ERIC EJ986896: Reflections of the Caribbean in Children's Picture Books: A Critical Multicultural Analysis

2011·0.09 MB·English

by  ERIC

Promising Practices
Reflections of the Caribbean in Children’s Picture Books
A Critical Multicultural Analysis
Zaria T. Malcolm & Ruth McKoy Lowery
What were your experiences like als of the Caribbean region. Lynch-Brown, their representations of the Caribbean and
growing up in the Caribbean? What is Tomlinson, and Short (2011) assert that its people.
the Caribbean like? Why do Caribbean multicultural literature should reflect the We wanted to see what aspects of
folks come to America if life is so hard
diverse cultural representations that are Caribbean life are readily available in
for them here? Why do we not see more
in our society and that all children should picture books to young children as well as
normal stories about Caribbean
“find their lives and cultural experiences to others curious to understand the life of
children in these picture books?
reflected within classrooms and the books Caribbean children. Because Caribbean
During a children’s literature class they read” (p. 214). Children need to see immigrants, particularly Jamaicans, are
discussion about the representation of their lived experiences in the books they the largest Black immigrant group in the
Caribbean children, the above questions read. United States (Banks, 2009; Waters, 1999),
sparked our interest. Two students had In this article, we argue for a criti- we posit that books representing this group
just shared their findings of realistic pic- cal analysis of the books that are used to of children should be available within
ture book stories about Caribbean children. represent different cultural groups in the multicultural literature for all children.
One student was concerned because the United States. We advocate exposing pre-
only stories she could find articulated service teachers and others to the diverse Caribbean Children
stories of poverty, “Stories about the Carib- experiences of young children in books, to in Picture Books
bean always seem so depressing but when the ways in which these books can be used
I visited Jamaica and the Bahamas, I saw in classrooms, and we argue that the stories Wanting to know more about the types
varying levels of people.” presented should reflect the diverse nature of children’s books representing Caribbean
The issue of multicultural literature of the cultures being represented. children that were available in the local
in classrooms is a prominent one in con- Books, then, should be queried to see library, we did a general search using key
temporary educational environments, how they fit in the overall representation of terms such as Caribbean, West Indies, and
particularly in its application within urban a particular cultural group, looking closely Islands and gathered all that we could find.
schools (Lalas, 2007). This can be attribut- to see if they provide one side or many This extensive search of the local libraries
able to the increasingly diverse nature sides to understanding that culture. One yielded very few books portraying contem-
of our society and the influence of a pro- fundamental issue in the analysis of any porary experiences of Caribbean children.
gressively globalized learning space that literary source is the cultural sensitivity Although the selection of books was
endorses cultural competence, tolerance, and authenticity of the material. A con- limited in scope, we found several books
and an appreciation for social justice. sideration of the interplay between text that were available in multiple copies across
In light of these considerations, edu- and illustration in its ability to represent the library system: Monica Gunning’s A
cation stakeholders are more cognizant of historical elements, cultural details, and Shelter in Our Car (2004) and Not a Copper
the application of multicultural literature regional authenticity are viewed as central Penny in Me House (1993), Regina Hanson’s
and critically oriented multicultural ap- to its success in this regard (Mahurt, 2005). A Season for Mangoes (1995) and The Tan-
proaches in the teaching and learning Botelho and Rudman (2009) contend that gerine Tree (1995), Rachel Isadora’s Carib-
environment. These cultural representa- critical multicultural analysis allows read- bean Dream (1998), and Jeanette Winter’s
tions are also inclusive of diverse portray- ers to assess representations of power and Angelina’s Island (2007).
unmask dominant ideologies so they may We decided to focus on these books that
connect textual messages with issues of were available in multiple copies since they
Zaria T. Malcolm is a faculty member social change and justice (p. 9). were dispersed across various branches of
at Excelsior Community College, In the remainder of this article, we the library system and thus were available
Kingston, Jamaica, West Indies discuss our search for Caribbean repre- to a wider audience of readers. We read
and Ruth McKoy Lowery is an associate professor sentations in children’s literature, looking the books to determine the “story” they
in the School of Teaching and Learning, particularly at books that are available represented about the Caribbean to young
in the College of Education in our local libraries. The picture books readers. Several thematic trends are noted
at the University of Florida, discussed in this article offer multiple in the picture books generated through this
Gainesville, Florida. opportunities for such critical analyses in search.
