Children's literature as a tool for inclusion

There are three key ‘take-home messages’ underpinning this chapter on using children’s literature as a pedagogical tool for inclusion in the early years. The first message, is that research continues to tell us that there are simply not enough diverse characters in children’s literature (Boyd et al., 2015; Koss, 2015). The second, is that even where literature does have diverse characters, diversity may be portrayed inaccurately, stereotypically, or from ‘outsiders looking in’ (Yoo-Lee et al., 2018). Discerning what might be considered ‘good’ or ‘bad’ representations can be complex, subjective, and contentious (Yoo-Lee et al., 2018). In this chapter, we outline some of the ways in which children’s literature – particularly picture books targeted at children in the early years (i.e., birth to eight) – can be critically analysed. The third and final key point is that even the most genuine portrayals of characters in children’s literature are not – in and of themselves – enough to support inclusive education. Rather, the role of adults and early childhood professionals, working alongside children, families and communities, is essential to actualising inclusion.