Exemplary picturebooks about democratic principles

Abstract

Picturebooks are media resources that combine illustrations and texts to reach young children with entertainment and messages about life. They can support children’s development of understanding of democratic principles. For this paper, picturebooks from Sweden and the US with content involving democratic principles were analysed with the goal of inquiring into specifically selected picturebooks through text- and illustration-based methods (iconotext). Ten picturebooks published since 2000 served as exemplars of five democratic principles: (a) equity/equality, (b) respect and appreciation for diversity, (c) rights, (d) freedom, and (e) participation. These picturebooks were examined with regard to power relations between groups or individuals. Dominance was expressed in the form of race differentiation and separation, gender dominance, and the limitation of others’ rights by force. Picturebooks from Sweden and the US differed with regard to individualism vs. collectivism. The picturebooks included contexts in which democratic solutions were sought and obtained; through read alouds they can present young children with models of decision making for their own lives.

Keywords:

• Democratic principles
• diversity
• equity/equality
• freedom
• participation
• picturebooks, rights

REVIEWING EDITOR:

• Xin Yun Hu
• The Education University of Hong Kong
• Hong Kong

SUBJECTS:

• Childhood
• Early Years
• Primary/Elementary Education

Currently 40 percent of the global population is under age 25, and the youth of the planet live in the context of a digital environment where information is available instantaneously and they are faced with numerous challenges that include survival of many species and peoples/cultures related to climate change, discrimination, and human rights abuses (United Nations, 2023). If democracies are to have the capacities to address these challenges, it is essential that young children begin to gain understanding of the foundations of democracy and civic engagement.

Democracy ‘is a contested concept’ (Hyde & LaPrad, 2015, p. 1) that is always ‘in the making’ (Dewey, 1916; Hyde & LaPrad, 2015, p. 1). Because democracy is engaged in a continual process of rebirth, revision and reformation, it is quite fragile in nature. Thus, it is imperative that children learn about democratic principles and become prepared to participate in democracy early in their lives. Dewey believed that ‘schools could provide a platform for youth to actively participate in and practice democratic ideals and values and that educational curricula should be structured in ways that engage students in authentic democratic experiences that will empower them to act beyond the walls of the school’ (Dewey, 1916, 1987; Soares, 2013: Tilhou, 2020, p. 2). Within homes, day care centers, and PK-3 classrooms, picturebooks serve as vehicles that are central to both literacy learning and early experiences in understanding people, information, and topics such as democracy. The goal of the current paper was to explore specific picturebooks with a focus on ways in which democratic principles were presented for children.

Picturebooks have the potential to play an essential role in children’s development in literacy and social studies. Picturebooks encompass children’s literature where texts and illustrations come together to allow for and enhance comprehension (Nikolajeva & Scott, 2001; Short et al., 2014). Illustrations and texts in picturebooks play reciprocal roles in presenting meanings. Illustrations support what is stated in the text, sometimes including complex meanings that are not explicitly presented in the text (Dowdall, Melendez-Torres, Murray, Gardner, Hartford, & Cooper, 2019; Murray, 2014; Nikolajeva & Scott, 2001; Temple & Snow, 2003). Often, picturebooks are presented as complete stories in the form of fiction, biography, or historical fiction; however, there are also many expository (nonfiction) works designed for young children (Nikolajeva, 2005; Nikolajeva & Scott, 2001). Picturebooks can serve as models for children, demonstrating ways in which cultural knowledge is brought to life, including concepts of democracy (Gray & MacBlain, 2015; Noddings, 2013). Understandings of democracy change from early childhood into adulthood, including the realisation that democracy is a dynamic process.

‘Picture books are significant. As humans, the stories of our youth stay with us, engaging us to live and view the world in certain ways. They are not only intellectual experiences, but heart forming experiences as well’ (Belcher, 2018, p. 30). Young children learn lessons from picturebooks that can endure for a lifetime (Barksdale & Abraham, 2021; Marsh et al., 2020; Nikolajeva, 2005; Wolk, 2003, 2004, 2013). ‘There are picture books that explore cultural appreciation and peace, empathy and compassion, social responsibility and activism, community and the common good – all vital qualities to a democratic society. We are at a time when we need the wisdom and beauty of these books to help us move our fragile and wounded democracy toward the democratic ideals that are so often flouted in political rhetoric’ (Wolk, 2004, pp. 27–28). Clearly, this statement applies to current situations in Sweden and the US (and other democracies). Young children who are exposed to and develop understandings of the practice of democracy early in life may be more likely to reexamine their perceptions many times and become active participants in democratic societies (Tordes & Higinbotham, 2016).

