1

TEXT SET: CRITICAL CONTENT ANALYSIS AND RATIONALES

Yifang Xu

Graduate School of Education, University of Pennsylvania

EDUC535: Literature for Children and Adolescents

Dr. Jessica Whitelaw

December 16, 2021

 2

Question

Essential questions: What does success count to you?

Sub-question: What are obstacles you face in the way to your success?

The Story of Your question

I think if you ask a person: “Do you want to succeed?” Everyone’s answer will be

“YES!” We all want to succeed. However, only few of people know what success means to them

— the definition that only suitable for themselves. We are always chasing for success, and

usually the process of being successful is struggling, confusing, and even misleading.

Throughout history, on the one hand, the popular definition of success, to some extent, is simple

and narrow: Fame and Gain. On the other hand, if you are rich or have power, people will label

you as a successful person. Therefore, there are lots of people spending their whole lives chasing

for these two things, only to find that actually there is no the other shore for them to reach. As a

result, when they reflect their lives, they mostly complain that if they were as lucky as those

celebrities, they should succeed. What makes them mediocrity is simply because of their bad

luck.

In my opinion, I think success should never be defined by others. Instead, it should be

made by yourself. Set myself as an example. My definition for success is always changing with

my growing up. When I was in middle school, my success means I can get over my fear toward

running. When I was in high school, my success means I can go to a top university in the future.

When I was in university, my success means I can make more people know me. Gradually, I

found that success is a kind of goal that you are going to chasing for, and at different periods,

you have different goals. Before, I used to attach great importance to the result, like if I did not

win the prize, it means that I fail. After, I realized that the more significant thing is the process of
 3

working for it, rather than the mere result. I enjoyed the process of chasing and working for my

success, and when I get there, I will be comfortable and happy, but not extremely excited,

because to some extent, I can anticipate the outcome as my process progressing. I enjoy more on

the progressing process than the determining result. I am working for the success defined by

myself, rather than the success that cheered by others.

When we talk about the success, it comes up with a question that how to define our own

success? I once talked about it with my professor Curt Smith when I was an exchange student in

the University of Rochester. I appreciated his answers very much. He said: “Well, I did lots of

different jobs in my previous life — a speechwriter for George H.W. Bush Administration, a

reporter, numerous books’ writer, an editor, a host, and now a professor. I feel so fortunate that I

am always doing the thing that I wanted to do when I was 7-year-old, which is READING and

WRITING.” It makes me think that a person’s success originates from his/her/they self-

motivation, his/her/they interest, and his/her/they love for doing a thing. Unfortunately, in

contemporary society, there are lots of people knowing exactly the aspects that they are bad at,

but cannot tell the one that they love, adept at, or what society needs. Therefore, they live a life

of idling, always looking for the success which defined by the secular world, but gradually losing

their inner hearts.

I hope by exploring this inquiry “What does success mean to you?”, students can find

their interests and goals at different life periods, chasing for it with a determined mind without

any hesitation. Besides, by reading children’s literatures in finding success, they can also develop

their diverse critical thinking. And finally, they will find that they realize a kind of success that

could not be duplicated but recognized by others. In my view, we are always in the way of

achieving success, and in the process of living a peaceful and meaningful inner world.
 4

Curated Booklist

Alexander, K., & Anyabwile, D. (2014). The crossover. Boston; New York: Houghton Mifflin

Harcourt.

Alexander, K., & Nelson, K. (2019). The undefeated. Boston; New York: Houghton Mifflin

Harcourt.

Becker, A. (2014). Journey. Walker Books.

Brown, D. (2018). The unwanted: Stories of the Syrian refugees. Houghton Mifflin Harcourt.

Conkling, W. (2014). Sylvia & Aki. Tricycle Press.

Gino, A. (2015). George (Scholastic Gold). Scholastic Inc..

Kelly, E. E. (2017). Hello universe. First edition. New York, NY: Greenwillow Books, an

imprint of HarperCollinsPublishers.

Lindstrom, C., & Goade, M. We are water protectors. Roaring Brook Press.

