Humanising portrayals of children with psycho-social differences in children’s and young adult literature

Abstract

ABSTRACTChildren who are othered due to their psycho-social differences have a right to academic, social, and emotional inclusion in schools. Inclusion can be facilitated using children’s and young adult literature (C/YAL), yet characters with psycho-social differences are rarely represented and may be portrayed using a deficit perspective. This study centres on Humanising Pedagogy, creating classroom dialogue that explicitly names humanising constructs and interrupts deficit narratives. We developed Humanising Pedagogy constructs for a content analysis of C/YAL: social inclusion, reciprocal relationships, agency and autonomy, assets and strengths, and creative problem-solving. Using six books, we also identified examples of social barriers and deficit narratives that impeded the main characters’ full inclusion. Additional humanising constructs were identified by completing multiple rounds of analysis: hope, empathy, belonging, and creativity. Recommendations for educators are included.KEYWORDS: Psycho-social differenceschildren’s literatureHumanising Pedagogyinclusion Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsJeanne M. ConnellyJeanne Connelly is an Assistant Professor at Metropolitan State University at Denver, Colorado, teaching special education courses related to inclusion practices for children with social-emotional-behavioural differences. As a DisCrit scholar, her research focuses on the intersections of racism, ableism, and notions of goodness within schools.Angela Tuttle PrinceAngela Tuttle Prince is an Associate Professor of Special Education at Iowa State University’s School of Education, where she teaches undergraduate and graduate classes in special education. Her research foci include legal issues in special education, elementary students with behaviour disorders, and postsecondary transition for at-risk students and students with disabilities.H. Emily HaydenEmily Hayden is a Literacy Specialist at the Strategic Education Research Partnership. Her research expertise includes qualitative and mixed methods for improving teaching practices, literacy learning, and STEM literacy for ALL students. She has extensive experience in K-12 teaching and leadership and post-secondary teaching. Her research foci include reading comprehension and representation for students across the ability spectrum and across disciplines.