MULTICULTURAL EDUCATION
46
Promising Practices
Thematic Trends in Caribbean utilize such reading as validation of their readers. Though both Not a Copper Penny
Children’s Picture Books experiences (Lamme, Fu, & Lowery, 2004). in Me House and Caribbean Dream utilize
Thus, it is critical that authenticity be vibrant imagery, both texts represent only
One central theme in the available
ensured in depictions of cultural experi- one view of Caribbean life. There is a clear
books found in our search was the tran-
ences. The text and imagery in these books disassociation in these images from the
sition experiences of young Caribbean
do depict aspects of the bright colors and diverse and mixed racial heritage that
children. These transitions occurred either
the strong family connection, food, sounds, actually characterizes the Caribbean, and
via immigration or death of a loved one. A
and sights of the Caribbean throughout the this constitutes a neglect of the urban de-
Shelter in Our Car, The Tangerine Tree,
narratives, which may connect with young velopment that characterizes much of the
and Angelina’s Island all target the impact
Caribbean readers whether immigrant or contemporary Caribbean existence.
of immigration on the child.
nonimmigrant.
A Shelter in Our Car depicts the
Hanson’s A Season for Mangoes (1995) Critical Multicultural Analysis
struggles of an immigrant single mother
is the story of a young girl’s (Sareen) at-
and daughter forced to live in their car
From a critical multicultural perspec-
tempt to come to terms with the death of
based on financial struggles due to the
tive there are several considerations to be
her grandmother at the traditional “nine-
death of the father figure and adjustment
made about the inherent representations
night” celebration held to assist spirits to
to their new homeland. The mother is por-
within these texts. Botelho and Rudman
transition to the other side. Through the
trayed as a strong, patient, hardworking
(2009) suggest that picture books provide
love and support of her family and her par-
female in her quest to make a better life for
dual sources of information and emotional
ticipation in the ceremony, Sareen is able
herself and her daughter, Zettie, through
response through the combination of visual
to better adjust to her loss and hold onto
menial jobs and impoverished lifestyles.
image and text, and that children are never
happy memories of her grandmother. The
Zettie is depicted as fearful and anxious
too young to be influenced by ideology or the
images in the text are vivid and authentic.
of this new lifestyle while yearning for the
transmission of existing norms that lead to
Once again, food and family are core ele-
pleasures of her island home. Assimilation
internationalization without question.
ments represented in the storyline, with
is also addressed in her mother’s removal
Therefore, it is critical that authors
the additional emphasis on traditional
of the national flag of her native land in
and illustrators recognize the power of
folklore and practices. Contemporary Ca-
an effort to make Zettie more comfortable
their productions. Additionally, children
ribbean readers may not readily connect
about her transition and avoid teasing
should be encouraged to become critically
with the practices identified in the text,
from classmates.
literate from an early age. The represen-
but it serves as an attempt to validate and
In The Tangerine Tree, Hanson ad-
tations we have identified in the books
maintain knowledge of these practices for
dresses Ida’s adjustment to her father’s
discussed here should be viewed in light
younger generations.
immigration to the United States for work
of these considerations.
Another dominant theme in the read-
opportunities. The story portrays Ida’s
Among the children’s books discussed,
ings was stories depicting the scenery of
attempt to understand the need for the
A Shelter in Our Car, Not a Copper Penny
typical Caribbean life. Gunning’s Not a Cop-
separation, chronicled as an inability to
in Me House, A Season for Mangoes, and
per Penny in Me House (1993) and Isadora’s
find job opportunities on the island instead
The Tangerine Tree seem most authentic
Caribbean Dream (1998) clearly portray
of in the United States, and the search for a
in the duality of text and imagery. In
this theme. Not a Copper Penny in Me
connection to her father in their tangerine
these texts one or both contributors are
House uses poetic prose to depict different
tree and the hope that he will return by
originally from the Caribbean. In contrast,
experiences such as Christmas, hurricanes,
the time she is able to read his gift to her
Angelina’s Island and Caribbean Dream
laundry day, shopping, festivals, and school
of her own reading book.
present very simplistic representations
and church life. Undoubtedly, Gunning and
Angelina’s Island also depicts an immi-
of the Caribbean which miss the cultural
illustrator Lessac, in their text and imagery
grant child’s experience through Angelina,
nuances reflected by the former texts.