Méndez, Y. Saied, & Kim, J. Where are you from?. An Imprint of HarperCollinsPublishers.

Muhammad, I. (2019). The proudest blue: A story of hijab and family. Little, Brown Books for

Young Readers.

Sorell, T. (2020). We are grateful: Otsaliheliga. Lerner Publishing Group.

Tonatiuh, D. (2018). Undocumented: A Worker's Fight. Abrams.

General introduction

My potential audience are children ranging from 3rd grade in elementary school to 6th

grade in middle school. The 12 books I selected here have multiple genres: picturebooks, poetry,

historical fictions, wordless books, imagination and fantasy, and books including self-biography.

Besides, these books include multiple theoretical lenses: bilingual literacies, critical multicultural

issues, environmental problems, indigenous people, minorities, immigration and refugees,

 5

transgender, challenging deficit perspectives, disciplinary subjects… In my eyes, they cover a

broad age span with deep-meaning texts, discussing with children that “success” is always

meaningful and have diverse understanding at different ages in different social contexts.

Rationales

1. Méndez, Y. Saied, & Kim, J. Where are you from?. An Imprint of

HarperCollinsPublishers.

Topic Identity, Confidence

Theoretical lenses Bilingual literacies, Critical multicultural issues

Genre Picturebook

Invites students to build confidence and trust themselves at the beginning of chasing for

success. This is a picturebook suitable for children aged between 4 to 8. It talks about a question

that a little brown girl at the beginning was questioned by her peers and adults that she does not

belong to here. After asking her grandpa (Abuelo), she finds her own answer: She comes from

“all of us”.

To begin with, when talking about the educational pedagogy, I stand from the perspective

of bilingual literacies. This book offers two version—both Spanish and English. According to

García (2020), “[B]ilingual readers leverage all of their meaning-making resources and all of

themselves as they engage with text (p.557)”. It means that while students are learning, they will

use multimodal tools, such as verbal, visual, audio, and body gestures to be fully engaged into

the classroom. As a teacher, I will build my classroom as a social practice place for them, not

only to link their past experiences, but also find their self-identity by working and negotiating in

multimodalities. Secondly, even in the English version, there are some Spanish words in the

book. Since the relationship between pictures and verbal is expanding, which means that not only
 6

visual support the verbal, but also verbal depends on visual (Sipe, 2012). The illustration will

help children to understand and imagine the world that writer described in the book. Thirdly, the

characters in the book have different color skins. I think this can provide students a multicultural

lens that they not only see themselves in the book, but also being inspired to be more engaged in

this world with a critical and sensitive discernment (Thomas, 2016). And by cooperating and

interconnecting with other people from different races and ethnicities, they will finally find their

own self-identity and feel that they are an integral part of this country.

Secondly, the reason that I select it as a book to discuss the inquiry question is that I think

chasing for our own success firstly can invite students to find their own “true” identity. This

book tells children that no matter which race, ethnicity, or country you are from, you are the

unique and special one. By finding and identifying themselves in the society, children may feel

that they are recognized by both themselves and others, building a strong confidence—basic

foundation, to further chase for their success.

2. Lindstrom, C., & Goade, M. We are water protectors. Roaring Brook Press.

Topic Good characteristics: perseverance, solidarity

Success being built at sacrificing environment

Theoretical lenses Critical environment, Critical indigenous

Genre Picturebook

Invites students to think about the good characteristics in chasing for success and the

relationship between success and environment. Inspired by the many Indigenous-led movements

across North America, this book talks about the indigenous people’s affection with the earth.

And water is a sacred source for them to relate themselves with the nature. While reading this

book, it not only discusses the critical problem about protecting environment, but also honors the
 7

community, spirit, and diversity of the indigenous people. Generally, this book is more suitable

for younger kids, aged between 3-6.

As for illustration, the colorful watercolors, such as the repetitive page, which talks about

“We stand, with our songs, and our drums. We are still here.”, involves an act of re-reading

(Moebius, 1986). The scenes appear many times, making children reflect the book back and

forth, deepening the impression of the children, and thus they will be able to better understand

the rich culture of indigenous people. Besides, the symbolism which makes snack represent the

evil behaviors that human did to nature, and the theme color blue, all leading children into the

scene and feeling that they are a certain character relative to the story (Sipe, 1998).