Picturebook read alouds for young children can serve as the first steps in citizenship education. Through read alouds, children can experience emotions related to both fairness and injustice as they relate to democracy. According to Ahmed (2004), emotions are not limited to only one subject, they ‘bind subjects together’ (p. 119). Childrens’ feeling of injustice about the actions of certain characters in picturebooks can lead them to question the unfair treatment of the victims. Ahmed (2011) discusses the traits of characters in fiction, pointing out that when they take actions that are problematic in relation to our cognitive and emotional perspectives, interest and attention is peaked and the power of the information is raised. For children, learning is more likely to occur when feelings of fairness, justice, and freedom are challenged. Zembylas explains:

…Similarly, Mintz (2013) has argued that when students experience negative emotions as a result of exploring the suffering experienced by victims of injustice, they are actually empowered to deal with injustice in their lives in more critical and strategic ways (see also, Zembylas, 2015)… (Zembylas, 2020, p. 28)

One of the ways in which children can experience such negative emotions in a safe learning space is through picturebooks. Likewise, with the guidance of teachers and parents who read such literature to children, discussions about democracy-themed topics can allow children to deal with related emotions.

Picturebooks are resources that are often touching and memorable to children, and they present opportunities for supporting learning across the curriculum (Wolk, 2004). Picturebooks are a unique medium that can support children’s developing understandings and empathy for others (Cowhey, 2006; Jones, 2004; Marsh et al., 2020). Through picturebooks children can begin to comprehend democratic values. That is, picturebooks serve as models for young children (Nikolajeva, 2003) such that they remember the content of stories they encounter and also the ways in which democratic solutions were sought. As children learn about these concepts, they can refer to these models in seeking personal solutions to their own democratic dilemmas. In some picturebooks, democratic principles are not respected, and children recognize violations and comprehend the need for empathy for those who are hurt or in need (Wolk, 2003, 2004).

Children reading picturebooks not only develop empathy for others, it is also possible that they cognitively and emotionally put themselves in the shoes of those who are in unfortunate circumstances. This is described by Mallan as ‘… an interplay of empathy and sympathy between reader and the suffering character’. (Mallan, 2013, p. 9). Mallan describes further:

… texts offer what Keen referred to as the interior representation of characters’ consciousness and emotional states. This insider knowledge to a character’s emotional feelings of sadness, isolation, and difference promotes narrative empathy and may assist readers in gaining an empathic or sympathetic perspective. The illustrations also play an important part in this process (Mallan, 2013, p. 13).

Presentation of characters’ feelings and emotions through text and illustration in picturebooks influences readers. By internalising the text and the visual presentations, children can sympathise with and develop empathy for characters.

The relationship between democracy and emotion is solid; our emotions teach us about meanings of equity and equality, human life, and justice within human society. For instance, when people experience empathy or emotions connected with inequity and inequality (such as limited rights and freedoms, and lack of opportunities for participation), the need for democratic solutions is conspicuous. Obviously, democracies differ significantly from one another, but the overall desire for democratic principles is established based upon the experience of empathy and human emotion (Miklikowska & Hurme, 2011; Neblo, 2020).

In picturebooks, illustrations are used as vehicles for assuring that readers comprehend emotions in stories. Iconotext refers to relationships between texts and illustrations in picturebooks (Nikolajeva & Scott, 2001). A balance is needed between the level of text complexity that children are able to read and interpret, and the provision/support of the message through illustrations. Iconotext makes it possible for children to discern picturebook meanings through the combination of textual and visual cues. Through picturebooks that portray democratic themes and practices, young children can be afforded opportunities to develop perceptions of life in democratic societies.

We are all well aware of living in a context of constant change; undoubtedly, democracies must change in order to remain relevant and to assure fidelity of democratic principles. As democracies change, an educated citizenry must respond; it is advantageous for young people to know about their democracies and be prepared to participate in them (Collins et al., 2019). Early exposure to a variety of picturebooks that introduce concepts of democracy can provide the groundwork for maintenance of democratic rights and responsibilities (Wolk, 2003, 2004).

