From: Megan Schliesman <schliesman_at_education.wisc.edu>
Date: Fri, 06 May 2011 15:42:58 -0500

I came upon an article that was published in the January/February issue of the journal "Reading Horizons" that relates to our "Tight Times" discussion:

Kelley, Jane E.; Darragh, Janine J. "Depictions and Gaps: Portrayal of U.S. Poverty in Realistic Fiction Children's Picture Books."/ Reading Horizons/, Jan/Feb2011, Vol. 50 Issue 4, p263-282, 20p

It's a both a statistical and content analysis of 58 picture books published since 1990 that have poverty as a central theme.

I wanted to share the researchers summary at the end of the article:

"With 18.2% (U.S. Census, 2006-2008) of all children in the United States living below the poverty level, it is increasingly important that teachers include literature about poverty in the classroom.While it is heartening to see that there are multiple books on the topic that accurately and realistically depict the current economic state of many in our nation, there are still many gaps that need to be filled. Specifically, more books that depict contemporary rural poverty and those that address systemic change need to written. And while several books show individuals making a difference in their own homes and communities, social acts such as boycotting, union organizing, restructuring business (Kelley et al., 2005), and working together at a community level to enact change are rarely offered to children as means by which to make a difference in their world. We strongly believe that presenting students with the truth about today's economic crisis using children's picture books is one small step teachers can t ake in educating tomorrow's leaders of the need for acceptable living standards and opportunities for all people."

I was struck in particular by their findings regarding depiction of poverty in rural (rare) versus urban (more common) settings, and also the issue of what they call "action." For example, they note that while showing characters who do something to improve their lives/economic status can be inspiring, it can also introduce/reinforce the idea that poverty is an individual problem rather than a larger societal problem (i.e., it's just a matter of pulling yourself up by your bootstraps).

When I look at a book about or featuring characters who are living in poverty or experiencing "tight times" I think I look first and foremost for a portrayal that shows those characters' dignity (along with a sense of accuracy/authencity in their experience)--that doesn't lessen or question their dignity because they are poor. (This doesn't, of course, means they are always treated with dignity--that's something altogether different.) But while I don't know that I could have articulated it before, I do think (and hope) I also think about the message the book might be sending. Sometimes a book can have great characters, and the best of intentions, and it makes me feel uncomfortable. I'm not sure I can always articulate why, but perhaps it has something to do with an underlying message or assumption--one the author may not even be aware of.

As an aside, this discussion also has me thinking about the lessons that I think often take place in elementary school about "wants" vs. "needs." (I remember it when my own daughter was younger.) Ed Sullivan mentioned the terrific picture book "Those Shoes" by Maribeth Boelts and also Barbara O'Connor's extraordinary novel "How to Steal a Dog" in his post--two books that are offer a great contrast of a "want" (cool shoes) versus a "need" (housing). (I'd add Nan Gregory's picture book "Pink" to the "wants" bibliography.)

Megan

-- Megan Schliesman, Librarian Cooperative Children's Book Center School of Education, University of Wisconsin-Madison 600 N. Park Street, Room 4290 Madison, WI 53706

608/262-9503 schliesman_at_education.wisc.edu

www.education.wisc.edu/ccbc/
Received on Fri 06 May 2011 03:42:58 PM CDT