Intersections of Race and Bullying in Children’s Literature: Transitions, Racism, and Counternarratives

Wiseman, Angela M.; Vehabovic, Nermin; Jones, Jill S.

doi:10.1007/s10643-019-00933-9

Cited by 13 publications

(8 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Shifting to the use of children’s literature to explore bullying, Wiseman et al (2019) argued about the importance of bringing children’s literature to students so that they could openly discuss issues surrounding bullying and other sensitive topics. We found Restart offered a vehicle to engage students in this conversation, although their conversations for the most part were centered on the book and not their own personal experiences.…”

Section: Discussionmentioning

confidence: 99%

“…Children’s literature has been identified as an additional approach to addressing bullying. Wiseman et al (2019) suggested that children’s literature was “a powerful method for dealing with critical social issues, including bullying and racism” (p. 465). Books, where characters were the bully or experienced bullying, provided an effective and safe vehicle for discussions to consider bullies and incidences of bullying.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Exploring Bullying: Fifth Graders’ Interpretations and Understandings

Barone

2020

Journal for the Education of the Gifted

View full text Add to dashboard Cite

This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Exploring Bullying: Fifth Graders’ Interpretations and Understandings

Barone

2020

Journal for the Education of the Gifted

View full text Add to dashboard Cite

show abstract

“…A group of girls sitting together focuses on Fatima, a character in the story who is excluded from classmates. Fatima's story demonstrates how children from diverse backgrounds may experience social exclusion in classrooms, including teasing, harassment and racial microaggressions (Meyer, 2014;Wiseman et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“I Drew Myself Right There”: third grade girls restorying for visual justice

Wiseman

Turner

Cappello

2021

ETPC

Self Cite

View full text Add to dashboard Cite

Purpose This paper aims to present three girls’ visual annotations and digital responses that restory a scene in the picturebook I’m New Here. The authors focus on how children use multimodal tools to reflect their critical knowledge of the world by illuminating how this group of girls responded to and incorporated broader social issues. Design/methodology/approach This study takes place in a third-grade classroom. Using qualitative methods that build on critical multimodal literacy, the authors documented and analyzed children’s visual and digital interpretations. Data were generated from classroom sessions that incorporated interactive readalouds, as well as students’ annotated visual images, sketches, video and digital responses. The collaborative analytic process involved multiple passes to interpret visual, textual and multimodal elements. Findings The analyses revealed how Aliyah, Tiana and Carissa used multimodal tools to engage in the process of restorying. Through their multimodal composition, they designed images that illuminated their solidarity with the young female character wearing the hijab; their desire to disrupt xenophobic bullying; and their hope for a respectful and inclusive climate in their own classroom. Originality/value In this paper, the authors examine how three girls in a third-grade classroom restory using critical multimodal literacy methods. These girls’ multimodal responses reflected how they disrupted dominant storylines of exclusionary practices. Their authentic acts of visual advocacy give us hope for the future.

show abstract

“…As James Bruner (1987) claimed, “[t]he story is the basic element of the mind—i.e., we don't think in terms of facts but in terms of stories” (as cited in Leland et al, 2018, p. 6). As such, the stories we choose to share with our students on activism matter as they become vehicles for critical conversations about the world around them and how they can transform it (e.g., Dutro, 2008; Möller, 2020; Wiseman et al, 2019). We have an opportunity to introduce students to stories in which they can better interrogate injustices around them.…”

mentioning

confidence: 99%

Reading the Word and World: Portrayals of Activism in Children's Literature

Fletcher¹,

Holyoke²

2023

The Reading Teacher

View full text Add to dashboard Cite

Activism is a term used frequently within and beyond educational settings, but the term is not always clearly defined. Using content analysis of over 150 picturebooks depicting activism, we strive to provide specificity to what activism is and make it tangible for readers and teachers. Through content analysis, we investigate key themes, characters, and actions in these books. From this analysis, we present a framework of head, heart, and world books. This framework illuminates the nuances of what activism can be from every day to transformative actions in making communities, local and global, a more equitable place. The article emphasizes the importance of using a variety of picturebooks on activism in classrooms to empower teachers and children to think critically about texts and be changemakers in the world.

show abstract

Intersections of Race and Bullying in Children’s Literature: Transitions, Racism, and Counternarratives

Cited by 13 publications

References 25 publications

Exploring Bullying: Fifth Graders’ Interpretations and Understandings

Exploring Bullying: Fifth Graders’ Interpretations and Understandings

“I Drew Myself Right There”: third grade girls restorying for visual justice

Reading the Word and World: Portrayals of Activism in Children's Literature

Contact Info

Product

Resources

About