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Traveling the World with Outstanding International Children's Literature

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Traveling the World with Outstanding International Children's Literature Early Childhood Educ J (2008) 35:371–375 DOI 10.1007/s10643-007-0207-2 Traveling the World with Outstanding International Children’s Literature Jeffrey C. Brewster Published online: 18 October 2007 Ó Springer Science+Business Media, LLC 2007 Abstract In 2005, the United States Board on Books for In fact, it is already a cliche´ to refer to today’s world Young People (USBBY) and the Children’s Book Council, as a global village. Geographical distance no longer Inc. (CBC) formed a committee to evaluate, select and separates peoples, when advances in communications publicize books of exceptional quality which were origi- and information technology have made neighbor- nally published outside of the United States and hoods of what were formerly regions and states. We subsequently released by an American publisher. This care about what happens to the children held hostage article offers brief annotations of the 2006 and 2007 Out- in a school in Beslan; about the fate of 12 million standing International Children’s Book Award winners for people displaced by the flooding of the Yangtze River the K–2 age group—17 titles from nine different countries. in China; about the billions of dollars of damage from In addition, the work of USBBY and the CBC, Inc.,is the hurricanes in Florida or typhoons in Japan, briefly explained. Taiwan, or the Philippines; the displacement of peoples in Sudan and the rising numbers of refugees Keywords International children’s literature Á throughout the world. In this world with almost zero Award winning books Á distance and zero time, the Earth has become not just United States Board of Books for Young People Á smaller but in reality, one country with one world Children’s Book Council, Inc. Á Jella Lepman community. This is the new era of the 21st century, which requires new ways of thinking, new approa- ches to educating the young, a new concept of world How do we see ourselves? How do we see others? These citizenship, a paradigm shift from narrow thinking to fundamental questions demand reflection if we aspire to world mindedness. (Po-king 2004). international-mindedness. For some years now the term When Jella Lepman returned to Germany in 1945, ‘‘global village’’ has been in used as a metaphor for the she was shocked into action by the devastation that she interdependence of the world’s people. In a keynote speech observed in her home country. Lepman did not use the delivered at the Alliance for International Education Con- phrases of today—‘‘global village’’, ‘‘international-mind- ference in Dusseldorf, Germany, in October 2004, Dr. Betty edness’’, ‘‘world-mindedness’’. However, she believed Chan Po-king, Director, Yew Chung Education Foundation, wholeheartedly in the power of books to build bridges of Hong Kong, cautioned that it was time to think beyond the understanding between children of very different cultures global village concept and acknowledge that an entirely new and life experiences (Lepman 2002). Jella Lepman founded view of thinking and learning was needed for the 21st century. the International Youth Library in Munich, Germany with support from UNESCO in 1946, as a first step in achieving her goal. Her next project was to establish International & J. C. Brewster ( ) Board on Books for Young People (IBBY) in 1953. Today, Early Childhood Centre/Elementary School, International School of Brussels, Kattenberg, 19, Brussels 1170, Belgium IBBY is a professional organization with national sections e-mail: [email protected] in more than 70 countries. Lepman searched for people 123 372 Early Childhood Educ J (2008) 35:371–375 working with children and children’s literature who shared Selected titles would then receive the Outstanding her passionate belief that, through stories shared across International Children’s Book (OICB) Award. While OICB cultures, the children of the future would be able to con- awards are given to titles in grade-level categories: K–2, 3– struct a more tolerant, more accepting, more caring world. 5, 6–8, 9–12, this article shall focus only on the award United States Board on Books for Young People winners for the K–2 range. (USBBY), a national affiliate of IBBY, has as its mission to: The February 2006 issue of The School Library Journal announced on its cover: ‘‘It’s a BIG world after all—Books • promote international understanding through children’s are the best way to open kids’ minds’’ books by Kathleen Isaacs (http://www.slj.com/internationalbks). Eight titles were • give children everywhere the opportunity to have selected for the K–2 age group for the 2006 OICB Award. access to books with high literary and artistic standards This represented five different countries of original publi- • encourage the publication and distribution of quality cation: Australia, France, Spain, Sweden, and the United children’s books, especially in developing countries Kingdom. In the following annotations, the