The advent of
children’s literature is new, relatively speaking. For most of history, literature
has focused on and marketed exclusively toward adults. However, the past few
centuries have seen dramatic changes in perceptions of childhood – indeed the
very invention of the concept itself. Tunnell (2013) goes so far as to say that “children
had not been invented” before the 17th century.
Literature
reflects this understanding; there is little written for children in the years
prior to the puritan era. Reynolds (2016) describes how literature for children
developed from the early 17th century puritans through to modern
conceptions of childhood in the 19th century. Children’s literature
evolved significantly from moralist educational “intervention” (Frijhoff, 2012)
into idealized ruminations on the purity and godliness of children or the “perpetual
childhood” (Reynolds, 2016) archetype of the 19th century.
Concepts of childhood
have significantly evolved and now books are not only being written about
children, but also specifically for children and even by children. Irena RAȚĂ’s thoughtful and thorough article Children’s Literature – A Cinderella Story explains that children’s literature now forms
a significant part of the publishing business, having evolved into “a major
industry in the past thirty years” (RAȚĂ, 2014, p. 237). The genre itself has
also evolved and become significantly more complex than the early publications on moral instruction; books for children, according to RAȚĂ, are “far from simple” (p. 240),
reflecting a wide variety of experiences through complex plots and “nonlinear
narrative (RAȚĂ, p. 239), using polysyllabic…difficult, and even invented words”
(p.239) and sometimes some mature and “rather depressing” (RAȚĂ, p. 239)
conclusions and themes.
Books for children are..."far from simple"
(RAȚĂ, p. 240)
Current children’s
literature is no longer simply focused on imposing a moral standard or idealization
of childhood experience. Children themselves are no longer simply “object[s] of
research” (Frijhoff, 2012); children are increasingly doing the research,
making the changes. Consider the mounting collection of recent literature aimed
specifically at girls and celebrating the successful actions of non-traditional
girls making a difference around the
Exploring Identity
Personal identity develops through our self-representation, our actions and our experiences.
The Day you Begin
by Jacqueline Woodson is the starting place to explore my big idea. The story
begins with the unsettling statement that “there will be times when you walk
into a room, and no one there is quite like you” (Woodson, 2018, p.1). Through
the brilliant and colourful illustrations and simple text, readers explore the
internal process of realizing that we all come from different places, feel
different things, sound differently and have different stories along with the gentle
reminder to reconcile with “our own brave self” (p.20) and to share your story
so we can connect with others and open up the world “a little wider” (p.23).
This title amply fulfills
the criteria for quality literature as explained in our course readings; it
encourages empathy, fosters an appreciation for alternate perspectives and the
layered narrative offers a unique expression of a common experience (Delvecchio,
2019, Module 5 Course Notes). Fundamentally, this books gives readers the freedom
to choose from a variety of ways in which to express themselves.
This book nicely
ties together the concepts of forming personal identity by examining our
feelings and actions. It inspired me to consider three ways through which children,
indeed all of us, explore and develop our personal identities: internally
through our emotions, stories and personal understandings; externally through our
actions and ways of working in the world and; by the events and experiences
which form our lives.
The theme of
personal identity is integral to the Personal and Social Core Competencies in
the BC curriculum. Curriculum goals include fostering a Positive Personal and
Cultural Identity by encouraging students to explore personal values and
choices, personal strengths and abilities along with relationships and cultural
contexts. The curriculum suggests some helpful resources and activities to
build on this theme, however, the resources listed are limited and fail to
delve deeply into a truly independent and inquiry-based learning approach for
students.
Furthermore, the
theme of identity is vast and filled with nuance and can be difficult for
learners to ‘pin down’. In an attempt to add focus to this vast theme, I have
gathered a collection of resources with a particular focus on the big idea of
Personal Identity and will explore three angles by which it is developed: self-representation,
actions and experiences.
Angle #1 Personal Identity develops through our self-representation
This facet of the
big idea involves the ways in which we present ourselves to the world through
our names, feelings and bodies as well as the historical and cultural
influences that help us gain an understanding of ourselves. We are connected
bodily to the world and this is the first point-of-contact we share with
others. The colour of our hair, our names, the shape of our eyes reflect both
our uniqueness and our cultural and social histories. Following are some titles
that invite students to reflect on how their names, feelings and bodies form and
reflect identity.
Sometimes I Feel Like a Fox by Danielle
Daniel
Thunder Boy Jr
by Sherman Alexie
The Best Part of Me by Wendy Ewald
American Born Chinese by Gene Luen Yang
The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
Seraphina by
Rachel Hartman
Angle #2 Personal identity develops through our actions
A powerful part
of one’s personal identity is the ability to choose our actions. Children are
increasingly empowered in society to choose their personal course of action.
The following texts support students in exploring the wealth of possible actions
and choices available to them in the world as well as explaining how our
actions create bridges and connections to build community.
