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Selecting Anti-Biased Children’s Books 1 Selecting Anti-Biased Children’s Books College of Education, CSU Sacramento EDUC 121: Multicultural Children’s Literature Professor Tokuno-Garretson April 30, 2021 Abstract

Selecting Anti-Biased Children’s Books 2 Excellent sources of knowledge and ideas that happen to be children's literature. They show the society's attitudes towards diversity, power relations between various classes, and different social characteristics, such as race, ethnicity, gender, economic class, sexual orientation, and disability. Having this in mind, it is important to introduce children to books that show them the different cultures in our society and to portray them in a positive light. Exposing children to this kind of literature makes children grow up with a level of awareness of the society that is present and how to respect the different kinds of people they will encounter and interact with. This paper is aimed at reviewing the book “The Pies from Nowhere” by Dee Romito with the aim of determining whether it is an appropriate multicultural book for children. The different aspects of the book such as the positive portrayals of characters with authentic and realistic behaviors, to avoid stereotypes of a particular cultural group and authentic illustrations to enhance the quality of the text will be studied. Selecting Anti-Biased Children’s Books

Selecting Anti-Biased Children’s Books 3 A variety of books on people like them and their families and people who are different from them and their families are appropriate for young children. Both books should be precise and attractive for small children (Derman-Sparks & Ramsey, 2011, p. 57 ). Thanks to the continuous activities of many people and organizations, some decent anti-bias children's books have been available for a prolonged time. While the options have changed in recent decades, many cultures have been disappointed by the currently published lack of quality, diverse children's books (Nasatir & Horn, 2003, p. 7 ). There tends to increase the number of black children in the United States, but there is still a decline in the number of books written by and about people of color (Derman-Sparks, 2016, p. 14 ). For children to cultivate a better understanding of themselves and a willingness to cooperate and be equal, they must learn how to stand up to themselves and others when faced with injustice. Therefore, they should be aware of people who are, and currently, fighting for change for everyone from all social identity communities (Nganga, 2020, p. 23 ). Instead of perpetuating the misconception that differences are caused by the unique individuals who do it themselves, children and adults should be on the line of history (Kuh et al., 2016, p. 21 ). Choose a book series that involves an equilibrium with individuals who have made significant and respectable contributions to American life and the global culture – not just the typical male white heroes. Many writers write from both a cultural and a personal perspective. Previously, most children's books were by white and middle-class writers and illustrators (Santora & Staff, 2013, p. 31) . Consequently, the literature on children was influenced by a single

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Selecting Anti-Biased Children’s Books 4 ethnic and class outlook. Excellent colorful books from a variety of backgrounds are now available. The book Pies from Nowhere is about Georgia Gilmore was a cook at the National Lunch Company in Montgomery, Alabama. When the bus boycotts broke out in Montgomery after Rosa Parks was arrested, Georgia organized a group of women who cooked and baked to fund-raise for gas and cars to help sustain the boycott. This picture book highlights a hidden figure of the civil rights movement who fueled the bus boycotts and demonstrated that one person can make a real change in her community and beyond The themes that are present in the book are such as racism which is shown when the book describes Georgia’s workplace as segregated for white and colored customers. It also shows the desire to change present in the community. After Rosa Parks got arrested for refusing to give up her seat on the bus, the Montgomery Bus protests arose and the community came together and had alternative buses to transport them around. Gilmore founded the Club from Nowhere, an organization of maids, service workers, and cooks seeking to aid the boycott. The name was an attempt to shield members from the consequences of openly supporting the boycott. It allowed people in the community to give their support to the civil. Rights movement while remaining anonymous to individuals who might have otherwise taken actions to get them fired from their jobs or arrested for their involvement with the cause. The material the book is based on is historical information of the struggles of the civil movement in the 1950’s and the state of affairs in terms of race relations in the United States at the time. The book is based on the boycott that took place from

