Abstract
There has been an increasing awareness of the importance of children “seeing themselves” in our schools, and with that an increase in the amount of diversity represented in children’s literature. Just as literature can inadvertently promote attitudes and beliefs that are racist and sexist, ableist beliefs can also be promoted even if unintentional. While the increase of diverse representation should be fully embraced, we need to be able to critically analyze the message that students are receiving about disability. Students will internalize messages about how to view themselves as well as others and too often disability is represented in a way that perpetuates stereotypes that then can become barriers to self-respect, full acceptance, and inclusion.
Our Approach
We examined the representation of disability in children's literature, employing a critical analysis approach. From a disability studies stance, we reviewed scholarship, categorized, and defined key aspects of evaluative criteria. Through a process of consensus and structured tabular methodology, we analyzed and expanded the criteria. We iteratively refined the framework labels and definitions to capture the nuances of representation. We visually represented the frequency of the evaluative criteria using percentage calculations. Through purposeful arrangement, we depicted the interrelationships between the categories, offering a holistic and dynamic framework for the portrayal of disability in literature. As teacher educators, we share our insights and propose an application of the framework for teachers.
Our Conceptual Framework
We propose a conceptual framework to inform practice using a comprehensive and nuanced approach to engage with children’s literature through a critical lens for disability representation. This framework recognizes the complexities of educators’ responsibilities to create a learning environment where all students are seen and valued. This approach supports deeper exploration and understanding by providing a dynamic lens through which to comprehensively examine character development, relationships, quality literature, reader experience, anti-ableism, protagonist, inclusivity, self-determination, and author purpose. By design this framework encourages critical thinking and facilitates the identification of patterns and themes within the text, fostering rich insights into how disability and diversity are portrayed and interpreted.
Actionable Insights for Teachers
Representation Matters: Use this framework when selecting books that feature diverse disabled characters, ensuring they are authentic and reflect the local context.
Feature Disabled Voices: Prioritize literature written by authors with disabilities to ensure authentic perspectives.
Avoid Stereotypes: Be mindful of stereotypes and tropes commonly associated with disability, and choose literature that challenges and subverts these narratives.
Promote Accessibility: Present books in multiple formats.
Encourage Critical Thinking: Facilitate discussions that encourage students to critically analyze portrayals of disability in literature and challenge ableist assumptions.
Honor Diversity: Emphasize the value of diversity and inclusion in literature, highlighting the unique contributions and perspectives of individuals with disabilities.
Provide Supportive Environment: Create a learning environment that is inclusive and supportive of all, ensuring everyone feels valued and respected.
Engage with a Community of Reflective Practice.
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