country in • provide support and training for those involved with children and children’s literature which the book was originally printed is listed after the ISBN. Annotations of the award-winning titles for 2005 in • stimulate research and scholarly works in the field of the other age categories are available in Isaac’s article children’s literature (Isaacs 2006) at the site mentioned above. The Children’s Books Council, Inc.,(CBC) is a non- In alphabetical order by authors’ last name, the 2006 profit trade association of publishers and packagers of trade recipients of the Outstanding Children’s Book Award books and related materials for children and young adults. include: The goals of the CBC, Inc., are to: • Browne, Anthony. My Mom. Illustrated by the author. • make the reading an enjoyment of children’s books an Farrar. ISBN 1-932425-22-5. (United Kingdom) essential part of America’s educational and social goals This affectionate and gently humorous picture book is • enhance public perception of the importance of reading notable for its compelling and comforting portraits of a by disseminating information about books and related materials for young people as well as information about workday mom. Captions incorporating similes and pat- terned language convey the amazing variety of traits that children’s book publishing make mothers everywhere special. Browne’s illustrations • create materials to support literacy and reading encour- agement programs, most notably through the annual in colored pencil are warm and inviting. observance of National Children’s Book Week and • Daly, Niki. Ruby Sings the Blues. Illustrated by the Young People’s Poetry Week author. Bloomsbury. ISBN 1-58234-995-9. (United Kingdom/South Africa) How are books, which have the potential for making a significant contribution to international understanding Lyrical text and vibrant mixed-media illustrations tell identified? A challenging question indeed, however, once the story of a girl and her ‘‘boom-box’’ voice. Ruby is one becomes aware of the work of USBBY and CBC, Inc., it ostracized due to the volume of her voice until the day her comes as no surprise, that they have accepted the challenge jazzy neighbors teach her to harness that powerful instru- to further explore this issue. These two professional orga- ment. Although this story could take place anywhere, nizations combined forces in 2005 to form a committee of Daly’s South African context shines on each page in his children’s literature experts to evaluate, select and publi- distinctly joyful watercolour illustrations. cize books of exceptional quality, which met the following • De Deu Prats, Joan. Sebastian’s Roller Skates. Illus- criteria: trated by Frances Rovira. Kane/Miller. ISBN 1-929132- • the book must have first been published outside the 81-6. (Spain) USA and selected for publication by an American Sebastian, a shy boy, discovers a pair of abandoned publisher within the last year roller skates. Overcoming his fear of falling and failing, he • the book should introduce American readers to out- learns to skate and, in so doing, he is able to express standing artists and writers from outside the USA his newly acquired self-confidence. Watercolors and col- • the book should help American children see the world lages illustrate Sebastian’s growth as the color palette from diverse points of view moves from shades of gray to vibrant hues. • the book should exhibit a distinct cultural flavor • the book should provide a perspective or address a topic • Grey, Mini. Traction Man is Here! Illustrated by the otherwise missing from children’s literature in the USA author. Knopf. ISBN 0-375-83191-6. (United Kingdom) 123 Early Childhood Educ J (2008) 35:371–375 373 Powered by his highly developed imagination, Traction • Browne, Anthony. Silly Billy. Illustrated by the author. Man is always able to save the day, even when confronted Candlewick. ISBN 0-7636-3124-8. (United Kingdom) with rather embarrassing fashion trends. Fast-paced Worrying about everything keeps Billy awake at night adventures of the intrepid action figure and his sidekick, until Grandma gives him some Guatemalan worry dolls to Scrubbing Brush, are accompanied by colourful, cleverly help manage his anxieties. More complications develop as designed, comically expressive illustrations. Billy begins to worry about the worries of the worry dolls. • McNaughton, Colin. Once Upon an Ordinary School Browne’s vividly colored surreal artwork and varied page Day. Illustrated by Satoshi Kitamura. Farrar. ISBN layouts captivate the eye. 0-374-35634-3. (United Kingdom) • Butterworth, Chris. Sea Horse: The Shyest Fish in the With a nod to inspirational teachers, McNaughton Sea. Illustrated by John Lawrence. Candlewick. ISBN describes the transformation of an ordinary child’s ordinary 0-7636-2989-8. (United Kingdom) day into an extraordinary learning experience. A non- A brief text coves the physical characteristics of the conformist teacher encourages his students to visualize Barbour’s sea horse, its habits, life cycle, locomotion, and what they hear in the music he plays.
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