The (Mis)representation of Enslavement in Historical Literature for Elementary Students

Abstract

Context Elementary teachers will make difficult pedagogical choices when selecting materials to support their students’ learning about historical topics. Given the variety of historical books written for their students, certain stories will be emphasized and ultimately legitimated and others will be silenced through absence. Objective of Study The objective of this article is to identify and analyze children's literature spanning a spectrum of theoretical positioning and to interrogate their instructional implications. We investigate narratives and images of enslavement in children's literature through the question: how is enslavement portrayed in recently published elementary-level (first through sixth grade) literature? Research Design This article is a content analysis of 21 recently published elementary-level books that portray enslavement in U.S. history. Unlike previous studies of enslavement in children's literature, we analyzed both the narrative text and the illustrations in our dataset using methods that ensured interrater reliability. To accomplish this, we developed and tested an analytical tool for understanding the interpretive stances books deploy when they portray difficult moments in history. We deductively categorized textual and visual depictions of enslavement into one of three stances: selective tradition, social conscience, and culturally conscious. The criteria for these stances were established through critical race theory and the broad research tradition on African-American subjects in children's literature. Results Our analysis revealed the presence of all three depictions in children's literature. Our findings call attention to the need for careful decision-making on the part of elementary teachers, as their decisions around book selection will enact a curriculum that honors particular perspectives of U.S. history. The problematic elements identified in previous studies remain prevalent in modern books for elementary students. However, our findings also suggest teachers will be presented with a more complicated set of options when selecting among historical children's literature than previously documented by researchers. Conclusions While a diversity of interpretive narratives about enslavement is present in elementary-level history books, the invisibility of race in U.S. history remains a powerful feature in current historical resources. Researchers of a number of topics in K–12 education will find utility in the analytical tool developed for this article. Selective tradition, social conscience, and culturally conscious are interpretive frames that can be directed at any number of topics in children's literature.

Learning about America's Racial Issues: Beginning Difficult Conversations through Read‐Alouds

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Essential elements for choosing books Authenticity Shares multiple perspectives, experiences of, and/or were written by those who have historically been targets of discrimination and oppression (Louie, 2006). Brings authenticity via content and visuals (Bista, 2012; Boyd et al., 2015; Patterson & Shuttleworth, 2019). Contains primary sources and/or shares resources (Patterson & Shuttleworth). Quality Demonstrates an “affirmative portrayal” through content and visuals instead of marginalizing or erasing experiences (Patterson & Shuttleworth, p. 12). Recognized via awards for author and/or illustrator craft (Boyd et al.

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“…■ Brings authenticity via content and visuals (Bista, 2012;Boyd et al, 2015;Patterson & Shuttleworth, 2019).…”

Black Parents’ Perspectives on Instruction: Racial Realism at a Predominantly White, Independent, Urban Elementary School

“…There is a growing body of literature on how teachers enact and avoid critical multiculturalism (Blaisdell, 2019; King & Simmons, 2018; Milner, 2005; Vickery & Salinas, 2019; Warren-Grice, 2017; Wills, 2019), how students respond to multicultural and anti-racist instruction (Bolgatz, 2005; Grever et al, 2011; Grinage, 2019; Huynh, 2013; Martell, 2013; Thornhill, 2016; Wynter-Hoyte et al, 2019), and about curricular materials themselves (Busey & Walker, 2017; Patterson & Shuttleworth, 2019). King and Brown (2014) decry “typical” approaches to teaching Black history for being uncritical, not acknowledging White supremacy, and not championing Black agency.…”