to feel, ask open-ended questions that encourage critical thinking. My own children have expressed appreciation for this approach, stating that our conversations around racist tropes in books like The Little House on the Prairie helped them understand implicit bias in the public consciousness and recognize the depth of the need for change.  Please note that curation of our library collection and any challenges to specific titles are handled by district librarians and not local LMAs.