Selecting Anti-Biased Children’s Books 5 December 5, 1955, to December 20, 1956, and is regarded as the first large-scale U.S. demonstration against segregation. Four days before the boycott began, Rosa Parks, an African American woman, was arrested and fined for refusing to yield her bus seat to a white man. The U.S. Supreme Court ultimately ordered Montgomery to integrate its bus system, and one of the leaders of the boycott, a young pastor named Martin Luther King, Jr., emerged as a prominent leader of the American civil rights movement. This picture book highlights a hidden figure of the civil rights movement who fueled the bus boycotts and demonstrated that one person can make a real change in her community and beyond (Derman-Sparks, 1989). It also includes one of her delicious recipes for kids to try with the help of their parents. The writer is writing from an observatory perspective as they give the story from a third person’s point of view. The book is well researched and this is shown by the fact that all the information is well represented. The author uses a very respectful tone when addressing the characters who are from minority groups in the book and it is this language that helps the reader realize that the author is trying to express the point that all cultures should be treated with respect and dignity. In the book, the author uses the culture present in the black community to describe a sense of unity and togetherness that was present. Each felt like the brother’s keeper and this made a lot of people help in whatever way they could to keep the movement for equal rights and equal treatment going. The book we will be comparing it to is We March by Shane W. Evans which tells the events that happened at the Washington March from the point of view of the marchers – one family who was involved, in particular. The mornings two parents and their two

Selecting Anti-Biased Children’s Books 6 children, neither of whom is named, go up to plan to enter with thousands of other people without a name who joined in the march. The tale of a rally in the eyes of an average family can be an excellent opportunity to turn the emphasis from Dr. King to the role of ordinary people in social justice campaigns as an actual hero. We see Dr. King's pictures, but he's not called respectfully. The book demonstrates multicultural literature as it shows the role of the Black Churches in the new Civil Rights Movement has been shown and honored by the march (Kuh et al., 2016, p. 15 ). They acted as vital communications and organizations, connecting congregations with local and national organizations work in their communities. Many church leaders ranged from church pastors and deacons down to the women who worked as backgrounds in their churches, families, and campaigns, among the most influential civil rights leaders locally and nationally. March visibly shows that the struggle for freedom and justice was not fought by African Americans alone. In the crowds, we see people of different skin colors and races participating, which was true then, and is true now. The book “The Pies from Nowhere” is similar to the book “We March” as they both give the perspective of the race relations and the treatment of minorities in the United States. It also shows the actions that the minorities took to promote equality through the different roles the characters did to contribute to the cause. Both books also show the power of unity and the desire for change that brought people together to act even when it was dangerous and they were at risk of losing their employment and that they would now face even more resistance. The book clearly meets MC standards as it meets the requirements such as portraying the minority characters in a positive light from the tone that is used to describe

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Selecting Anti-Biased Children’s Books 7 their attributes to the visuals that are illustrated in no way dehumanize the characters of the book. It also shows the good side of the community and the actions they took to bring about change in society. The books should reflect individual people's lives, rather than assigning general personality traits or behaviors to an entire group of people. Writers should weave information about culture into the flow of a story. A misleading book might discuss "the Black American experience" without considering the variety of experiences within a group. The book “The Pies from Nowhere” describes the lives of the characters as individuals rather than as a group preventing the prevalence of stereotypes from arising.

Selecting Anti-Biased Children’s Books 8 References Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children . National Association for the Education of Young Children, 1834 Connecticut Avenue, NW, Washington, DC 20009-5786. Derman-Sparks, L. (2016). Guide for selecting anti-bias children’s books. Teaching for Change Books . Derman-Sparks, L., & Ramsey, P. G. (2011). What if all the kids are white?: Anti-bias multicultural education with young children and families . Teachers College Press. Kuh, L. P., LeeKeenan, D., Given, H., & Beneke, M. R. (2016). Moving beyond anti-bias activities: Supporting the development of anti-bias practices. Young Children , 71 (1), 58– 65. https://www.jstor.org/stable/ycyoungchildren.71.1.58?seq=1 Nasatir, D., & Horn, E. (2003). Addressing disability as a part of diversity: Through classroom children’s literature. Young Exceptional Children , 6 (4), 2–10. https://doi.org/10.1177/109625060300600401 Nganga, L. (2020). Analyzing children’s literature for hidden bias helps preservice teachers gain pedagogical practices in critical multicultural education. Journal of Research in Childhood Education , 34 (1), 93–107. https://doi.org/10.1080/02568543.2019.1692109 Santora, L. A., & Staff, A. D. L. (2013). Assessing children’s book collections using an anti-bias lens. Anti-Defamation League , 605 .

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