In writing children’s literature, it is important to consider cultural diversity. A multicultural approach to children’s books ensures they grow with a deeper understanding and acceptance of the varied races, sexes, skin colour, among other individual differences. Such is possible through the avoidance of stereotypes and an accurate and authentic presentation of information. To ensure authenticity and accuracy, the authors of ‘Amanda’s Adventure at Twine Pines’ used an outsider perspective while consulting a cultural insider, conducted in-depth research, and avoided stereotypes and misinformation by using appropriate language and avoiding the tragedy view of disability and happy-ever-after endings.
Outsider Perspective
Consulting a cultural insider was important in a bid to ensure an accurate presentation of the culture. The cultural insider knows information that is foreign to the outsider due to vast experience other than research. Such include camping guides and parents trained to handle cases of disability while embracing diversity. From this, knowledge gathered included the types and processes of activities such as the rope activities and riding horses. For instance, the story describes Amanda’s favourite activity to be ‘flying squirrel’ where the parents would attach them to a rope, pull them way up, then they would glide safely to the ground. The description identifies disability within diversity, thus not drawing attention to it. Instead, the role of the surrounding people, like parents, in bringing about the best in the disabled is highlighted. Research indicates that while children may not recognize or understand disability, the presence of an adult during play significantly influences their interaction with peers with disability (Hestenes & Carroll, 2000). The most authentic voices in matter related to children with disabilities and their inclusion in society, moreover, is from their parents (Mullins, 1987). A cultural insider, thus, is crucial in understanding, thus accurately presenting the life of the disabled within a multicultural environment.
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Research
According to Andrews (2008), using inclusion literature is important in the attempt to enhance positivity toward disabilities. Previous research indicated that when children with disabilities were initially mainstreamed into regular learning with other children their age, they were isolated. Nonetheless, the use of literature has been proven to be effective in promoting understanding, acceptance, and awareness of disabilities. Moreover, it helps in creating positive attitudes. Inclusive literature, thus, is promoted in ‘Amanda’s Adventure at Twine Pines’ by selected characters with both racial and physical individual differences. Not only is Amanda disabled, but she also gets to interact with children from different races. Moreover, inclusivity is enhanced through a careful selection of illustrations that do not emphasize these individual differences. Instead, emphasis is laid on the activities that take place at the camp including ‘guest speaker speaking in front of a crowd of children’, and ‘children riding horses’. At the beginning and end, however, Amanda is shown opening and closing the book, drawing attention not to her disability, but to the essential role she plays as the main character and story-teller.
Avoiding Stereotypes and Misinformation
Stereotypes and misinformation should be avoided by using appropriate language and tone and avoiding the tragedy view of disability and happy-ever-after endings. Culturally inclusive children’s books should not be discriminatory in language use. Research indicates that words like ‘handicapped’, ‘special’, and ‘different’ to describe disabled people are discriminatory (Beckett et al., 2010). Moreover, to enable acceptance and inclusivity, the tragedy view of disability that seeks to elicit sympathy from the audience should be avoided (Beckett et al., 2010). Portraying a disabled person in this way draws attention away from the social and cultural events occurring in a story to the individual and the experience of impairment. Further, happy-ever-after endings exaggerate optimism, portraying disability as completely free from difficulties.
The authors avoid stereotypes and misinformation by using appropriate language and tone and avoiding the tragedy view of disability and happy-ever-after endings. Appropriate language is employed through consistently referring to Amanda by her name. In this case, readers are less focused on the fact that she is disabled. On the other hand, the tragedy view of disability is avoided through portraying disability as part of diversity. Research indicates that in portraying disability as part of diversity, disabled people should not be cast as outsiders (Beckett et al., 2010). ‘Diversity and uniqueness should be displayed within a group’ to avoid stereotypes (Hall, 2008). In this case, Amanda’s disability appears only as incidental in the illustrations, including the first illustration holding the book open, and when telling us more about herself illustrating her ‘shirt, jeans, and brace.’ No direct reference is made to the fact of her being disabled. Other than this, she is also prominently positioned in the story as the ‘voice’ or ‘story-teller,’ thus a valued member of the society. Further, the activities that occur at the camp take prominence, including the camp circle, campfire, horse riding, and rope courses. She also gets to speak to different people (friends from varied races) including Rebecca, Paige, Mario, Courtney, Scotty and Adam. By placing Amanda within a set-up with varied other cultures each having fun (and showing that she enjoys the camp), no room is left for sympathy. Finally, however, while not drawing attention to the fact, the presence of the brace is still a realistic reminder of the disability.
To ensure authenticity and accuracy, ‘Amanda’s Adventure at Twine Pines’ employs an outsider perspective while consulting a cultural insider, reveals in-depth research, and avoids stereotypes and misinformation by using appropriate language and avoiding the tragedy view of disability and happy-ever-after endings. Consulting a cultural insider was important in a bid to ensure an accurate presentation of the culture. Further, research shows that inclusion literature is important in the attempt to enhance positivity toward disabilities. Inclusivity is evident in the story through incorporation of children with varied individual differences and carefully selected illustrations. Appropriate language is employed through consistently referring to Amanda by her name, and the tragedy view of disability is avoided through portraying disability as part of diversity. Finally, the happy-ever-after endings are avoided through a mild reminder of the disability by the presence of her braces.
References
Andrews, S. (2008). Using Inclusion Literature to Promote Positive Attitudes toward
Disabilities. Journal of Adolescent & Adult Literacy, 41 (6), 420-426. Retrieved from http://www.jstor.org/stable/40016767
Beckett, A., Ellison, N., Barrett, S., & Shah, S. (2010). ‘Away with the fairies?’Disability within
primary ‐ age children's literature. Disability & Society , 25 (3), 373-386.
Hall, K. W. (2008). The Importance of Includinq Culturally Authentic literature. Young
Children , 81.
Hestenes, L. L., & Carroll, D. E. (2000). The play interactions of young children with and
without disabilities: Individual and environmental influences. Early childhood research quarterly , 15 (2), 229-246.
Mullins, J. (1987). Authentic Voices from Parents of Exceptional Children. Family
Relations, 36 (1), 30-33. doi:10.2307/584643
