Critical Conversations: Using Picture Books to Welcome Refugees Into Our Classrooms

Page 4 ISSN: 2476-1915 READ: An Online Journal for Literacy Educators – Vol. 3, Issue 5, December 2017

Critical Conversations: Using Picture Books to Welcome Refugees into Our Classrooms

Helen Berg, Ph.D. Donna Cox, Ph.D. Melinda Miller, Ph.D. Sam Houston State University—Texas

Abstract ing to Hope (2008), refugee children experi- Approximately 11 million children have recently ence substantial hardships when they and been forced to leave their homes and lives be- their families are affected by poverty, war, hind due to war, natural disasters and other and/or natural disasters. Children may arrive types of trauma. Reading picture books about “feeling disoriented and bewildered” (p. 298) refugees in classroom communities that include into our classrooms. Hope describes how refugee children may help these children to feel refugee children frequently face language and recognized and to realize they are not alone in cultural barriers and may feel isolation and their situations. All children should see them- friendlessness. The author cites a study by selves reflected in the literature (Hope, 2008), Melzak and Warner (1992), in which refugee and children who have arrived suddenly after children revealed through interviews that they escaping some sort of tragedy are no different. appreciated teachers who “asked about their Using selected children’s picture books depict- experiences and included them in the curricu- ing refugee children not only provides opportu- lum” (p. 298). Hope stresses the need to inte- nities for teaching critical literacy, but also in- grate refugee children “into what is often a corporates global perspectives, as well as per- hostile or, sometimes indifferent school envi- spectives of justice and injustice in the class- ronment” (p. 298). How do we make refugee room. The multidimensional representations of children feel safe, valued and included? How refugees in picture books also enables teachers do we talk with our students about refugees to promote critical conversations in the class- in a kind, compassionate manner? One way room. to address these needs is by using selected children’s picture books, which not only pro- Keywords: Critical literacy, refugee children, vide opportunities for teaching critical litera- picture books cy, but also incorporate global perspectives, as well as perspectives of justice and injustice According to The UN Refugee Agency in the classroom. Children should see them- (2017), 22.5 million people around the world selves reflected in the literature (Hope, 2008), have been forced from home, and over half of and children who have arrived suddenly after these refugees are under the age of 18. Accord- escaping some sort of trauma are no different.

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Reading picture books about refugees in class- Dolan (2012), critical literacy is reading text room communities that include refugee children “in an active and reflective manner which may help these children to feel recognized and promotes a deeper understanding of socially to realize they are not alone in their situations. constructed concepts, such as power, inequal- The multidimensional representations of refu- ity, and injustice in human relationships” (p. gees in picture books also enables teachers to 5). “Culture is never static” because “the be- promote critical conversations in the classroom. lief systems and practices associated with Dolan (2012) defines critical literacy as cultural groups are always under negotiation actively reading and reflecting on text, which with new generations” (Lee, 2003, p. 4). Ele- encourages critical thinking on topics such as mentary schools constitute one of the most inequality, injustice, and the power of the domi- significant cultural niches in which young nant culture. According to Roy, (2016) critical people begin the process of becoming literate. literacy “acknowledges the situated nature of It is in these settings that children expand language, interrogates power relationships, and their understandings of the purposes of litera- can make visible the identities and subject posi- cy and begin to see how literacy relates to tions negotiated in a classroom context” (p. their interactions with others. The instruction- 542). The development of critical literacy skills al approaches and the culture that children enables people to interpret messages in the mod- experience in classrooms play a major role in ern world through a critical lens and challenge shaping their emerging identities as cultural the power relations within those messages. Edu- and literate beings (Leland, Harste & Huber, cators who facilitate the development of critical 2005). Books are particularly useful for start- literacy encourage children to examine societal ing and sustaining critical conversations in issues such as poverty, education, equity, and classrooms. Students can participate in criti- equality, and institutions such as family and cal conversations after engaging with picture school. As students learn to analyze the struc- books that address important topics such as tures that serve as norms, they realize these ethnicity, gender, culture, language, people norms are not experienced by all members of with special needs, immigration, war, refu- society. Critical literacy is not merely about ed- gees and marginalized groups. Dolan sug- ucating children about critical ways of seeing gests that picture books can serve as spring- and questioning. It is equally about encouraging boards for critical discussions and “for incor- what Maxine Greene (1995) calls their “social porating global and justice perspectives in the imagination” which is “the capacity to invent classroom” (p. 5). Critical conversations visions of what should be and what might be in highlight diversity and difference, while call- our deficient society, on the street and in our ing attention to the nature and role of literacy schools” (p.5). in our society. Children begin to understand Paulo Freire encouraged readers to “read what is and is not valued through the works the word” in order to “read the world” (Freire & of authors who create picture books. Reading Macedo, 1987). Freire implored us to think criti- aloud from high-quality literature supports cally about the world around us through experi- young children’s literacy development in ences with literature and through an understand- multiple ways. Including the reading and dis- ing of the powerful nature of text. According to cussion of critical literacy texts can add even

