Especially for younger students, diversity in literature is absolutely vital. In this article, authors Feeney and Moravcik discuss the importance of representation and diversity in children's literature, and how this exposure to varied characters can break the often egocentric world view children can develop if not taught correctly. Teachers recognize that each child comes in with a different experience in their social worlds-- whether that be through their homes, communities, or prior classrooms-- and that because of these factors, each child is entirely different. Where these children lack hands-on experience, however, can be made up for with diverse literature. By using picture books that employ positive story lines and images, children can develop favorable views of others and positive self-concept. It also increases respect for human diversity, aids the development of empathy, and models ways to cope with problems.

As an educator, this can be employed in the classroom by making diverse books a priority. In doing so, conversations about race and inequity can be introduced sooner, and can help children celebrate the differences between us.

Graphic novels have not been taken serious within academic settings until very recently, and in this article, Griffith writes about the value this alternate form of literature holds within the classroom. They offer a unique aid to students with learning disabilities by motivating them to read and aiding comprehension skills. These multimodal novels are also largely useful for ESL students, as the pictures help provide context to what is occurring in the text, helping to expand the vocabulary and understanding of each individual student. The article offers many suggestions for using both fiction and nonfiction graphic novels in antiracist teaching. These books can greatly assist struggling readers and introduce them to topics that might be otherwise hard to breach with students who are already behind. There are many nonfiction graphic novels that apply to discussions of injustice, one of the most popular being a graphic biography on Malcom X.

In the classroom, I can see graphic novels being a wonderful supplement to a strong, antiracist pedagogy. They open the door for struggling readers, ESL students, and those who feel a lack of representation in what we consider the average novel. By implementing diverse graphic novels within our curriculum, we as teachers can open many doors for students struggling to begin the conversation of injustice.

This article speaks on how teachers can create anti-racist environments in their classrooms by actively engaging with diverse literature dealing with concepts of race. By integrating different classroom literacy approaches, like literature circles, dialogue journals, and impactful writing assignments, teachers can begin having conversations about ignorance and the lack of diverse literature in order to help children reach their full potential as students. The approaches work to overcome racial illiteracy. For younger grades, teachers may incite discussion using picture books, helping young children understand and accept the richness of multicultural literature. Another suggestion for older students is the idea of literature circles. Students would be allowed to choose their own books, further encouraging their own agency, and pushing them to take charge of the conversation and hold themselves and their peers accountable. The final method put forward in this article was the idea of individual journaling for students. Through this, students can begin their own dialogue journal and both extend and enrich the conversations they are having about injustice and antiracism. Teachers can provide students with prompts to facilitate a safe and private area for discussion, reflection, and questions.

I could imagine adopting this into a future classroom very well. Rather than overwhelming students with information and statistics, these methods allow them to dive into literature written by POC authors, and gives them a space to reflect on their reactions and ask questions. It breaks down biases right from the start, and allows students to further explore these topics with a guiding hand and a safe environment for exploration.

This article deals with the queering of texts within literature classes, and how these LGBT informed pedagogical approaches enable inclusivity in the classroom and beyond. They assert that by applying a queer lens to the literature students in all grades, are studying, teachers can disrupt the heteronormative representations that are all too common today. The study delves into different methods of teaching queer literature for different grade levels, and how to navigate the often volatile reaction from parents or administration.

Invoking conversation about sexuality and gender identity is extremely important for children, and it is vital that they see themselves represented in their classroom and within the books on their syllabus. LGBTQ+ informed reading will provide children with the tools to become the best, truest versions of themselves. If they have an environment they know they can be themselves in, students can better explore themselves through the literature.

This article goes into depth about different methods of teaching the Civil Rights movement and protests through literature. Students worked on proposals outlining chosen political issues and how they would address them. Along with this, they participated in public displays of performance art, sending letters to congress people, or any other project they deemed necessary. The article also discusses the importance of activism and disobedience in effective teaching. Why educate our students on injustice if we aren't encouraging them to use the tools they are given to fight against injustice?

Within a classroom setting, it is vital to discuss ways in which to fight against the systems set to oppress ourselves and others. Regardless of the age of your students, these methods could be employed by discussions on different civil rights activists, choosing literature appropriate for the age group. The projects, too, can be adjusted by age, but the bottom line would remain the same. I can imagine this being a very effective way to teach our students that civil disobedience is how the most history has been made. They must learn to fight for the things they know are right.