Assignmnt EAC

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School

Seneca College *

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Course

273

Subject

Communications

Date

Apr 3, 2024

Type

docx

Pages

3

Uploaded by MegaLeopard1214

The last few weeks of the course focuses on censorship and bias and how there are many "gatekeepers" in children's literature, including teachers, librarians and caregivers. I have also invited you to think about how you bring your own experience to something you read and to consider how that may or may not influence your opinion on what you're reading.   At the end of Module 11, there is a "Frank Discussions" about the importance of not allowing ones own bias to cloud what would be beneficial to children. (See attached image). Frank Discussions Because children tend to perceive material that they encounter in books as having a degree of authority, books that raise concerns should be fairly and objectively evaluated in their entirety to see if the benefits outweigh the perceived harm they may cause. Those who are responsible for assessing these books must try not to allow their own ideological beliefs to unduly frame their assessment of the book; after all, simply because a book (or any other material) goes against your beliefs does not mean the book isn't valuable or relevant in a diverse world with diverse beliefs and diverse reactions. How has the material in this class challenged any assumptions you may have had about children's books and what is appropriate for children to read? Remember to choose a specific example. Many of my assumptions have changed. Before taking this course I had very little knowledge about children’s literature and had many biased opinions about what children should read and what not. But this course has challenged many assumptions I had about children’s book. Some parents may feel that this topic is too mature or complex for young children to understand, or they may not want their children exposed to the concept of gender identity at a young age. Additionally, some parents may have religious or cultural beliefs that conflict with the ideas presented in the book. They may feel that the book goes against their values or that it promotes a lifestyle they do not agree with. It is important to note that opinions on what is age-appropriate can vary widely depending on personal beliefs, cultural background, and other factors. Ultimately, it is up to each individual parent to decide what books and topics are appropriate for their children based on their own values and beliefs. also emphasizes the impact that representation and diversity in children's books can have on children's self-esteem, empathy, and understanding of the world around them Whether or not a particular book is age-appropriate ultimately depends on factors such as the child's maturity level, reading level, and the family's values and beliefs.
It is up to parents, educators, and caregivers to determine what books are suitable for the children in their care. However, it is important to note that exposing children to diverse perspectives and experiences can promote empathy, understanding, and critical thinking skills. Both "Call Me Max" and "When We Were Alone" can be valuable tools for starting important conversations with children about identity, diversity, and history. Both "Call Me Max" and "When We Were Alone" challenge traditional assumptions about gender roles and cultural stereotypes. "Call Me Max" features a young transgender boy who is exploring his identity, while "When We Were Alone" sheds light on the traumatic experiences of Indigenous children who were forced to attend residential schools in Canada. These topics may be considered controversial or sensitive by some, but they are important and necessary to address in children's literature. By exposing children to diverse perspectives and experiences, these books promote empathy, acceptance, and understanding. In "Call Me Max," the story challenges the traditional assumption that gender is binary and that children should conform to gender norms. Max is a boy who knows he is a boy, even though he was assigned female at birth. The book promotes the idea that gender is a spectrum and that everyone should have the freedom to express themselves authentically. In "When We Were Alone," the story challenges the assumption that Canada's history is always portrayed accurately and fairly in schools. The book acknowledges the devastating impact of residential schools on Indigenous communities and encourages readers to learn more about Indigenous history and culture. Overall, these books challenge assumptions about gender and cultural stereotypes and promote acceptance and understanding of diverse perspectives and experiences. Module 11 discussed the concept of censorship, which involves the removal, suppression, or restriction of literary works deemed offensive or objectionable. Before taking this course, I had little knowledge of children's literature and held many biased opinions on what kids should and shouldn't read. However, this course has challenged my assumptions about children's books. Parents may have different views on what is age-appropriate for their children to read, based on their values and beliefs. Nevertheless, books that feature diversity and representation can benefit children's empathy, understanding, and critical thinking skills. "Call Me Max" and "When We Were Alone" challenge traditional assumptions about gender roles and cultural stereotypes, promoting acceptance and understanding of diverse experiences and perspectives. These books are valuable tools for starting important conversations with children about identity, diversity, and history. Before taking this course, my understanding of children's literature was limited, and I held biased opinions about what children should read. However, this course challenged many of my assumptions
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