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African-American Children's Literature: Examining the Genre in Childhood

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African-American Children's Literature: Examining the Genre in Childhood ISSUE BRIEF I FEBRUARY 2016 A Series of Research and Policy Publications of the Schubert Center for Child Studies AFRICAN-AMERICAN CHILDREN’S LITERATURE: Examining the Genre in Childhood TRACING A GENRE OF RESISTANCE: Books play a critical role in healthy child development.1 are reading.7 In studies of educational The role of multicultural literature is well established in developing children’s motivation programs, multicultural education plays to read and success in building literacy skills. Literacy is enhanced for children of color an important role in teaching minority when there are culturally relevant characters and stories reflected in their books.2 Beyond children the strengths and achievements gaining literacy skills, children can engage with difficult situations and learn about the of their own culture, as well as reducing perspectives of others.3 However much of children’s literature remains a reflection of a prejudice in majority group children.8 It is society with ongoing racial biases. In 1965, Nancy Larrick published “The All-White World essential that picture books depict the true of Children’s Books,” highlighting the lack of racial diversity in children’s literature, finding diversity of children’s worlds, as a corrective in a survey of over 5,200 children’s books, only 6.7% included a Black character.4 In a recent to the majority White literature currently follow up study, a review of new books showed that only 10.5% of all new children’s books available.9, 10 published in 2013 depicting human beings include a person of color.5 HISTORY OF AFRICAN AMERICANS IN During early childhood, children begin to ethnicities developing before recognition PICTURE BOOKS 6 develop an understanding of themselves of other ethnicities in U.S. children. In Brown Gold, Michelle Martin, the and their place in their communities, Young children rely particularly on Augusta Baker Chair Professor in Childhood forming an identity separate from their illustrations to decode the meaning of Literacy at the University of South Carolina, parents. Research shows that children picture books, making the inclusion of describes this general trajectory of begin to recognize their own ethnicity and characters of color especially important depictions of Black children in picture other ethnicities between the ages of 3 for young children of color to see books: for them, by them; for us, by us; and 8, with recognition of Black and White themselves reflected in the books they and for everyone, by us.11 For Them, By Them: In the late 1800s Students participate in Camp Read-a-Rama with Michelle Martin, the Augusta Baker Chair Professor in Childhood Literacy at the University of South Carolina. through the 1940s, depictions of African- American children in picture books were written by White authors for a White audience and heavily featured racist depictions. Books such as Struwwelpeter, The Story of Little Black Sambo, The Coon Alphabet, and Ten Little Niggers show imagery of Black characters as “buffoons, mammies, Sambos or savages”11 to a largely White audience. Through the 1950s, many Black authors, including Langston Hughes and Arna Bontemps, struggled to get their works published, while White authors continued to publish texts featuring African-American characters, often still as racist caricatures.11 The SCHUBERT CENTER FOR CHILD STUDIES in the College of Arts and Sciences at Case Western Reserve University bridges research, practice, policy and education for the well-being of children and adolescents. Our focus is on children from infancy through adolescence in local, national, international and global settings. ISSUE BRIEF I FEBRUARY 2016 2 I Beginning in the 1940s and beyond, books In the 1970s, books such as Muriel L. American children’s literature speaks to by white authors started to depict equality and Tom Feelings’ Moja Means One two kinds of dual audiences: Black and of African-American and White children, (1971) introduced children to their White, and children and adults.11 Black such as Lorraine and Jerrold Beim’s Two African heritage while interest in Africa children’s literature is in conversation with is a Team (1945) and Ezra Jack Keats’ The spread throughout the Black American both the White and Black literary canons.11 Snowy Day (1962), the first picture book community.11 Books published during Some books, like Sam and the Tigers (Julius featuring an African-American child to the 1980s and 1990s often included Lester and Jerry Pinkney 1997), reimagine receive the Caldecott Medal.11 retellings of previously published racist racist narratives and remake stories from children’s books, as well as depictions of the White literary canon by using modes 1920 For Us, By Us: Beginning in the s, the everyday lives of Black children.11 Even of Black discourse to reclaim them.11 This African-American authors began to as Black authors toward the end of this remaking speaks differently to adults, who slowly gain traction in their