Page 6 ISSN: 2476-1915 READ: An Online Journal for Literacy Educators – Vol. 3, Issue 5, December 2017 more learning opportunities for students by emotions including fear, grief and confusion. opening up spaces for building critical literacy Several books pay homage to the resilience of awareness in classrooms. children placed in difficult situations. These Conceptually, reading critical picture books provide ideal teaching opportunities books aloud to children, is anchored in Free- for exploring issues such as compassion, em- body and Luke’s model of reading as social pathy, tolerance, justice, conflict resolution practice (1997). Arguing that literacy is never and a respect for human rights. The reasons neutral, Freebody and Luke identify four differ- why asylum seekers seek refuge are many, ent views of literacy: reading as decoding; read- and to this day, people are still unaware of ing as a way of co-producing a meaningful read- the difficulties and hardships refugee children ing; reading as language in use; and finally, have experienced. reading as a way to interrogate the assumptions While it is important for refugees to that are embedded in text as well as the assump- encounter their stories in classrooms, it is tions which are brought to the text. Part of learn- equally important for other children to hear ing to read is being able to look critically at the these stories and to learn about their experi- images and messages in books, to understand ences. Hope (2008) makes the argument that what can be learned from authors, and to think children’s literature about the refugee experi- about problematic stereotypes authors and illus- ence provides an ideal context for sharing trators might perpetuate. A critical literacy ap- stories, feelings and fears undergone by refu- proach includes a focus on social justice and the gee children. Critical discussions of picture role that we each play in challenging or helping books can facilitate the understanding of the to perpetuate the injustices we identify in our refugee experience. In addition, such discus- world. To prepare literate individuals for the sions serve as a springboard for sensitive top- global society, more is needed than to teach ics related to persecution, flight and resettle- children how to decode and comprehend texts. ment, while also reassuring refugee readers What is needed now is a critical understanding that there is new life and hope for the future. of language as a cultural resource that can be Roche (2015) suggests that when a used to challenge or maintain systems of domi- child listens to a story and has time to dwell nation (Janks, 2000). This article will look spe- on the pictures and discuss the book with cifically at using picture books to encourage peers in a safe and interactive social setting, a conversations about the ever-increasing margin- whole new sense of making meaning comes alized group, refugees, while focusing on build- into being. For critical engagement with both ing students’ awareness of how systems of text and illustrations to work well, teachers meaning and power affect people and the lives need to be knowledgeable about the book(s) they lead. being used, critically aware, willing to listen Today there are refugees in countries all to and open to learning from students, and over the world (UN Refugee Agency, 2017). committed to creating a community of in- Many people are not able to receive the protec- quiry in the classroom. tion of their state and therefore require the pro- Giving children time to think is cru- tection of the global community. Picture books cial. Additionally, listening actively as others about refugees address a range of universal speak builds reciprocity of respect and a