As for the interwoven between success and theoretical lenses, firstly starting from critical

indigenous literacy, students can directly feel the deep affection that indigenous people have with

the nature. Their great attachment to the nature, their perseverance in protecting the nature, and

their solidarity among the community, these are all the values that usually being neglected, but

should be valued and respected. I think these characteristics are also important factors that could

enhance a person’s success, like how to collaborate with others in a group, how to have mutual

respecting and understanding, and the insistency and perseverance while facing difficulties.

Secondly, this book also talks about the environment protection, which allows children to go into

the nature physically (Harju & Rouse, 2017), foster a connection with it, and then understand the

meaning of living together. Reflecting history, we had so many successes that built on the

sacrificing of environment. By reading this book, it will stimulate children’s thinking about the

importance of concerning for all well-beings, because human beings is a small but inalienable

part of it.

3. Tonatiuh, D. (2018). Undocumented: A Worker's Fight. Abrams.

 8

Topic Success in different people’s perspectives

Theoretical lenses Storytelling, Critical thinking

Genre Comics/Graphic novel/Crossover book

Invites students to think about success from different people’s perspectives.

Undocumented talks about a story centered on a Mexican man Juan who came to U.S. with

chasing for more job opportunities. After arriving America, Juan lived in a poor community and

worked hard to make a living. He did lots of different jobs, such as dishwasher, shop assistance,

chef, deliverer… However, because of his illegal citizenship, he is severely undercompensated.

He is struggling between being reported of his undocumented paper with fighting against unfair

treatment.

As for illustration, this Crossover picturebook discusses a heavy question: Immigration.

This is a problem that is tricky and controversial, especially after the building of the border wall

by previous president administration, and the new immigration policy toward Mexicans. As

Nodelman (1996) defined, children’s books usually assume children are naïve and innocent, thus

protecting them from the “sins of a corrupt world (p.75)”. Therefore, sometimes adults neglect

attaching importance to how children understand this world by themselves. Beckett (2017)

suggested that Crossover books can provide children with “a new relationship to childhood, an

openness to new modes of expression, and a critical view of the world. (p.6)”

In Undocumented, when parents and teachers use them as a resource for talking about the

success, they can lead children think from others’ perspectives: What does success count to

them? By reading this book together, adults can guide children to broaden the definition of

success, let children jump out of their personal definition in success and stand in others’ points.

In this way, children may know that success is not a personal decided concept, and could
 9

critically absorb others’ understandings in success. In this book, we can explore various

definitions of success toward different class people.

4. Brown, D. (2018). The unwanted: Stories of the Syrian refugees. Houghton Mifflin

Harcourt.

Topic Success in multidimensional sociology

Theoretical lenses Storytelling, Critical history, Disciplinary

subjects

Genre Comics/Graphic novel/Picturebook

Invites students to think about success in the multidimensional sociology. The unwanted

is also a book argues about the Refugee problems. Starting from 2011, lots of Syrian refugees

flood out of their own countries, running to other countries for seeking for a better life. The

author describes the problems they faced during the fleeing way, and the courage and resilience

that support themselves.

This graphic/comic book has a rich topic based on refugee and worth exploring, such as

religion, race, poverty, education, politics… Although it is a comic/graphic, it includes

background narration. In my views, I think this setting introduction is helpful for children to

learn history through a graphic/comic book, because it offers children more information about

history, facilitating them a comprehensive understanding of manners, values, and general cultural

environment (Nikolajeva, 2002). Therefore, following the previous book Undocumented, this

book is more suitable for older children, such as teenagers.

As for the connection to success, this book is a good example to explore success in a

multidimensional society. It shows kids how they can critically leverage their “identities,

multiliteracies, and lived experiences (Thakurta, 2021, p,654)” to look the definition of success.
 10

In children’s world, sometimes they presumably assume that efforts will eventually be paid off.