efforts to period began to move away from writing are presumably more aware of the racist publish works for Black audiences directly primarily for Black audiences, the work history of the stories than are children, challenging racist depictions of African of some continued to diverge from and who are frequently experiencing the re- 11 Americans. One of the earliest examples resist themes of traditional picture books crafted narrative for the first time.11 of this is The Brownies’ Book Magazine by depicting sometimes harsh realities published by the NAACP beginning in of Black history and Black life, including Teaching African-American children’s 11, 12 January 1920. Though not a picture accurate depictions of slavery, poverty literature in the classroom, the library, book, this periodical featured positive and incarceration.11 and in other community settings, in representations of African Americans to addition to the home, has key value for help Black children develop pride in their For Everyone, by Us: In the 1990s and children of all races and backgrounds.11 history and prepare them for the future 2000s, Black authors began to move away Historical accounts of prominent Black by focusing on prominent Black literary from writing for Black audiences and Americans provide role models and figures such as Langston Hughes, toward writing for general audiences.11 validate the importance of these figures to resisting racist depictions of Black life.11 Books during this period focused on children.11, 12 Texts with Black protagonists themes such as everyday Black life, teach children the importance of diversity Following the rise of the Civil Rights celebration of Black appearances and and normalize positive depictions of Black Movement in the 1950s, Black authors depictions of diversity among all children.11 characters.11 Picture books also prepare began to find success in publishing Still, during this period, authors continued Black children for Black adulthood, by children’s books about the Black to produce books resisting White for example, reinforcing the value of key 11 experience in the early 1960s. As superiority, such as those focusing on conversational styles in the African- authors felt the impact of the Civil Rights positive depictions of Black appearance American community, through texts Movement, they depicted themes of and Afro hair.11 Many books during this such as Nappy Hair (Carolivia Herron and positive everyday Blackness, Black history, period went beyond just depicting Black Joe Cepeda, 1997).11 This can be double prominent Black figures and African folk characters; they engaged with Black edged, especially for Black boys who are tales and history throughout the 1960s culture, such as What a Truly Cool World often depicted in both literature and the 1970 11 and s. Authors during this period (Julius Lester, 1999)11 in portraying African- media as miniature adults rather than provided Black children with positive American church and religious culture. children.13 Highlighting African-American images of themselves and their history, children’s literature in the classroom, the LITERATURE AS POLITICAL: discussing historical events and role library, afterschool programs and camps, models often not covered in mainstream TEACHING AFRICAN-AMERICAN CHILDREN’S LITERATURE also teaches children that Black cultural history and resisting previously racist knowledge is valuable and worthy of depictions of African Americans.11 Michelle Martin’s work (2004) has being shared and recognized.11 ■ highlighted the political role of African- American children’s literature. African- Teaching African-American children’s literature in the classroom, the library, and in other community settings, in addition to the home, has key value for children of all races and backgrounds.11 3 I v MICHELLE MARTIN’S “TOP PICKS” in African-American Children’s Literature Dr. Martin offers the following beginning resource to teachers, early care providers, parents, youth development specialists and librarians in guiding their selection of children’s books. BOOK RESOURCE KEY: The discussion questions in Neal Lester’s Once Upon a Time in a Different World 14 can help ● Early Childhood Picture Books guide classroom discussions on race in children’s literature. This list, organized by themes described more fully below, includes some older and some newer children’s literature that ■ Kindergarten through Middle Elementary Picture Books represent African-American children positively. Some are written by black authors; others are not. Some are for younger children; some are middle grade and a few are for older ▲ Chapter Books youth. This list is presented by publication date and is by no means exhaustive. All of the books included in this list are available through the Cleveland Public Library, and many are available through the Cuyahoga County Public Library system as well. EVERYDAY BLACKNESS ● How to Find Gold, Vivian Schwartz, ■ Ebony Sea, Irene Smalls and Jon Onye These books examine everyday experiences 2015 Lockard, 1995 of Black Americans. They document ■ Little Robot, Ben Hatke, 2015 ■ Minty: A Story of Young Harriet diversity in daily life.
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