Assessing the Materials We Use
On this page:
Part 1: The Importance of Assessing the Material We Use
Part 2: Censorship
Part 3: Tools for Assessment
Part 1: The Importance of Assessing the Material We Use
Part 2: Censorship
Part 3: Tools for Assessment
Part 1: The Importance of Assessing the Material We Use
Just as we should be constantly reflecting on our pedagogical approaches, we should cast a critical eye on the material we choose to bring or are required to bring into our classrooms. Another place to consider looking is also the classroom libraries, packed with dusty books that many teachers inherit. What are the intentional or unintentional messages of the text that our students are taking away? Do we even know what is in there? tha
Part 3: Censorship
I'll never forget the shock that I got my first year of teaching when upon browsing the shelves of a grade 2 classroom's library, I came upon a children's book from the 1960s praising China's Mao Tse Tsung for restoring a sense of pride in the Chinese. Had the teacher seen the book and ignored it? Was she aware of the atrocities committed by Mao Tse Tsung? Surely one of our families with Chinese heritage would be very uncomfortable with this type of book. I quietly removed the book from the children's library.
But we can't remove every book. Nor do I think that we should even want to. For example, some of the language and attitudes prevalent in some of the classics are very racist and problematic. Do we just eliminate these texts from our courses? Not necessarily. In "Evaluating Multicultural Literature for Use in the Classroom" Wilkins and Gamble (1998) argue that this is not necessarily the case. It is possible to incorporate these texts if students are provided with sufficient background information. In this way they can explore the difference in mindsets and acceptable behaviour (p. 28). In this way, even the children's book on Mao Tse Tsung can be made useful in being a study on propaganda.
But we can't remove every book. Nor do I think that we should even want to. For example, some of the language and attitudes prevalent in some of the classics are very racist and problematic. Do we just eliminate these texts from our courses? Not necessarily. In "Evaluating Multicultural Literature for Use in the Classroom" Wilkins and Gamble (1998) argue that this is not necessarily the case. It is possible to incorporate these texts if students are provided with sufficient background information. In this way they can explore the difference in mindsets and acceptable behaviour (p. 28). In this way, even the children's book on Mao Tse Tsung can be made useful in being a study on propaganda.
Part 3: Tools for Assessment
1) Annenberg Learner presents an interesting activity for teachers to assess the different material in their class library.
1. Teachers choose 5 books in their library with depictions of minority groups.
2. After reading the book and exploring the illustrations, teachers complete the chart below.
3. Teachers can then discuss which books, if any, provide accurate portrayals of the cultures represented.
1. Teachers choose 5 books in their library with depictions of minority groups.
2. After reading the book and exploring the illustrations, teachers complete the chart below.
3. Teachers can then discuss which books, if any, provide accurate portrayals of the cultures represented.
2) California's State Department of Education offers a great resource for teachers to assess if texts are discriminatory. "10 Quick Ways to Analyze Children's Books for Racism and Sexism" is helpful and easy to use document.