respectively, do capture key aspects of the
who dislikes the peculiarity of her new
This realization contradicts Mahurt
Caribbean lifestyle—the focus is distinctly
home, New York, and yearns for the fam-
(2005) who asserts that she “would argue
rural and traditional in nature. Some Carib-
ily, friends, and lifestyle left behind in her
against trusting authors from former colo-
bean students may not be able to connect
island home. She is finally able to adjust
nial powers when they write about the cul-
with the contexts presented in the text, but
through participation in the West Indian
ture where they resided” (p. 279). Though
it can serve as a lesson on past or historic
day parade which reminds her of home.
these texts do have somewhat linear and
elements recognizable to their parents or
In each of these stories the United
stereotypical representations, they are
grandparents. There is also the danger of
States is depicted as the “land of better op-
authentic in depicting one segment of the
other children presuming these are authen-
portunity,” with the Caribbean located as a
Caribbean experience. However, readers
tic portrayals of the typical contemporary
simplistic, less desirable option, though the
may not be aware that what they are read-
Caribbean lifestyle.
children clearly have attachments to many
ing is only one representation of a segment
Caribbean Dream, which focuses on
elements of their Caribbean homeland.
of Caribbean life and experiences and may
childhood reflections of the Caribbean, also
This potentially aligns the Caribbean with
assume that these experiences are true for
uses poetic prose and readers can make
stereotypical images of “suffering” and “in-
all people of the Caribbean.
connections to childlike depictions of Ca-
feriority” to young readers. Nonimmigrant
Botelho and Rudman (2009) accu-
ribbean life. However, as both author and
children may rely on picture books about
rately express this duality in their asser-
illustrator, Isadora conjures very rural, ge-
immigrants to learn about the immigrant
tion that “insider authors and illustrators
neric, and simplistic images of Caribbean
experience and gain exposure to different
are more versed or have more access to
lifestyle that may not evoke an authentic
cultures, while immigrant children may
culturally specific discourses and histo-
representation of the Caribbean to many
FALL 2011
47
Promising Practices
ries” (p. 104). One aspect that needs to be rooms. Soter (1999) contends that teachers Harlin, Murray, and Shea (2007)
explored in such texts, however, is a wider need principles related to contexts, values, suggest that student teachers should
representation of issues surrounding race and perspectives that may be unfamiliar have multiple opportunities to examine,
and class. The true Caribbean experience to their students to guide them toward explore, and revise their cultural values
is much more diverse than the experiences understanding multicultural stories. In a through their program of study (p. 300).
portrayed in these books. The Caribbean similar vein, Louie (2006) suggests seven This becomes even more salient as the
cultural experience has not been static and principles to successfully achieving this cultural and philosophical divide widens
to some extent these texts present a limited objective: (1) checking the authenticity of between the current generation of students
perspective in this regard. the story, (2) understanding the world of and the teachers they encounter in their
Botelho and Rudman assert further the ethnic characters, (3) seeing the world classrooms. Techniques such as student-
that culture is “not static, isolated, perma- through the characters’ perspectives, (4) centered, experiential learning through
nent...but dynamic, relentlessly changing identifying values that shape the charac- ethnographic and field study experi-
and influenced by historical, sociopolitical, ters’ conflict resolution strategies, (5) relat- ences in urban classrooms and exposure
and economic factors” (p. 72). Children’s ing self to the text and critique the portrayal to multicultural literature are viewed as
books representing the Caribbean should of characters in the text and in popular mechanisms to assist these teachers in
show these varying experiences. media, (6) using variants of the same story navigating critical issues of race, class,
or collection of stories to help students to and power and thus becoming culturally
Multiculturalism as a Mechanism build schema, and (7) talking, writing, and responsive teachers (Garmon, 2004).
for Social Justice responding throughout the reading of the Additionally, strategies such as com-
multicultural texts. Louie’s techniques can munity-based cross cultural immersions,
Multiculturalism has been irrefutably
be individually and collectively utilized to multicultural education components, in-
linked to social justice issues in its ability
support multicultural literacy teaching in creased retention of teachers of color, and
to recognize racial and cultural differences,
classrooms for all students. open discussions on diversity issues and
social norms, and personal perspectives
Mahurt (2005) supports the need for the concept of Whiteness are identified as
while espousing social, political, and
analyzing the authenticity of the story and critical considerations for teacher educa-
economic realities (Lalas, 2007). This is a
the cultural sensitivity in the portrayal of tion programs (Glazier & Seo, 2005; Harlin
central concern in urban classrooms char-
characters and themes within the text and et al, 2007; Sleeter, 2001; Ukpokodu, 2007).
