Black Cinderella: multicultural literature and school curriculum

Abstract

This article discusses diversity issues evident in fairy tales and explores the pedagogical implications for adding counter-narratives in the school curriculum. Critical Race Theory is employed. In order to uncover contradictory discourses of race within Black cultures, four Africana (African, African American, and Caribbean) Cinderella tale types are analysed. The conclusion is that although the tales are racially similar and fulfil diversity requirements in a literature-based curriculum, such tales are not necessarily interchangeable. Rather, there are ample differences that warrant further attention. It is important that schoolteachers be aware of this, as they develop criteria that may enable them to make informed decisions about children’s books for their classrooms.

Keywords:

• fairy tales
• Cinderella
• multicultural literature
• children’s literature
• Critical Race Theory
• race/ethnicity
• Black cultures
• African
• African American

Acknowledgment

I wish to thank Cary Fraser for reading and providing feedback on an earlier draft of this manuscript.

Notes

1. See Kenneth B. Clark and Mamie P. Clark (1947). Racial Identification and Preference in Negro Children.