However, other components and factor which originate from society may impact their

hardworking to success, and are even hard to handle or control. This book gives a way for

children to reflect the “success” in social context.

5. Kelly, E. E. (2017). Hello universe. First edition. New York, NY: Greenwillow

Books, an imprint of HarperCollinsPublishers.

Topic Consider disabled people’s success,

Inclusive view in teamwork

Theoretical lenses Challenging Deficit Perspectives

Genre Fiction Novel

Invites disabled students to discuss success. This book revolves around four children.

Virgil Salinas is a kind and introvert boy who feels himself is an outsider of a crazy-about-sports

family. Valencia Somerset is a clever, smart, and brave girl, but unfortunately with disability

deaf. Compared with being friends with others, she would like to stay alone and make friends

with animals. She loves nature very much. Kaori Tanaks self-defined as a psychic, but her little

sister Gen is her only client. And Chet Bullens is the biggest bully in the neighborhood. They are

not friends and even do not know each other at the beginning. However, when Chet throws

Virgil’s backpack into a dry well, where Virgil’s Gulliver was inside, four children’s lives

intertwined with each other in unexpected and surprisingly way.

I think this book manifest a main topic — disability. Since Valencia is deaf, Chet bullied

her without any shame. In our daily lives, we usually see children with disabilities are shy, timid,

and always forbearing when they face difficulties and inequity. And in classroom, teachers
 11

usually label them as disabled children when they come in, directly making this group kids feel

the “emotions of loose, shock, and pity at how dreadful it is to be disabled. (Sievers, 2008, p.30)”

In teaching pedagogy with success, it is a book that can be used to challenge the deficit

definition, making all children have a more inclusive, respectful, and understandable attitude in

the teamwork, not only toward themselves, but also for others. In addition, specifically standing

from the perspective of physically disabled children, this book could give them huge courage in

the way for looking for their own success. Sometimes, success is not something big one, but for

example the one that you are confident to express yourself and work with others.

6. Gino, A. (2015). George (Scholastic Gold). Scholastic Inc..

Topic Consider transgender people’s success

Theoretical lenses Transgender

Genre Novel

Invites transgender students to discuss success. George (written by Alex Gino)

introducing George, who was regarded by rest of the world as boy, but she defined herself as

a girl — Melissa. With her supportive friend Kelly, Melissa used the play Charlotte’s Web

not only find her “true” self, but also confidently showed it to others.

Hermann-Wilmarth and Ryan (2019) described that “we are always becoming

through negotiated interactions. (p.7)” I think George is a book that can facilitate kids in

LGBTQ+ group to find and define themselves. As teachers and educators, this will be a

productive book to talk about transgender topic in success. For example, what kind of

attitudes are you going to have if there are transgender group members in your team? If you

are a transgender kid, what is the way for you to achieve your success? I think for

transgender students, this book is helpful for them to build up their confidence and be
 12

integrated with other group students. It will help transgender students feel at ease that they

are treated equally and being protected in their way for chasing success.

7. Alexander, K., & Anyabwile, D. (2014). The crossover. Boston; New York:

Houghton Mifflin Harcourt.

Topic Family relationship in success

Theoretical lenses Multimodal

Genre Verse in Novel

Invites students to think about family relationship in success. This book talks about the

boy Josh, who is a 12-year-old student at Reggie Lewis Middle School. He has a twin brother

Jordan “JB” Bell, and both love playing basketball and are professional basketball players.

However, with JB starts to spend more time with girls and their father’s hiding health issue, the

relationship between two brothers is unraveling.

Firstly, I think it is hard to make a definition for genre of this book. All the words in the

book are capitalized and written in verse. Vivid illustrations help children better understand the

plot. There is no boundary between the verbal and the visual. There are some collage forms

manifested in the book. The reason I define it as multimodal is that readers need to combine

images, written language, and other semiotic features to understand and construct the meanings

(Serafini, Kachorsky & Reid, 2018). Secondly, I appreciate the color selection of this book, for

that there is only two colors — orange and grey, and orange symbolize the basketball dream that

Josh always has. Between the sharp contrast, it further highlights the theme — the relationship

between personal success and family.