Picturebooks can be central to supporting the development of understanding of democracy (Wolk, 2004). For example, Erickson & Thompson (2019) reported on an educational unit in which a picturebook served as the foundation of a democratic inquiry about culture in Guatemala for a group of first-graders. Through dialogue, the children gained insights about the need to explore different sources of information in order to comprehend differences between themselves and others from a diverse cultural context. As children examine the thinking, actions, and feelings of characters from picturebooks, these characters can become models that may be imitated (Oliver & Sercombe, 2019), thus serving a socialising societal function (Nikolajeva & Scott, 2001; Noddings, 2013). For instance, the well-known character Pippi Longstocking (Lindgren, 1945) can serve as a model of female empowerment as demonstrated by the solid sense of self-identity and social justice within the contexts of Pippi’s life (Kim, 2012; Söderberg, 2011). Exposure to characters who demonstrate democratic principles can help children gain emotional and practical knowledge about how democracy can be practised in their lives. Picturebooks can serve as models for children, demonstrating ways in which cultural knowledge is brought to life, including concepts of democracy (Gray & MacBlain, 2015).

Dewey stated, ‘Democracy has to be born anew every generation, and education is its midwife’ (1916, 1987; Crittenden, 2002). Here Dewey explains that democracy is a dynamic process which needs to be renewed in relation to context and generation. The reality and problems facing democracies a generation ago are dissimilar to much of what is happening today (and this is continually the case). For previous generations, there was no social media and there were no 24-hour per day news sources. In the previous century, there had been problems such as world wars and atomic bombs, but not climate change, ‘alternative facts’, and mass/school shootings. Earlier problems that faced democracies needed their own solutions and recent problems that threaten democracies need solutions of our time; a democracy must be designed with flexibility in mind. With the help of education, every new generation must tackle problems related to democracy within the context of what is happening at the time; thus, the earlier that children learn about concepts of democracy, the better. Picturebooks provide one foundation for supporting young children in developing perceptions of democracy. In this research, specific picturebooks were explored in order to determine how democratic principles were presented for children.

Design

The research was designed such that democracy-themed picturebooks were the database throughout. Initially, we engaged in identification of 90 democracy-themed picturebooks. A wide range of picturebooks that possibly addressed democracy published between 2000 and 2020 were searched and located using research literature, databases, colleagues, internet resources and libraries/librarians. Using Constant Comparative Analysis (CCA) (Corbin & Strauss, 1990, 2008; Fram, 2013; Kolb, 2012) in our examination of these picturebooks, we read, reread, made notes on, and discussed each of the books with regard to ways in which democracy was demonstrated. Based upon these picturebooks database, five foundational democratic principles were identified: equity/equality, participation, rights, freedom, and respect and appreciation for diversity (Barksdale & Abraham, 2021). There are other principles of democracy beyond these five; these were identified directly through analysis of the democracy-themed picturebook database. Due to the emergence of the five themes in our studies of the picturebooks, we limited our study to them.

Next, we read the 90 picturebooks again, creating a table of the titles and their representations of the five specific principles of democracy. We also wrote an annotated bibliography for each that included summaries of plots, descriptions of covers and illustrations, and notes on representations of democracy (Barksdale & Abraham, 2021). Some books dealt primarily with one democratic principle and others dealt with more than one (a few all five). After completing this table, we eliminated all of the picturebooks that did not clearly address at least one of these five principles. In this manner, we pared down to 70 picturebooks, 35 from each country (Barksdale & Abraham, 2021).

Next, iconotext analyses of the relationships between text and illustrations were conducted on all 70 picturebooks (Barksdale & Abraham, 2021). For the current paper, we selected and have reported on ten exemplar picturebooks, two from each country for each of the five principles. These ten picturebooks were chosen as true exemplars; that is they are models that demonstrate the five democratic principles quite clearly. The current research into these ten titles makes a unique contribution through investigation of power relations and dominance in the form of race differentiation and separation, gender dominance, and the limitation of others’ rights by force. Table 1 gives an overview of the five democratic principles and exemplary picturebooks used to analyse them. For analysis of each principle two books, one from Sweden and one from the USA are used.

Table 1. Democratic principles and picturebooks used for analysis.

Democratic principles	Swedish picturebooks	US picturebooks
Equity/equality	Fyra Hönor och en Tupp (Four Hens and a Rooster) Landström & Landström, 2004.	Ruth and the Green Book Ramsey, 2010.
Participation	Charlie, Mika och Nalleföreningen (Charlie, Mika and the Teddy Bear’s Association) Sjögren & Hill, 2014.	Mama’s Nightingale Danticat, 2015.
Rights	Gropen (The Ditch) AdBåge, 2018.	A Day in the Life of Marlon Bundo Bundo & Twiss, 2018.
Freedom	De som Bestämmer (Those who Decide) AdBåge, 2018.	Martin’s Big Words Rappaport, 2001.
Diversity	Baddräkten (The Swimsuit) Strock & Spee, 2004.	The Other Side Woodson, 2001.

