Authenticity, Accuracy, and Respect in Picturebooks About Africa: Implications for Pedagogy in the United States.
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| Title: | Authenticity, Accuracy, and Respect in Picturebooks About Africa: Implications for Pedagogy in the United States. |
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| Authors: | Onchwari, Jacqueline Ariri1 (AUTHOR) jonchwar@d.umn.edu, Hesterman, Meghan2 (AUTHOR) |
| Source: | Early Childhood Education Journal. Oct2024, Vol. 52 Issue 7, p1667-1679. 13p. |
| Subject Terms: | *Children's books, *Black children, *Early childhood education, *Children's literature, Ethnic-racial socialization |
| Geographic Terms: | Africa |
| Abstract: | This is a conceptual paper that explores critiquing picturebooks set in Africa. The paper is grounded in BlackCrit (Black Critical Theory) and Racial and Ethnic Socialization (RES). Using pragmatism as a method, we offer a detailed analysis of 3 carefully selected books, on the broad basis of authenticity, accuracy, and respectfulness. A deeper dive into the books looks for hidden messages that dehumanize, oversimplify, exotify, and generally present Africa from a Eurocentric lens. The critique goes beyond the books by looking at how they are shared on YouTube and other forums that offer pedagogical ideas for sharing the books with children. Overall, from the critique we find that books authored by cultural insiders are favorable while the reverse is, in most cases, true with authors who are cultural outsiders. The paper emphasizes the power of accurate, authentic, and respectful pro-Blackness representations as beneficial for all children in developing positive behaviors, attitudes and agency toward pro-Blackness and antiracist rhetoric. We also found that there is an urgent need for more pro-Black books on our educational shelves. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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