Philanthropic tales: A critical analysis of how philanthropic citizenship is represented in children’s picture-books – problems and possibilities

Abstract

In this article we critically question how philanthropic citizenship is represented within children’s literature. Critical content analysis of over 100 western children’s picture-books reveals that the majority of children’s contemporary literature frames philanthropy as an individual act of personal responsibility which takes place in the private sphere, focusing on singular acts of kindness and generosity, overlooking connections between the cause and wider societal socioeconomic, political, environmental and/or social justice issues. Furthermore, many stories reinforce concerning traditional and stereotypical ideas of gender, race and power. Nonetheless, we also identify several books which notably seek to move beyond this, connecting acts of philanthropy to wider ideological, economic and political factors, placing a strong emphasis on social justice. In conclusion, we call for further research to explore how philanthropic stories are used within the home and classroom, and what children interpret as the ‘good philanthropic citizen’ through these stories.

Raising philanthropic children: Moving beyond virtuous philanthropy, towards transformative giving and empowered citizenship

“…This is evident from children's earliest exposure to literature, where philanthropy is portrayed as an act of benevolence. A critical content analysis of over 100 popular western children's picture-books with elements of voluntary action (Body & Lacny, 2022) demonstrates that contemporary literature predominantly depicts voluntary action as an individual responsibility in the private sphere, emphasising virtues like kindness and generosity, while neglecting the broader societal, socioeconomic, political, environmental, and social justice dimensions (Patterson, 2019). These narratives often revolve around a singular benevolent hero, perpetuating the notion of an individual saviour rather than fostering critical inquiry into the systemic injustices at play.…”

Mapping active civic learning in primary schools across England—A call to action

“…On the other hand, participative civic learning activities implemented in classrooms, such as service‐learning experiences, community service, interactions with civic role models, political simulations (e.g. student council elections), role play and storytelling, have been shown to contribute positively to children's civic engagement (Body & Lacny, 2023; Brownlee et al., 2019; Payne et al., 2020; Torres‐Harding et al., 2018; Westheimer, 2015; White & Mistry, 2019).…”

“…Nevertheless, most scholars recognise the importance of character while acknowledging that it may not be sufficient as a standalone approach. They advocate for the integration of character and citizenship education to effectively support children and young people's civic engagement (Body & Lacny, 2023; Jeynes, 2019; Lamb et al., 2019; Peterson, 2019; etc.). Peterson (2019) suggests that engaging in communities and deliberating with others is central to developing individual character virtues, alongside recognising and challenging structural injustices.…”