Nikolajeva and Scott’s (2001) recommendations for iconotext analysis guided the research process (Barksdale & Abraham, 2021). We interrogated the 10 exemplar picturebooks from the perspective of democratic constructs and how power/hierarchical relationships impacted the characters. Picturebooks from these two democratic countries were examined with specific attention to the ways in which five democratic principles were presented in both the texts, and through iconotext, that is, the illustrations and their relationships to the text (Barksdale & Abraham, 2021; Nikolajeva & Scott, 2001). The results were organised according to the five principles of democracy. Across the ten exemplars, there were solid relationships between empathy and democracy.

Results

Equity/equality

Ruth and the Green Book, (Ramsey, 2010)

Fyra Hönor och en Tupp (Four Hens and a Rooster), (Landström & Landström, 2004)

As democratic societies have developed historically, there have been continual efforts to achieve equity and equality. In both Ruth and the Green Book (Ramsey, 2010) and Fyra Hönor och en Tupp (Four Hens and a Rooster) (Landström & Landström, 2004) children encounter situations in which characters find themselves pursuing safety related to inequitable/unequal contexts.

The burden of seeking methods of navigating safely and overcoming circumstances of inequity/inequality has been a historical reality in many nations, and it continues today. In Ruth and the Green Book, the context was the US Jim Crow south where power was held by whites and blacks were oppressed. The illustrations in this picturebook present the emotions of the characters (embarrassment, sadness and fear, contentment and happiness). Complementary text/illustration icontext was important because these emotions were central to full comprehension of the story and they supplemented the text by providing indispensable information that was not stated. This picturebook presents the pain of this oppression and demonstrates how blacks were able to access information to survive with dignity. The inequity/inequality of the situation was demonstrated through the eyes of characters who experienced it.

In Fyra Hönor och en Tupp (Four Hens and a Rooster), a rooster held all power and resources and four hens needed to struggle for their rights. The process used by the hens demonstrates the need for preparation, organisation, unity and leadership to act against oppression in order to achieve equity and equality. The text provides information about a dominant rooster and oppressed hens and the illustrations show expressions of fear, desperation, confrontation and determination, with colours identifying the individual rooster and hens. Complementary text/illustration iconotext was powerful in the presentation of this whimsical story with essential underlying messages about human realities in which the dominant keep power and privileges at the expense of equity/equality. The book demonstrates a gender imbalance in the society and provides an example of how to stand against it to achieve gender equality.

These two picturebooks were designed to be engaging for children while showing them how power is sometimes used to create inequities and inequalities. They also provide an explanation/model of how abusive power can be addressed in a democracy. Young children need models that they can use or imitate in order to overcome challenges such as finding safe and secure circumstances or oppose abuses such as bullying situations that they may encounter in their own lives.

Participation

Mama’s Nightingale. A Story of Immigration and Separation. (Danticat, 2015)

Charlie, Mika och Nalleföreningen (Charlie, Mika, and the Teddy Bears’ Association).

(Sjögren & Hill, 2014)

Participation in the form of expressing one’s thoughts, voting and assuring accountability among elected officials, serving as members of associations and unions, and engaging in demonstrations are all methods by which citizens of democratic societies participate to assure that freedoms and rights for all are protected. In Mama’s Nightingale. A Story of Immigration and Separation (Danticat, 2015) and Charlie, Mika och Nalleföreningen (Charlie, Mika, and the Teddy Bears’ Association) (Sjögren & Hill, 2014), children take actions to resolve violations.

Mama’s Nightingale presents an example of how a child can participate within society to achieve democratic rights. In this case, governmental controls over immigration led to the incarceration of Saya’s mother. The emotional impact upon Saya was presented, and eventually Saya was able to take an action that led to freedom for her mother. The iconotext of Mama’s Nightingale directly reflected what was contained within the text. The artwork was quite colourful, with details like a stuffed animal whose emotions were like those of Saya at different points in the story. While not contributing additional information, the illustrations breathe life into the message. This picturebook provides a message for children about ways in which characters can struggle against injustice, perhaps encouraging them to act against injustices that they might face.

Charlie, Mika och Nalleföreningen (Charlie, Mika, and the Teddy Bears’ Association) demonstrates that all citizens within democratic societies have powers for achieving change. The demands of two young children who wished for a later bedtime, their demonstration with the support of Teddy Bears, and the negotiation with the mother parallel democratic processes in the real world. The text and the illustrations were complementary such that both text and illustrations provided information that came together to produce the full meanings. When text indicated that they were demonstrating, the illustration showed the children marching with placards; when the mother and the Teddy Bears’Association were negotiating, the illustration showed they were sitting around a table to put their demands forward and establish an outcome.