Andrea Beatty’s Questioneers series: Rosie Revere, Engineer; Iggy Peck, Architect; Ada Twist, Scientist; Sofia Valdez, Future Prez
Maybe Something Beautiful: How Art Transformed a Neighbourhood
by F. Isabel Campoy
Peter H.
Reynolds’ Creatrilogy set of The Dot, Ish and Sky Color
Drawn Together by
Minh Le
All’s Faire in
Middle School by Victoria Jamieson
Angle #3 Personal identity develops through our experiences
Our experiences
also shape our personal identity. There are so many powerful books on this
topic, it can be difficult to select only a few. This collection of works acts
as companion texts for readers seeking solidarity to help them reconcile with
and interpret their own experiences. Readers gain an understanding of how experiences
can shape the choices we make and the ways in which we see ourselves.
The Hate You Give
by Angie Thomas
The Book Thief by
Markus Suzak
The Perks of
Being a Wallflower by Stephen Chbosky
Smile, Sisters and
Guts by Raina Telgemeier
Annotated Bibliography
Sometimes I Feel
Like a Fox by Danielle
Daniel invites students to explore feelings through the unique perspective of
totem animals. This book provides an excellent ‘hook’ for the big idea,
inviting students to begin thinking about themselves through a new lens of
understanding.
Daniel, D. (2017). Sometimes I Feel
Like a Fox. Toronto, Ontario: Groundwood Books.
Another helpful starting place is
simply an exploration of how our names represent us to the world. Thunder
Boy Jr by Sherman Alexie fits perfectly with this big idea. This delightful
story invites students to consider questions related to the meaning of their
names, indigenous naming ceremonies and how names are meaningfully connected to
family and cultural history. In short, this book celebrates how our names are
part of what make us individuals. Related to this story is Kevin Henkes’ Chrysanthemum,
Alma and How She Got Her Name by Juana Martinez-Neal and Yangsook Choi’s
The Name Jar. All deal with the importance of names and how to foster
feelings of pride and belonging based on how we have each been uniquely named.
Alexie, S. (2016). Thunder Boy Jr.
New York, New York: Little, Brown Books for Young Readers.
Our bodies also help us represent
ourselves. The Best Part of Me by Wendy Ewald is an excellent resource
to explore how our bodies are an integral part of who we are. This book is
compilation of student stories and poems about “the best parts” of their
bodies. This is an excellent resource for helping students understand how we,
while all unique, are also all connected.
Ewald.W. (2002). The Best Part of Me. New York, New York: Little, Brown Books for Young Readers.
Our bodies also demonstrate how we are
culturally connected to the world. Red hair, dark skin, epicanthic folds on our
eyes – all of these are external representations of internal histories. Two
books that explore this concept are American Born Chinese by Gene Luen
Yang and The Absolutely True Diary of a Part-Time Indian by Sherman
Alexie. American Born Chinese explores the big idea that our histories
influence who we are today and engages the tensions of being a
second-generation Asian immigrant in a predominantly white setting. Alexie’s The Absolutely True Diary of a
Part-Time Indian engages similar concepts of self-understanding,
coming-of-age and racial heritage in an edgy, gritty novel enriched by
brilliant graphic-novel style sketches.
Yang, Gene Luen (2008). American
Born Chinese. New York, New York. Square Fish Books.
Sometimes we have to reconcile with
our external representations. Victoria Jamieson’s touching story about Imogene
coming to terms with her family’s Renaissance Fair business, finding her place
in middle school and solidifying relationships with her family will help
readers explore the concept of reconciling with one’s imperfections and history
and growing ‘into’ oneself. An excellent companion text to this is Jamieson’s Roller
Girl which deals with similar themes.
Jamieson, V. (2017). All’s Faire
in Middle School. New York, New
York: Dial Books.
Part murder mystery, part fantasy, this novel follows Seraphina - a dragon disguising her true identity and her rare skills. The story explores how how we all think and feel differently and how our identity is influenced by our families and histories.
Hartman, R. (2014) Seraphina. New York, New York: Penguin Teen.
Angle #2 Personal identity is influenced by our actions
An excellent resource for this facet
of the collection is Andrea Beatty’s Questioneer series: Rosie Revere, Engineer;
Iggy Peck, Architect; Ada Twist, Scientist; and the upcoming Sofia Valdez, Future Prez. These playfully illustrated
books help students question how our actions – trying, creating, planning,
quitting – reflect who we are as individuals. They also celebrate how we
imagine and create in unique ways and encourage readers to continue to try and
try again when they fail. This is an important aspect to the big idea that our
actions influence our personal identity because students must consider
themselves as whole persons in light of how they feel, what they look like and
how they act. This series is especially good at inviting students to think
‘outside the box’ and celebrate their unique aptitudes.
Beaty, A. (2013). Rosie Revere, Engineer. New York, New York: Abrams Books for Young Readers.
Beaty, A. (2007). Iggy Peck, Architect. New York, New York: Abrams Books for Young Readers.
Beaty, A. (2016). Ada Twist, Scientist. New York, New York: Abrams Books for Young Readers.