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sense of community. Finally, critical literacy 5. Conduct a picture walk through the and book talks offer children the opportunity to book. Show the cover, title, and pic- speak, listen, reflect, have an opinion, make tures, and ask students to make pre- statements, question and to be listened to dictions. Introduce new vocabulary. (Donelly, 1994, p. 7). According to Cox, Miller and Berg 6. Read the story and discuss the in- (2017) there are eight steps for successfully formation you previously wrote on the sharing a critical literacy book aloud: sticky notes as you come to them in the text. Encourage students to make 1. Select a book that draws attention to connections to their own lives and to social issues or raises questions about other books. the social world, for example, refugees, immigrants, and asylum seekers. 7. Ask students to write or draw about the events in the story, thinking about 2. Preview the book. Look for places the discussion and relating it to their that raise issues or might be a spring- own lives. board for a conversation about social issues. Also, identify vocabulary you 8. Invite students to continue the dis- may want to introduce during a mini- cussion of the text and the issues it lesson or a book introduction. Meller, addressed. Consider using the book Richardson, and Hatch (2009) suggest connections students shared as future phrasing questions to “…illicit chil- critical literacy read-alouds (Cox, dren’s own questions, further their un- Miller & Berg, 2017, pp.49-50). derstanding of the issues in the book, and encourage the children to make con- This method of examining critical literacy nections between themselves and the with students works well with books about text” (p. 77). Ask “why?” “how?” and refugees and refugee children. Not only will “what do you think?” questions. refugee children in the classroom feel a sense of recognition and support as their story is 3. As you formulate your critical ques- told, but other children in the classroom will tions to use during the read-aloud, write come to understand the plight of the refugees them on sticky notes, and place them and hopefully gain a sense of empathy for throughout the book. their new classmates. Coming to this mutual understanding will help create a caring and 4. Activate students’ prior knowledge. compassionate community of learners. This can be done by asking thought pro- The results of critical conversations about voking questions related to issues in the refugees are multi-faceted. In reading about text or by sharing a physical object relat- and discussing the issues faced by refugees, ed to the book with the students. students can begin to develop an understanding of critical topics in our society. The picture books and the conversations that sur-

Page 8 ISSN: 2476-1915 READ: An Online Journal for Literacy Educators – Vol. 3, Issue 5, December 2017 round them can help refugee children tell their Ruurs, M. (2016). Stepping Stones: A Refu- stories. As classmates learn about the emotions gee Family’s Journey. Orca Book Pub- and difficulties experienced by refugees, they lishers; Bilingual edition can better understand the lives of refugee chil- Young, R. (2016). Teacup. Dial Books. dren who may become a part of their classroom community. Through critical read alouds, and References especially those focusing on refugees and refu- Cox, D., Miller, M. & Berg, H. (2017). Start gee children, students can become aware of real- with a book, end with a conversation: ities in our society that are tragic and unjust. Promoting critical literacy in the class- Through their new understandings, students can room. California Reader 50(2), 48-50. become change agents who “read the word” and Cummins, J. (2001). Negotiating identities: “read the world” (Freire & Macedo, 1987) in Education for empowerment in a diverse order to do their part in making our society a society (2nded.) Los Angeles, CA: Califor- better place for all. nia Association for Bilingual Education. Dolan, A (2012) ‘The Potential of Picture Recently Published Books on Refugees Books for Teaching Migration as a Geo- graphical Theme’. 33rd IBBY Interna- Abouraya, K. L., & Wheatley, L. C. (2014). tional Congress: Crossing Boundaries: Malala Yousafzai: Warrior with words. Translations and Migrations 23rd-26th StarWalk Kids Media. August 2012, Imperial College, London. Buitrago, J., Amado, E., & Yockteng, R. (2015). Donnelly, P. (1994) Thinking Time, Philoso- Two white rabbits. Groundwood Books. phy with Children: the educational, psy- De la Pena, M. (2015). Last stop on Market chological and philosophical rationale Street. G.P. Putnam's Sons Books for Young for doing philosophy with primary school Readers. children. Open University, M Ed. Milton Foreman, M. (2016). The seeds of friendship. Keynes. Unpublished thesis Candlewick. Freire, P. & Macedo, D. (1987). Literacy: Garland, S. (2015). Azzi In Between. Frances Reading the Word and the World. Boul- Lincoln Children's Books. der, CO: Paradigm. Publishers. Isabella, J.(2015). The red bicycle: The extraor- Greene, M (1995). Releasing the imagination: dinary story of one ordinary bicycle. Kids Essays on education, the arts social Can Press. change. San Francisco: Jossey Bass. Kobald, I. (2014). My two blankets. HMH Hope, J. (2008). “One Day We Had to Run”: Books for Young Readers. The Development of the Refugee Identity O'Brien, A. (2015). I'm new here. Charles- in Children’s Literature and its Function bridge. in Education', Children's Literature in Ed- Ringgold, F. (2016). We came to America. ucation, 39(4), 295-304. Knopf Books for Young Readers. Janks, H. (2000). Domination, access, diver- Sanna, F. (2016). The journey. Flying Eye sity, and design: A synthesis for critical Books. literacy Education. Educational Review, 52(2), 175-186.

