Culture or Disability? Examining Deaf Characters in Children’s Book Illustrations

Abstract

Picture books can influence how children perceive those from backgrounds and cultures different from their own. Studies have been conducted examining how the text of children's literature portrays multicultural characters or characters with disabilities. However, few have looked specifically at the portrayal of characters through illustrations, despite growing understanding of the importance that illustrations play in text comprehension. Fewer still have analyzed children's literature for depictions of deaf characters and characteristics of Deaf culture. One recent study examined children's picture books for portrayals of deaf individuals in the text; however, examining illustrations may provide additional information for both hearing and d/Deaf (For the purpose of this paper, capital ''D'' Deaf refers to people who are recognized part of the Deaf community; ''d'' deaf refers to the inability to hear or people unable to hear; d/D includes both populations.) readers about deafness and the Deaf population. In addition, while illustrations are important for all young readers, they may be particularly important for d/Deaf readers who are by nature visual learners. Therefore, the purpose of this study was to conduct a content analysis of illustrations in 20 picture books targeted to ages 4 to 8 years for messages linked to pathological and cultural models of deafness. In addition, results were compared to previous analyses of the text in the picture books. Results indicated that the illustrations do not represent deaf characters from a cultural perspective. Instead, similar to the text, illustrations present deaf characters more frequently as having a pathological condition or disability, that should be fixed through medical interventions in order to fit into a hearing world.

Bodies displayed on walls: are children’s bodies represented in an inclusive way in the pictures on the walls in their early childhood educational environments?

“…In the European context, Hodkinson (2007) found a limited picture of disability in electronic media illustrations in primary schools (textbooks, smartboard resources, etc.). Similarly, in the United States, Golos, Moses, and Wolbers (2012) found that picture book illustrations of deaf characters were depicted stereotypically. As suggested by Mitchell and Snyder (2001), 'because representations of disability tend to reflect the medicalised view, which restricts disability to a static impairment entombed within an individual' (198), we believe that the role of visual representation on the walls of ECE classrooms could play a role in promoting the acceptance of differences between children.…”

“…Content analysis of visual representations has been applied extensively to visual materials in the ECE context (Fitzpatrick and McPherson 2010;Golos, Moses, and Wolbers 2012;Murnen et al 2016;Oppliger and Davis 2015;Taylor 2003). The data were analysed using an adaptation of the approach using categories advocated by Fitzpatrick and McPherson (2010) and Martínez-Bello and Martínez-Bello (2015).…”

“…In the European context, Hodkinson (2007) found a limited representation of disability in electronic media illustrations (textbooks, smartboard resources, Downloaded by [Ryerson University Library] at 22:06 04 June 2016 etc. ), while in the United States, Golos, Moses, and Wolbers (2012) found that illustrations in picture books presented deaf people stereotypically.…”

(De)stigmatizing the Silent Epidemic: Representations of Hearing Loss in Entertainment Television

“…Entertainment media, news, and children's books medicalize deafness, framing it as a disability to be treated (Avon, 2006;Foss, 2009;Golos, Moses, & Wolbers, 2012;Kincheloe, 2010;Schuchman, 1988). Even with the increased acceptance of American Sign Language (ASL), media provide incomplete and simplistic portrayals of the language (Golos et al, 2012;Rayman, 2010).…”

More than Just Pictures: Using Picture Books to Broaden Young Learners’ Disability Understanding

“…Picture books are powerful and popular in the world of educating and caring for young children [12]. Beyond skills development, the words and illustrations in children's books can serve as means for developing children's identity and sense of self, and their understanding of other people and cultures as well [13].…”