Beaty, A. (2019). Sofia Valdez, Future Prez. New York, New York: Abrams Books for Young Readers.
Another beautiful resource to include
in this collection is Maybe Something
Beautiful: How Art Transformed a Neighborhood by F. Isabel Campoy. Based
on the true story of the Urban Art Trail in San Diego, California, this
visually stunning story explores the concept that we express ourselves through
our actions and that small actions can help create change. Two helpful
accompaniments to this title are Mama
Miti: Wangari Maathai and the Trees of Kenya by Donna Jo Napoli and Kadir
Nelson’s If You Plant a Seed. Both
titles empower students to understand how their actions can influence their
environments.
Campoy, F.I. (2016). Maybe Something Beautiful: How Art Transformed a Neighborhood. Boston, Massachusettes: HMH Books for Young Readers.
Peter H. Reynolds’ Creatrilogy set of The
Dot, Ish and Sky Color encourage students toward free
self-expression without the restrictions of getting things ‘just right’ or by
meeting external expectations.
Reynolds, P.H. (2003). The Dot. Somerville, Massachusettes: Candlewick Press.
Reynolds, P.H. (2005). Ish. Somerville, Massachusettes: Candlewick Press.
Reynolds, P.H. (2012). Sky Color. Somerville, Massachusettes: Candlewick Press.
This innovative story by Minh Le
demonstrates how actions, in this case drawing, can break down barriers and create
connections in ways that language may not. In this touching story of a boy and
his grandfather, the reader learns that we can share ideas through art and
foster intimacy through shared experience. Cleverly illustrated by Dan Santat,
this book is panelled like a graphic novel with minimal text so the images can
fully speak for themselves.
Le, M. (auth), Santat, D. (illus). (2018). Drawn Together. New York, New York: Disney-Hyperion.
Angle #3 Personal identity is influenced by our experiences
Some recent writing that stands out in
this area is The Hate You Give by Angie Thomas. This is a moving story
about a young girl who witnesses the shooting of her unarmed friend by a white
police officer. The story is a chronicle of Starr’s decision to speak up or be
silent in the face of violence, racism and injustice.
Thomas, A. (2017). The Hate You Give. New York, New York: Balzer + Bray.
In Makus Suzak’s The Book Thief,
readers follow the journey of a young girl in Hitler’s Germany and the choices
and small acts of subversion she makes to affirm her beliefs and outrage at the
Nazi regime.
Zusak, M. (2007). The Book Thief. Toronto, Ontario:
Knopf Books for Young Readers.
Knopf Books for Young Readers.
The Perks of
Being a Wallflower by Stephen
Chbosky
Stephen Chbosky’s touching novel about
self-acceptance amid tumultuous experiences is an ideal and moving read about
coming to terms with one’s present and past and finding the courage and
strength to move forward in maturity.
Chbosky, S. (1999). The Perks of Being a Wallflower. New York, New York: MTV Books.
Finally, Raina Telgemeier’s Smile
series are powerful resources to include in this collection. Smile, Sister and
Guts are brilliant explorations of the internal struggles of coming to
understand oneself and come to terms with how to best represent that self in
the world. These auto-biographical books follow Raina in her journey as a young
teen facing her fears, dealing with self-consciousness and coming to terms with
change. The stories gently guide the reader through the experiences that have
formed her personal identity.
Telgemeier, R. (2010). Smile. Toronto, Ontario: Graphix.
Telgemeier, R. (2014). Sisters. Toronto, Ontario: Graphix.
Telgemeier, R. (2019). Guts. Toronto, Ontario: Graphix.
References
Core Competencies, The New BC
Curriculum. Retrieved July 17, 2019 from https://curriculum.gov.bc.ca/competencies#personal-social
Career Education, The New BC
Curriculum. Retrieved July 17, 2019 from https://curriculum.gov.bc.ca/curriculum/career-education/4
Delvecchio, J. (2019). Introduction
to Teaching Children’s Literature, Module 2: A Snapshot History of Children’s Literature
[Course Notes]. Retrieved July 17, 2019 from https://canvas.ubc.ca/courses/29121/pages/module-2-a-snapshot-history-of-childrens-literature?module_item_id=1088619
Delvecchio, J. (2019). Introduction
to Teaching Children’s Literature, Module 5: Poetics: What Makes Some Literature Literary
[Course Notes]. Retrieved July 17, 2019 from https://canvas.ubc.ca/courses/29121/pages/module-5-poetics-what-makes-some-literature-literary?module_item_id=1088622
RAȚĂ, I. (2014). Children’s literature
- A cinderella story. Cultural Intertexts, 1(2), 236-251.
Reynolds, K. (n.d.). Perceptions of
childhood. Retrieved January 3, 2016, from http://www.bl.uk/romantics-and-victorians/articles/perceptions-of-childhood
Tunnell, M. O., & Jacobs, J. S. (2013). The origins and
history of american children's literature. The Reading Teacher, 67(2),
80-86.
Woodson, J. (2018). The Day You Begin.
New York, New York: Nancy Paulsen Books.
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