161
Views
0
CrossRef citations to date
0
Altmetric
Original Articles

Rereading the Past, Imagining Just Futures: A Generative Method of Historicizing Forced Displacement in Children’s Literature

, &

Children’s literature cited

  • Bunting, E. (2015). How many days to America? (B. Peck, Illus.). Clarion Books.
  • Cha, D. (1998). Dia’s story cloth (C. Cha & N. T. Cha, Illus.). Lee & Low Books.
  • Garland, S. (2013). Azzi in between (S. Garland, Illus.). Frances Lincoln Children’s Books.
  • Glynne, A. (2015). Navid’s story: A real-life account of his journey from Iran (J. Topf, Illus.). Wayland.
  • Glynne, A., & Maldonado, S. (2014a). Ali’s Story: A real-life account of his journey from Afghanistan (T. C. Cole, Illus.). Wayland.
  • Glynne, A., & Maldonado, S. (2014b). Rachel’s story: A real-life account of her journey from Eurasia (T. M. Jespersen, Illus.). Wayland.
  • Hoffman, M. (2003). The colour of home (K. Littlewood, Illus.). Dial.
  • K’naan (2012). When I get older: The story behind “Wavin’ Flag (R. Gutierrez, Illus.). Tundra Books.
  • Lofthouse, L. (2007). Ziba came on a boat (R. Ingpen, Illus.). Puffin Books.
  • Milner, K. (2017). My name is not Refugee (K. Milner, Illus.). The Bucket List.
  • Milway, K. S. (2017). The banana leaf ball (S. W. Evans, Illus.). Kids Can Press.
  • Mitchell, P. (2004). Petar’s song (C. Binch, Illus.). Frances Lincoln.
  • Robinson, A., & Young, A. (2008). Gervelie’s journey: A refugee diary (J. Allen, Illus.). Frances Lincoln Children’s Books.
  • Rosenberg, L. (1999). The silence in the mountains (C. K. Soentpiet, Illus.). Orchard Books.
  • Smith, I. (2010). Half spoon of rice: A survival story of the Cambodian genocide (S. Nhem, Illus.). East West Discovery Press.
  • Wild, M. (2017). The treasure box (F. Blackwood, Illus.). Candlewick Press.
  • Williams, K., & Mohammed, K. (2009). My name is Sangoel (C. Stock, Illus.). Eerdmans Books for Young Readers.
  • Williams, M. (2005). Brothers in hope: The lost boys of Sudan (R. G. Christie, Illus.). Lee & Low Books.