Democratic systems require the participation of citizens in order to move the society toward improved conditions. In a very simplistic and childlike manner, Charlie, Mika och Nalleföreningen (Charlie, Mika, and the Teddy Bears’ Association) reflects a complex process of identifying injustice and seeking a resolution. Participation in a democracy is not only a right; it is a responsibility and a privilege. Although young children cannot vote, there are ways in which they can engage in participatory actions, such as Saya’s letter to a newspaper. Through exposure to picturebooks like Mama’s Nightingale and Charlie, Mika och Nalleföreningen (Charlie, Mika, and the Teddy Bears’ Association) children can become aware of rights and methods of civic participation.

Rights

A Day in the Life of Marlon Bundo. (Bundo & Twiss, 2018)

Gropen (The Ditch). (AdBåge, 2018)

Individual rights are central to all democratic societies. Rights in Sweden and the US have many commonalities including the rights to: freedom of speech/expression/opinion, religion, and association; independent press/media; free elections of governmental officials, and the rule of law. The foundations of democratic rights are founded in human experiences of fairness for all citizens.

The two picturebooks, A Day in the Life of Marlon Bundo (Bundo & Twiss, 2018), and Gropen (The Ditch) (AdBåge, 2018) feature characters whose rights have been restricted. Marlon Bundo presents the story of a male bunny who fell in love with another male bunny and they wished to marry. The story centres on citizens engaging in participation and voting to establish and assert rights, with a focus on acceptance of diversity and the importance of respecting differences. The picturebook introduces the notion of using elections to remove individuals from power when that power is misused. While the text rarely includes direct reference to the emotions of the characters, these feelings are expertly reflected in the illustrations. The illustrations strengthen the essence of the story with facial expressions that powerfully enhance the text.

Gropen (The Ditch) has a similar theme; the parents and teachers in a school were unhappy about the children’s choice of playing in a ditch and made it no longer available. After the ditch was filled, the children selected another place viewed as unacceptable, thereby practising their rights to choose despite the views of adults. The iconotext in this picturebook included a text describing a place where children enjoyed playing, with illustrations showing children playing in the ditch wildly, adults standing with worried expressions on their faces. It is a fascinating picturebook because it brings up both the significance of the rights of children and the question of the degree to which children should/must submit to the will of adults around them. Text/illustration iconotext were powerful in telling this story of children making their own choices.

Children can learn about rights in a democratic society through reading and discussing what happens in picturebooks like Marlon Bundo and Gropen (The Ditch). In the case of Marlon Bundo, a powerful character (the stink bug) has the intention of stopping Marlon and his loving partner from realising their dreams by getting married. In Gropen (The Ditch), parents’ interference in the children’s play was based on their concern to protect them from accidents and injuries. In both cases, rights were violated and picturebook characters sought to establish their equity and equality as individuals and groups in society. In Marlon Bundo, we can see the lovers married, and in Gropen (The Ditch) the children found another place of their choice. These picturebooks can encourage children to struggle for their rights even under difficult circumstances.

Freedom

Martin’s Big Words. The Life of Dr Martin Luther King Jr. (Rappaport, 2001)

De som Bestämmer (Those who Decide). (AdBåge, 2018)

Commonly agreed upon freedoms stand at the foundation of all democratic societies. The picturebooks, Martin’s Big Words (Rappaport, 2001) and De som Bestämmer (Those who Decide) (AdBåge, 2018) are exemplar picturebooks that deal with the issue of seeking freedom within a democracy. Martin’s Big Words tells the story of Martin Luther King’s (MLK) life. This picturebook is about gaining equal rights, with a focus on nonviolent and peaceful protest. While whites held power and decided upon hierarchical treatments of different groups, MLK opposed their ideas and participated in demonstrations to support equality and freedom for all. In Martin’s Big Words, the iconotext involved detailed reflections of the content of the story. While the illustrations added little to what was stated, they did furnish accurate details from MLK’s life. This book deals with empathy, discrimination, segregation, the fight for equal rights, and the eventual violent death of MLK; all of these concepts are somewhat difficult to illustrate for youngsters. The picturebook models for children that obtaining (and maintaining) freedoms requires determination and civic participation. Further, it demonstrates that power can be founded in the actions of an individual taking on leadership against injustice.

Similarly, De som Bestämmer (Those who Decide) parallels many real-world situations where some people are dominated by the more powerful. As presented in this story, the older children harassed the younger ones and decided what they should do, an example that the strong often decide without considering the interests of the weaker. However, the less powerful can refuse domination and take power to decide upon their own fates. The text in this picturebook is expressed in short sentences, with clear illustrations of the emotions of both groups complementing the meanings.