In the definition of success, sometimes we are so obsessed with success that we ignore

the inside relationships. In this book, Father Chuck Bell fully supported his son's dream, even
 13

neglecting his own health. Also, the brotherhood between JB and Josh starting from bonding,

and then resulting in unraveling. Josh thinks that he is more successful than JB for that he won

the basketball games but found that he is further in affection with his brother. It is a meaningful

book to talk about success from the point of relationship and emotion. As teachers, we can lead

kids to discuss that is it a kind of success at the expense of sacrificing affections? How to balance

the personal success with family relationship?

In addition, there are lots of allusions in the book, such as alluding famous basketball

player Michael Jordan, famous rappers Kanye West, and jazz musicians John Coltrane. These

elements could attract children’s eyes and build a bridge between their lives and the book,

especially for teenage boys.

8. Alexander, K., & Nelson, K. (2019). The undefeated. Boston; New York: Houghton

Mifflin Harcourt.

Topic Success in historical moments and people

Theoretical lenses Critical history

Genre Picturebook

Invites students to reflect successful moments in history. The Undefeated is tributed to

African American history, talking about slavery, the civil rights movement, and Black Lives

Matter. Besides, it emphasizes the African American achievements in numerous fields, such

as sports, literatures, music, and politics. The author not only extol the famous people that

known by public, but also those who are ordinary yet selfless dedication. The painful history

should not be forgotten. At the end of the book, there is an introductory endnote for

memorizing historical figures and events featured in The Undefeated.

 14

Usually, young children’s’ literatures do not frequently deal with the dense history,

not only because adults think that children are too naïve to receive these heavy topics, but

also they do not know how to teach them in a way that children are likely to understand and

accept. I think this book discusses history with children in both narrative and acceptable way.

By reading this book, children can learn history about African American from a critical

perspective, know about their courage and persistency while facing adversity, and gradually

develop their own historical judgment. One of the goals of learning history by reading

picturebook is that children can interpret and involve moral issues by searching for “truth”

(Levstik, 1993). And in this book, the “truth” is connected with “success”, because standing

at the perspective of storytelling about African American, students can learn good

characteristics from famous people in American history.

9. Conkling, W. (2014). Sylvia & Aki. Tricycle Press.

Topic Success in feminism

Theoretical lenses Critical history, counter-storytelling

Genre Historical Fiction

Invites students to think about success in feminism. The connection between Sylvia

and Aki started from Aki’s doll. After the attack on Pearl Harbour, Aki’s family were sent to

a relocation camp. Sylvia’s family moved to Aki’s previous home, but only told to be that

Sylvia could only go to the “Mexican” schools. Sylvia’s father finally filed a lawsuit for this

racial segregation and won. At the end the story, two girls became best lifelong friends.

In my view, I think by telling stories about two girls’ courage and brevity in fighting

against inequities, such as social discrimination, race segregation, it will allow girls to be

empowered and tenacious while facing difficulties, either at work or in school. As a book of
 15

counter-storytelling, on the one hand it is useful for teens of color-girl actively explore their

race and ethnic identity in social context, engage in the problem solving, and emphasize their

self-reliance and self-determination in the way of success (Hughes-Hassell, 2013). On the

other hand, for white-girl students, it is a window for them to view the experiences of others

and be more inclusive in their self-defined way to succeed.

10. Sorell, T. (2020). We are grateful: Otsaliheliga. Lerner Publishing Group.

Topic Be grateful

Theoretical lenses Bilingual, Indigenous history

Genre Picturebook

Invite students to know that be grateful to what we have had is a kind of success.

Otsaliheliga is the word that Cherokee people say to express the gratitude. Starting from the

perspective of indigenous people, this book invites reader to “go for a journey through the

year with a Cherokee family and their tribal nation as they express thanks for celebrations big

and small” (Sorell, 2020).