References

  • Alim, H. S., Rickford, J. R., & Ball, A. F. (Eds.). (2016). Raciolinguistics: How language shapes our ideas about race. Oxford University Press.
  • An, S. (2022). Critical juxtaposing of war and migration: A content analysis of Southeast Asian refugee children’s literature. The Social Studies, 113(5), 249–263. https://doi.org/10.1080/00377996.2022.2046996
  • Botelho, M. J., & Rudman, M. K. (2009). Critical multicultural analysis of children’s literature: Mirrors, windows, and doors. Routledge.
  • Botelho, M. J., Young, S., & Nappi, T. (2014). Rereading Columbus: Critical multicultural analysis of multiple historical storylines. Journal of Children’s Literature, 40(1), 41–51.
  • Busey, C. L., & Walker, I. (2017). A dream and a bus: Black critical patriotism in elementary social studies standards. Theory & Research in Social Education, 45(4), 456–488. https://doi.org/10.1080/00933104.2017.1320251
  • Chávez-Moreno, L. C. (2021). U.S. empire and an immigrant’s counternarrative: Conceptualizing imperial privilege. Journal of Teacher Education, 72(2), 209–222. https://doi.org/10.1177/0022487120919928
  • Demoiny, S. B., & Ferraras-Stone, J. (2018). Critical literacy in elementary social studies: Juxtaposing historical master and counter narratives in picturebooks. The Social Studies, 109(2), 64–73. https://doi.org/10.1080/00377996.2018.1451981
  • Dryden-Peterson, S., & Reddick, C. (2019). “What I believe can rescue that nation”: Diaspora working to transform education in fragility and conflict. Comparative Education Review, 63(2), 213–235. https://doi.org/10.1086/702610
  • Espiritu, Y. L. (2015). Refugee. In C. J. Schlund-Vials, L. T. Võ, & K. S. Wong (Eds.), Keywords for Asian American studies (pp. 208–2010). New York University Press.
  • Espiritu, Y. L., Duong, L. P., Vang, M., Bascara, V., Um, K., Sharif, L., & Hatton, N. (2022). Departures: An introduction to critical refugee studies. University of California Press.
  • Gross, M., & Latham, D. (2017). The peritextual literacy framework: Using the functions of peritext to support critical thinking. Library & Information Science Research, 39(2), 116–123. https://doi.org/10.1016/j.lisr.2017.03.006
  • Hope, J. (2023). Applying RefugeeCrit to recent middle grade/young adult children’s literature about refugees. In E. L. Espiritu Gandhi & V. Nguyen (Eds.), The Routledge handbook of refugee narratives (pp. 191–201). Routledge.
  • Johnson, H., & Gasiewicz, B. (2017). Examining displaced youth and immigrant status through critical multicultural analysis. In H. Johnson, J. Mathis, & K. G. Short (Eds.), Critical content analysis of children’s and young adult literature: Reframing perspective (pp. 28–43). Routledge, Taylor & Francis Group.
  • King, L. J., Crowley, R. M., & Brown, A. L. (2010). The forgotten legacy of Carter G. Woodson: Contributions to multicultural social studies and African American history. The Social Studies, 101(5), 211–215. https://doi.org/10.1080/00377990903584446
  • Ladson-Billings, G., & Tate, W. F. (1995). Toward a Critical Race Theory of education. Teachers College Record: The Voice of Scholarship in Education, 97(1), 47–68. https://doi.org/10.1177/016146819509700104
  • Malkki, L. H. (1996). Speechless emissaries: Refugees, humanitarianism, and dehistoricization. Cultural Anthropology, 11(3), 377–404. https://doi.org/10.1525/can.1996.11.3.02a00050
  • Mathis, J. B. (2001). Respond to stories with stories: Teachers discuss multicultural children’s literature. The Social Studies, 92(4), 155–160. https://doi.org/10.1080/00377990109603995
  • National Council for the Social Studies (NCSS). (2020, July 16). A current events response by the National Council for the Social Studies. https://www.socialstudies.org/news/our-children-are-taught-in-school-to-be-active-engaged-citizens
  • National Council for the Social Studies (NCSS). (2023, April). Powerful teaching and learning in social studies: A position statement of National Council for the Social Studies. https://www.socialstudies.org/position-statements
  • Pantaleo, S. (2021). Student meaning-making of an allegorical picturebook in social studies. The Social Studies, 112(5), 217–230. https://doi.org/10.1080/00377996.2021.1896464
  • Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
  • Schoultz, L. (2014). Human rights and United States policy toward Latin America. Princeton University Press.
  • Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44. https://doi.org/10.1177/107780040200800103
  • Stephens, J. (1992). Language and ideology in children’s fiction. Longman.
  • Strekalova-Hughes, E. (2019). Unpacking refugee flight: Critical content analysis of picturebooks featuring refugee protagonists. International Journal of Multicultural Education, 21(2), 23–44.
  • Strekalova-Hughes, E. & Peterman, N., (2020). Countering dominant discourses and reaffirming cultural identities of learners from refugee backgrounds. The Reading Teacher, 74(3), 325-329.
  • Strekalova-Hughes, E., Peterman, N., & Lewman, K. (2019). Legally scripted fictions: Fathers and fatherhood in picturebooks with young protagonists from refugee backgrounds. Children’s Literature in English Language Education, 7(2), 10–36.
  • Strekalova-Hughes, E. & Wang, X. C. (2019). Perspectives of children from refugee backgrounds on their family storytelling as a culturally sustaining practice. Journal of Research in Childhood Education, 33(1), 6–21.
  • Tschida, C. M., Ryan, C. L., & Ticknor, A. S. (2014). Building on windows and mirrors: Encouraging the disruption of “single stories” through children’s literature. Journal of Children’s Literature, 40(1), 28–39.
  • Torres, H. J. (2019). Developing imaginative engagement in young children using children’s literature. The Social Studies, 110(4), 161–169. https://doi.org/10.1080/00377996.2019.1587736
  • Warner, C. K., & Peterman, N. (2022). Leveraging #YA Twitter for Online Learning in English Language Arts. English Journal, 111(6), 22–29.
  • Woodson, A. N. (2016). We’re just ordinary people: Messianic master narratives and Black youths’ civic agency. Theory & Research in Social Education, 44(2), 184–211. https://doi.org/10.1080/00933104.2016.1170645
  • Woodson, A. N. (2017). “There ain’t no white people here”: Master narratives of the civil rights movement in the stories of urban youth. Urban Education, 52(3), 316–342. https://doi.org/10.1177/0042085915602543
  • Yoon, B., & Sharif, R. (Eds.). (2015). Critical literacy practice: Applications of critical theory in diverse settings. Springer. https://doi.org/10.1007/978-981-287-567-9
  • Youngs, S. (2012). Understanding history through the visual images in historical fiction. Language Arts, 89(6), 379–395.
  • Youngs, S., & Serafini, F. (2011). Comprehension strategies for reading historical fiction picturebooks. The Reading Teacher, 65(2), 115–124. https://doi.org/10.1002/TRTR.01014

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.