The fundamental rights to freedom of speech, religion, thought and opinion, and the right to seek freedom from oppression are at the heart of democratic societies; these picturebooks provide a demonstration of how individuals and small groups may seek to obtain freedoms. In Martin’s Big Words the fight was with an established system, while in De som Bestämmer (Those who Decide), it was between children of different ages. These picturebooks show children how power can be used and misused. That is, children might gain the concepts that power is misused when some dominate and violate others’ rights, and people can work together to obtain these rights.

Diversity

The Other Side. (Woodson, 2001)

Baddräkten (The Swimsuit). (Strock & Spee, 2004)

Respect for and appreciation of diversity/difference is a cornerstone of every democratic society; it is the concept that all citizens deserve equitable access and equal rights and freedoms. There are many picturebooks that address diversity/difference with the purpose of modelling for children the valuing of rights and freedoms for every citizen. Here, The Other Side (Woodson, 2001), and Baddräkten (The Swimsuit) (Strock & Spee, 2004) demonstrate ways in which diversity can restrict individuals as well as possible methods by which these restrictions can be averted.

The Other Side deals with the capacity of people to build friendships, even in difficult circumstances. Realities of segregation in the Jim Crow era were exposed from the perspective of a white and a black child who were not supposed to play with one another. Children’s perspectives on a desire for an end to segregation were expressed at the close of the picturebook. The two girls lived within the backdrop of a racially segregated society where whites held power over blacks. Decision making was in the hands of white, male adults; children were powerless victims of their policies. This picturebook was designed such that the illustrations furnished rich contextual information that was crucial for fully comprehending the story. The illustrations made clear the time frame, setting, racial implications, and emotions and actions of the two girls. The picturebook did not have a resolution involving greater equity, equality, freedom and justice; however it set the stage rather beautifully with the developing friendship between the two girls.

In Baddräkten (The Swimsuit), cultural practices hindered Fadumah from fulfilling her ambitions to swim, which her classmates were doing. The instructors respectfully advised Fadumah and her mother to come to the pool on a day for women only, with due respect for and appreciation of cultural diversity. Analysis of the iconotext of this picturebook indicates that the text could be sufficient to understand the story; the illustrations are used to complement the text. There was a power relationship in which the swimming instructors (representative of the majority culture) had the capacity to make swimming possible for someone from a minority group/culture. It was implied that Fadumah could not achieve her goals without assistance.

In democratic societies, those who know they have power must be continuously proactive in empowering others and expanding the practice of democracy with respect for diversity. In The Other Side, it was two girls who started playing together. They were, with or without intention, breaking the discriminatory law of the adult world and enjoying their friendship. In Baddräkten (The Swimsuit), Fadumah’s parents represented cultural traditions that put restrictions on women and men swimming together. Fadumah’s dream was fulfilled through a negotiation between systems (in this case, the regulations of the swimming house and the parent’s acceptance of the provision of a time for women only to use the pool). Both of these picturebooks provide examples of restrictions created by either law or tradition, and the children were able to step beyond those constraints. In one case, the two girls broke a barrier and developed a friendship. In the second case, Fadumah was able to swim after negotiation between the swimming instructors and her family.

Iconotext

In the ten democracy-themed Swedish and US picturebook exemplars, the illustrations often provided a complement to the text and provided information beyond what was stated in the text. Democracies stand upon fundamental concepts of fairness. Young children are well able to understand fairness, and they know that when unfairness is experienced, people feel hurt. Children comprehend the idea that fairness is connected with the emotions of satisfaction and happiness (contentment, determination to succeed, relief, hope, joy, etc.) and unfairness involves the emotions of dissatisfaction and unhappiness (sadness, anxiety, fear, pain, desperation, etc). Through illustrations that provide information about emotions, children may be able to perceive the emotional components that underlie democratic principles. Fairness and unfairness are a dichotomy, and emotions don’t naturally segment themselves into dichotomous categories; however, they are a useful tool in supporting children’s development.