acterized by diverse populations that bring
illustration. DeNicolo and Franquiz (2006) All of these issues highlight the undeni-
diverse and distinct experiences and mores
propose that “when students are able to able need to consider multiple strategies
to the learning environments. Yokota and
see their own lives in a text, they are more in preparing critically engaged teachers
Kolar (2008) assert that high quality mul-
likely to identify critical encounters in their who recognize the power of diverse pedago-
ticultural books can promote cultural and
reading outside the classroom” (p. 168). gies.
global awareness, which in turn advocates
This suggests a fundamental principle
for peace and social justice.
in the ability of participants in a multicul- Beyond the Stereotypes
Multicultural literature is a viable
turally-rich classroom to assume a critical
way of incorporating social justice issues in Although the books discussed here are
frame that welcomes the incorporation of
the classroom. Tyson and Park (2006) posit representative of elements of the Carib-
diverse experiences and viewpoints in the
that children bring a cultural knowledge bean experience, it is critical that authors
navigation of their readings. Page (2004)
to the classroom through historical events who reflect this and other cultures present
advocates that teachers who understand
as told by their families and communities, more diverse representations so young
students’ lives outside of the normal class-
their social, economic and cultural con- readers, preservice teachers, and others
room help to foster a caring environment in
texts, and their daily lived experiences. involved in teaching young children see
which all students can thrive. These teach-
The use of such authentic cultural a range of authentic images of the Carib-
ers go “beyond the book” in a powerful way
materials, coupled with asking critical bean. It is also important that Caribbean
towards continual learning about cultural
questions that help students focus on students themselves do not experience
diversity and social justice (p. 15).
their experiences in relation to their feelings of invisibility or misrepresenta-
readings, and using literature as a cata- tions in the texts.
Preparing Preservice Teachers
lyst for change are all fundamental to Undoubtedly the power of publish-
for Diverse Literature Integration
an appreciation of social justice through ers in providing access to quality diverse
multicultural literature (Tyson & Park, Student teachers are recognized as the picture books is also a consideration,
2006; Yokota & Kolar, 2008). Multicultural future proponents in facilitating multicul- particularly given the expense associ-
literature is a vital tool in deconstructing tural awareness in classroom environments. ated with publishing texts by unknown
stereotypical ideologies and assisting in Therefore, their ability to enter their new authors residing in the Caribbean. Such
the construction of values reflective of professional environments with the neces- considerations could also limit availability
justice, fairness, and tolerance. sary skills is important for their future suc- of publication for authors who may have
cess as multiculturally-oriented teachers. been born in the Caribbean but now reside
Multicultural Literature Preservice teachers have been characterized in the United States. Hopefully through in-
Classroom Techniques as having unexamined beliefs regarding creased publications about the Caribbean
diversity issues, often with minimal under- the resulting representations will offer
There are several viewpoints on the standing of how their beliefs may influence deeper, more diverse descriptions and give
most effective principles and techniques for their interactions within their classrooms readers a more nuanced journey through
utilizing multicultural literature in class- (Sleeter, 2001; Wiggans & Follo, 1999). their literary explorations.
MULTICULTURAL EDUCATION
48
Promising Practices
Pedagogically, a more diverse range of sues of power and privilege in their social descent in their classrooms have to be
texts on the Caribbean would offer an op- environment speaks to a needed level of extremely resourceful in locating reading
portunity for classroom teachers to explore sociocultural and critical consciousness materials that offer diverse representa-
different cultural depictions with their (Villegas & Lucas, 2007). This in turn will tions of the Caribbean. In order to decipher
students. The availability of authentic and influence their ability to critically consider authenticity in materials, this may require
varied representations of the Caribbean the reading materials they utilize in their these teachers to conduct additional re-
in reading material will offer a platform classrooms. It will also suggest their will- search before introducing material to their
through which to expose teachers and their ingness to go beyond the familiar in choos- classes. Institutions such as the University
students to different conceptualizations of ing reading material that may have been of the West Indies and its Resource Center
the Caribbean experience and provide a largely Anglo-American and intentionally for Caribbean Children’s Literature offer a
lens beyond stereotypical associations. choose texts that are instead representa- valuable resource committed to having Ca-
Walker-Dalhouse (2005) offers four tive of the diverse backgrounds of their ribbean children “learn about themselves
crucial factors to consider in choos- students. and develop self-esteem and pride in their
ing culturally-authentic books. Cultur- As a result, students who are inter- cultural heritage as they see themselves
ally-authentic books should (1) feature ested in reading about cultures different and their lifestyles positively portrayed in
well-developed characters in authentic from their own and those from immigrant the literature.”