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Lee,C. (2003) Why we need to re-think race and Authors’ Biographies ethnicity in educational research. Educa- tional Researcher, 23(5), 3-5. Helen Berg is an associate professor in the Luke, A., & Freebody, P. (1997). Shaping the Language, Literacy and Special Populations social practices of reading. In S. Muspratt, department at Sam Houston State University. A. Luke, & P. Freebody (Eds.) in Construct- She teaches in the TESOL MA and the bilin- ing critical literacies: Teaching and learn- gual education courses. Dr. Berg’s research ing textual practice (pp. 185–225). Cresskill, interests are on, international service learn- NJ: Hampton Press. ing, bilingual/dual language education, social Leland, C., Harste, J. & Huber, K. (2005). Out justice in teacher education and educational of the box: Critical Literacy in a first-grade issues related to Spanish speaking students in Classroom. Language Arts, 82 (4), 257-268. U.S. schools. She can be reached at Meller, W., Richardson, D., and Hatch, J. [email protected]. (2009). Using read-alouds with critical literacy literature in K-3 classrooms. Y oung Melinda Miller is a professor in the De- Children, 76-78. partment of Language, Literacy and Special Melzak, S. and Warner, R. (1992). Integrating Populations at Sam Houston State University. Refugee Children into Schools. London: She teaches in the reading and literacy pro- Medical Foundation/Minority Rights Group. gram area and teaches at the undergraduate, New London Group (1996). A pedagogy of masters, and doctoral levels. Her research multiliteracies: Designing social futures. interests include writing, early literacy, Eng- Harvard Educational Review 66 (1), 60-92. lish as a Second Language, and diversity. She Roche, M. (2015) Developing Children’s Criti- can be reached at [email protected]. cal Thinking through Picturebooks: a guide for primary and early years students and Donna Cox is an associate professor in the teachers. Abingdon, Oxon. Routledge. Language, Literacy and Special Populations Roy, L. (2016). “ So What’s the Difference?” department at Sam Houston State University. Talking about race with refugee children in She teaches literacy courses on all levels and the English language learner classroom. is the coordinator of the Reading/Language TESOL Journal, 8, (3), 540-562. Arts Master’s program. Her research inter- UN Refugee Agency (2017). Figures at a ests include instruction of pre-service teach- Glance. Retrieved from http:// ers, best teaching practices, and technology www.unhcr.org/en-us/figures-at-a- innovations and education. She can be glance.html. reached at [email protected].