In Dom som Bestämmer (Those who Decide), the illustrations show that the older children wear clothing and have physical presences of toughness and power. There are illustrations that show the older children teasing and pointing at the younger, who have sad, frightened expressions. Likewise, A Day in the Life of Marlon Bundo has limited indications of emotions within the text. Instead, many emotions are seen through illustrations. At the start, Marlon is bored and lonely, but after meeting Wesley, he appears happy and excited. As the story proceeds, emotions of shock, dismay, worry, determination, happiness, and contentment are shown on the faces of the animal characters who work through a democratic voting process. The illustrations make Marlon Bundo a rich and dynamic picturebook that deals directly with democratic content. Fyra Hönor och en Tupp (Four Hens and a Rooster), shows how a dominant character can violate the rights of others. The illustrations display that the hens were afraid, frightened and desperate about what the rooster was doing, and their need to survive made them determined to go against him to get what they needed. At the end, illustrations of the hens showed happiness and satisfaction for reaching their goal through democratic methods. Mama’s Nightingale. A Story of Immigration and Separation is a very emotional story in which Saya grieves the loss of her incarcerated mother. Primarily through the illustrations, the emotional impact upon Saya was made clear for readers, including the happiness of the reunion with the mother at the end of the story.

All of the ten picturebooks effectively used illustration to display the emotions of the characters; these emotions directly related to the concepts of democracy that were exhibited. As a whole, these picturebooks demonstrate the usefulness of employing iconotext in presenting the principles of democracy for young children.

Discussion

Picturebooks are reflections of the real world in a limited proportion and designed to meet children’s developmental needs (Nikolajeva, 2005); the themes of the ten exemplar picturebooks correspond to real world issues and struggles. For instance, it was common for children, adults, and animals to dominate one another in the picturebooks. This domination led to emotional responses in characters and was displayed for readers through iconotext; actions needed to be taken in order for democracy to be practised to fulfil the needs of all. In reality, adults have power over children (Baumrind, 2012; Grolnick, 2012) and there exist some societal norms that can hinder children from exercising their own rights to develop friendships and play together as they please.

Picturebooks mirror the contexts (or historical contexts) in which children grow up. They show difficulties that children face such as power relations and provide ideas about how these problems might be alleviated. Picturebooks also provide role models for children (Gray & MacBlain, 2015; Wolk, 2004). The picturebooks analysed here afford normative democratic models and actions while inviting children to make their own decisions within the power relationships of their lives.

Recent movements such as Black Lives Matter and Me Too have brought attention to continuing issues of inequity and inequality in the US; similarly, groups in Sweden have been vocal in taking up causes of equity and equality. Assuring that individuals are treated equally and equitably is a critical component of the dynamic nature of regeneration and enhancement of a democracy. By presenting such picturebooks to young children, the opportunity for analysis of the impact of inequity/inequality is made visceral, and related family/classroom discussions can teach children that responsibility for improving and maintaining a democracy will ultimately be in their hands.

Majority cultures have historically dominated minorities throughout the world (Kymlicka, 2004). Picturebooks like Martin’s Big Words, Ruth and the Green Book, and The Other Side address issues of racial discrimination in ways that are understandable for young children. In democratic societies, immigrants arrive from places where there are armed conflicts and/or poverty, causing people to seek relief. Picturebooks like Mama’s Nightingale and Baddräkten introduce children to immigration-related problems. Titles such as Charlie and Mika, Marlon Bundo, and Gropen present realistic problems involving power similar to those that children may face in everyday life. When children are introduced to characters in these picturebooks, they see injustices and they may empathise with those impacted (Zembylas, 2020). Empathy with characters facing injustices allows children to see needs for and seek ways of addressing them.

In different countries, the rights of children are violated. Children are killed in wars, they are sold as slaves and recruited as soldiers to fight in armed conflicts. The powerful mistreat and violate the rights of the less powerful as reflected in the invasion of Ukraine by the powerful Russia. Here, hundreds of thousands of children of Ukraine are victims of this war. De Som Bestämmer can provide children with an understanding of how the weak work together to collaborate in efforts to equalise their circumstances. Likewise, gender domination of women by men (in some cases supported by existing norms, cultural practices and systems) is common in many countries (Kim, 2012; Söderberg, 2011). Organised action can lead to equity and equality, as was the case in Fyra Hönor och en Tupp (Four Hens and a Rooster).

There were many role models and examples of democratic perspectives such as cases of citizens seeking equity and equality, the roles and actions of participation, models of rights and freedoms, and expressions of the importance of respect for and appreciation of diversity within a democracy. In each of these exemplar picturebooks, the emotions of the characters (primarily presented through iconotext) were instrumental in the identification of these democratic ideals.

Among the democracy-themed picturebooks analysed here, it is essential to point out that many addressed multiple principles of democracy. For instance, Martin’s Big Words was discussed under the topic of freedom, but it also involved rights, participation, diversity, and equity/equality. Also, Fyra Hönor och en Tupp (Four Hens and a Rooster) was classified here as equity/equality, but it dealt with rights, participation, freedom, and to some extent diversity (in the ages, colours, sizes, and general physical appearance of the hens and the rooster).