and believable contexts, (2) incorporate populations may have a greater likeli- Additionally, they respond to research
authentic and realistic language and hood to see atypical representations in requests on available literature and offer
dialogue with dialects consistent to the their class readings. This could heighten online resources that consistently critique
characters, (3) include illustrations that students’ level of cultural awareness and and review resources on the Caribbean for
portray characters and settings in realistic encourage interesting and dynamic class interested parties. Teachers, librarians,
and authentic situations, and (4) contain discussions on reading content. and others working with children should
accurate information. These elements be- In choosing multicultural texts, teach- also utilize available resources such as
come particularly important, especially in ers must be cognizant of certain criteria for the Americas Award offered through the
education of pre-service teachers through quality book selections. Some of the criteria Consortium of Latin American Studies
critical multicultural literature. These are that are relevant to books representing the Programs (CLASP) for English or Spanish
prospective teachers who will then use Caribbean include selecting: language works of fiction, poetry, folklore,
these sources in their interactions with or non-fiction that recognize literature
l. High literary quality including well-
their own students. that accurately represents Latin America,
developed plots and characters;
the Caribbean, or Latinos in the United
Telling The Full Story 2. Settings in the United States so readers States.
can understand the nature of cultural Other sources may include online re-
Exposing teachers in training to ste- diversity in the United States and the
sources of Caribbean children’s literature
reotypical, misrepresented, or one-sided legacy of many different cultural groups;
such as www.jackmandora.com and www.
examples in the characters, illustrations,
3. Carefully chosen illustrations to caribbeaninspired.com that offer biblio-
language, and overall content of their read- enhance the quality of the texts; graphic listings and summaries for perusal.
ings will serve only to sustain distorted im-
In view of the limited resources that may
4. No negative or inaccurate stereotypes;
pressions of the Caribbean. This becomes
be available in school and local libraries,
even more pressing when one considers the 5. Genuine lifestyles or characters who teachers may increasingly need to access
existing demographic separation between exhibit authentic and realistic behaviors;
alternative resources to find varied reading
many pre-service teachers and their class
6. Qualified authors/illustrators who deal materials for a diverse student body.
populations.
with the cultural group accurately and
Sleeter (2001) suggests that there are respectfully; and Conclusion
specific issues to identify when considering
7. Minority characters as leaders and
the largely Anglo-American background of Given the ethnically diverse compo-
problem-solvers. (Jetton & Savage-Davis, 2005)
pre-service teachers. First, White pre-ser- sition of today’s classrooms, it is crucial
vice teachers may fail to recognize the per- that teachers who seek to infuse diverse
The ability to consider such criteria
vasiveness of racial inequity. Second, they literature are cognizant of all the resources
in the selection of reading materials and
may hold deficit views about and lower at their disposal. Students of Caribbean
to be open to creating an environment for
expectations for students of color. Third, background need to see themselves repre-
discussions on diversity issues as explored
they may adopt a colorblind approach to sented in their reading materials, particu-
in these texts is crucial. This fosters a
teaching and ignore the importance of race larly those who immigrated to the United
welcoming environment for all students to
in their practice. These pre-service teach- States and are in cultural transition.
seek out readings that are illustrative of
ers may also lack a sense of themselves as However, teachers have a responsibil-
different backgrounds so that the students
cultural beings and the effect of their as- ity to critically review available resources
feel comfortable and confident in address-
sumptions or perspectives on the classroom to ensure that they offer a balanced and
ing such content in a multiculturally-sensi-
experiences of their students. authentic portrayal of Caribbean experi-
tive learning space.
This connects to the larger issue of ences. In order for this to happen, teachers
different realities that exist based on need to first be aware of the importance of
Toward Diverse Representations
unequal power and privilege ascribed to diversity in classroom literature and their
in Caribbean Literature
different social relationships. The ability facilitation of a diverse and welcoming
of these teachers to critically consider is- Teachers with students of Caribbean classroom environment. Environments
FALL 2011
49
Promising Practices
that encourage open discussion and appre- Lamme, L. L., Fu, D., & Lowery, R. M. (2004). Im- hood Education, 82(1), 24-30.
ciation of such literature will significantly migrants as portrayed in children’s picture Waters, M. C. (1999). Black identities: West
change the reading landscape for learners books. The Social Studies, 95(13), 123-130. Indian immigrant dreams and American
Louie, B. (2006). Guiding principles for teach- realities. Cambridge, MA: Harvard Univer-
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