From: Gretchen Mayo <mayotype>
Date: Thu, 21 Oct 1999 11:44:20 +0000

I?m grateful for the reasoned, articulate comments which so many have made regarding this month?s topic. They?ve allowed me to look from many angles at the complexities which confront the teacher, librarian, critic, editor, author and reader in what could be the most culturally mixed country in the world. That fact alone offers us unique and rich opportunities to grow in understanding and acceptance.

Comments have been made regarding the child?s ability to distinguish truth from fantasy or outright lie. From the time of birth, I believe, each child learns (from experience and the modeling of those within his or her arena) basic assumptions which help them make sense of a confusing world. Some assumptions are helpful, keeping the child from danger. But some reflect attitudes which color the lens through which the child sees his or her expanding world, much as my blue-tinted sunglasses color the truth of whatever I view through them. My experience with children has shown me that they are more perceptive than many adults appear to think. But their lenses are tinted just as ours are, through experience and the culture in which they live. When we give children books to compare, and help them to question the differences they exhibit, we?re teaching them to question and think for themselves in a richly diverse society, and perhaps take off the glasses and look in full light. I have huge respect for teachers and librarians who do this well.

As someone in this conversation has said quite eloquently, it isn?t likely that one book will damage a child forever, but if a child sees him or herself consistantly depicted in a demeaning way, an impression is imbedded. The accumulation of assumptions that exist within the system which brings books to children will have its effect on them . Writers, such as myself, who are short on personal grounding in the culture from which their story derived, pair with editors, illustrators, art directors who, though well intentioned aren?t likely to have direct experience with the culture at hand. Native authors who are my friends have worked with editors who didn?t understand important spiritual elements of their stories. Critics view the completed project through their own lens, too. (One wrote that a native culture story was derived from a familiar Aesop fable, or Grimm, when that is quite unlikely.) Books published or distributed by smaller presses may reach the schools of Native communities and do their good work there, but aren?t as likely to reach the schools or libraries attended by children within the general public. So even the distribution system at the end of the line skews the types of reading material brought to children.

The CCBC, Ginny, KT, did all of us in the system a great service when six or more years ago they called us together for the astounding national conference on multiculturalism in children?s books. It opened a rich dialogue which has continued in CCBC biannual and other conferences, The Horn Book, Booklinks, etc., and among those of us who love and think about books. They?ve invited us to think collectively about our humanity, presented ideas in a manner which didn?t divide us, and made a difference in children?s books being brought to the marketplace today. Their work has certainly changed mine.

Cassie Wilson suggested that conflict resolution might be an appropriate topic to follow the current one. I?d like to see that happen. The diversity of our collective societies begs for us to learn and teach conflict resolution. Name calling, smearing, attempts to shame, and other forms of aggressive behavior are common approaches to conflict that further divide us.

Gretchen Will Mayo
Received on Thu 21 Oct 1999 06:44:20 AM CDT