Controversial Issues in Children’s Books: Are Teachers Ready for Them?

Abstract

ABSTRACT Literature is one powerful means of experiencing the world. Reading about others’ lives may teach readers to feel for and with those who live lives that are much different from their own. However, while literature may mediate learning, it becomes more effective when teachers interrogate texts with learners. In this present study, I interviewed five teachers and probed into the reasons why they would choose to use or not to use a select pool of children’s books that may be deemed radical or controversial. Results point out to considerations of student needs and experiences, teacher readiness and values, school beliefs, parental approval, as well as the manner by which a controversial topic is presented in a children’s book.