The characters in the Swedish picturebooks do not focus on specific individuals; rather they centre upon the collective actions of groups. In Gropen (The Ditch), children were playing together in a place parents considered dangerous. In De som Bestämer (Those who Decide) there were elder children against the younger ones, and in Fyra Hönor och en Tupp (Four Hens and a Rooster), the four hens were the main characters who collectively opposed the domination of the rooster. In Charlie, Mika och Nalleföreningen (Charlie, Mika, and the Teddy Bear’s Association) and Badräkten (The Swimsuit) there were central characters; however here too, collective actions were at the foundation of the outcomes.

Characters in the US picturebooks were quite individualistic and featured characters whose actions in some way promoted themes related to democracy. There were other characters involved, but these individuals led democratic actions of some kind. In Ruth and the Green Book, Ruth and her family were quite alone when travelling in a segregated part of the US, and while they met other travellers, finding help and a solution was very much an individual problem. In Mama’s Nightingale, Saya struggled with emotions connected with the incarceration of her mother. She had some assistance from her father, the media, and a judge – but her participation as an individual was the focus. Marlon and his partner Wesley in A Day in the Life of Marlon Bundo wanted to be married and they faced a system that didn’t allow men to marry one another. They did get the support of other animal characters, but the fight for the right to marry (including a democratic voting procedure) was brought to the forefront by individuals. Martin Luther King, as presented in Martin’s Big Words, sought freedom from oppression. Designed as a biography using some actual quotes from MLK, this book very much presents the model of an individual. In The Other Side, there were two leading characters (one Black, one white) who resisted regulations of the time, demonstrating individualistic approaches to democracy.

It is no surprise that the Swedish picturebooks were more collectivist and the US picturebooks were more individualistic. After all, Swedish democracy and economics are influenced by the social democratic ideology of solidarity and are decidedly more collectivist than the US democracy (Jonsson, 2022; Murakami & Tôrnsén, 2015; Stone, 2021; Trägårdh, 2007; Wahlström, 2020). The US has a more individualistic approach (Isaac et al., 2022; Trumbull & Rothstein-Fisch, 2011). Picturebooks are reflective of the societies in which they are designed; democracies differ based upon the peoples who create, maintain, revise, and improve them over time. When children are introduced to democracy-themed picturebooks, if they comprehend and internalise ideas based upon them, the likely impact would be to develop common understandings of the democracies in which they live. Further research might investigate such differences.

The goal of this inquiry was that of analysing ways in which democracy was presented through iconotext for young children in ten picturebooks selected as exemplars. Through these picturebooks, parents and teachers have stories/contexts/materials for supporting children in developing basic understandings of civic engagement in democratic societies, and children can learn to identify and work against misuses of power with picturebook messages as models.

In classrooms, these books can be used as models in direct ways to show the meaning of domination or the violation of rights. Likewise, when some characters are striving for and gaining their rights, children may get the idea that people need to organise and work together to gain freedom and have rights respected. These stories can serve as memorable models when explaining realities to children about distancing themselves from abusive people. These picturebooks have characters with which children can identify and that stand for respect for the rights of all. For instance, when some children feel that they deserve a privilege that they don’t have, a teacher might ask, ‘What did Charlie and Mika do when they wanted to stay up later at night?’ … ‘Is there something similar that that you could do to earn a privilege?’

The early development of meaningful concepts of citizenship will serve to maintain, strengthen, support and renew democracies. Picturebooks can stand at the foundation of the development of democratic spaces in which early childhood and elementary teachers can ‘actualize a model of the collective society’ where children can begin to engage in the practice of democracy with their peers (Collins et al., 2019, p. 9; Dewey, 1938).

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No potential conflict of interest was reported by the author(s).

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Notes on contributors

Getahun Yacob Abraham

Getahun Yacob Abraham is an Associate Professor at Borås University. He is the coordinator of the master’s program in educational work, teaches theory and method courses at different levels, and is involved in staff training, research, and internationalisation programs. He previously worked for Swedish Save the Children/UNHCR in Russia, Kosvo and Angola.

Mary Alice Barksdale

Mary Alice Barksdale is an Emeritus professor, having retired from a faculty position in teacher preparation and literacy in the School of Education at Virginia Tech. Mary Alice had Fulbright Scholar awards in Russia and South Africa, and engaged in a USAID teacher education project in Malawi at Domasi College. Getahun and Mary Alice have worked collaboratively since 2009, publishing Literacy and democracy in South African primary schools and Democracy in picturebooks in Sweden and the US: 2000–2020. This paper represents an extension and more critical analysis related to our research on how democracy is presented in picturebooks.