This book is written in bilingual, which are English and Tsalagi Gawonihisdi. Setting

the background in Cherokee people’s tribal and life, on the one hand, for indigenous

students, I hope by reading this book, they will strengthen pride in identity of their tribal

nation and also a citizenship of America; On the other hand, for other students, it gives them

a stage to learn about indigenous people’s values and knowledge, thus having a more

respectful and understandable attitude towards indigenous heritage (Reese, 2008).

As for connection to success, taking is always much more than giving in people’s life.

We usually think more about what we can get rather than what we can devote. However, it

does not mean that setting a goal and then work hard for it is wrong, I just want students to
 16

have a more peaceful mind when facing the gains and losses. In the way of chasing our own

success, sometimes students forget their original intention, for that they are so anxious for

reaching quick success and immediate benefit. I hope this book will invite students to be

grateful for what they have and reflect their struggles in the way of being success.

11. Muhammad, I. (2019). The proudest blue: A story of hijab and family. Little,

Brown Books for Young Readers.

Topic Be proud of who you are

Theoretical lenses Religion, Equity

Genre Picturebook

Invite students who have religious beliefs to think about success. This book starts

from two sisters’ first day in the school. And it’s also the first day that older sister Asiya

wears her hijab. However, not every student knows the meaning of the hijab, and some of

them even make fun of it. In the process of exploring, two sisters find the new strong way to

express the beauty of hijab.

In El-Haj’s (2006) article, she talks about the struggling dilemma that lots of Arab

students face in the America, especially after the 9/11 incident. Wearing the hijab is a way

for Muslim students to express their religious beliefs. However, since children are sometimes

just too naïve to understand religion, but after reading this book, they will be able to learn

more about religion and then treat other people's religion in a more respectful way.

As for connection to success, for students who have religious beliefs, this book is a

good start in educational literatures to make their peers and teachers learn about their

religious practices, cultural traditions, and political perspectives, thus being treated more

equally. For students who have no religious beliefs, this book offers a way for them to get rid
 17

of their stereotypes and give more understandings for their peers who have religious beliefs.

Chasing for equity and being proud to express the religion is a kind of success for children

who have religious beliefs.

12. Becker, A. (2014). Journey. Walker Books.

Topic Curiosity, Positive attitude

Theoretical lenses Wordless illustrations

Genre Wordless picturebook

Invites students to learn about the characteristic of curiosity in exploring success. This

book is a wordless book, focusing on a girl who has a magic pen. With this magical red marker,

the girl starts an extraordinary journey.

In wordless books, children could take the co-authoring (Arizpe, 2013) role while

they are reading. It requires them to activate their previous experiences, imagination, and

intertextual knowledge to make their own understandings for the book. In the process of

reading wordless picturebooks, children are in essence exploring themselves. I think

wordless books are helpful for stimulating children’s imagination and creativity.

As for connection to the success, I hope this book can allow student to know about

curiosity, and always be curious about the life. In the lifelong journey while they are chasing

for success, taking with curiosity, they may always have a positive attitude toward the life

and look forward for every unexpected thing. As a result, optimism could triumph over fear.
 18

References:

Arizpe, E. (2013). Meaning-making from wordless (or nearly wordless) picturebooks: what

educational research expects and what readers have to say. Cambridge Journal of

Education, 43(2), 163-176.

Beckett, S. L. (2017). Picturebooks as a crossover genre. The Routledge Companion to

Picturebooks.

El-Haj, T. R. A. (2006). Race, politics, and Arab American youth: Shifting frameworks for

conceptualizing educational equity. Educational Policy, 20(1), 13-34.

García, O. (2020). Translanguaging and Latinx bilingual readers. The Reading Teacher, 73(5),

557-562.

Harju, M. L., & Rouse, D. (2018). “Keeping some wildness always alive”: Posthumanism and

the animality of children’s literature and play. Children's Literature in Education, 49(4),

447-466.

Hermann-Wilmarth, J. I. M., & Ryan, C. L. (2019). Answerability in Children's Literature:

Learning From Melissa in Alex Gino's George. Journal of Children's Literature, 45(2), 4-

14.

Hughes-Hassell, S. (2013). Multicultural young adult literature as a form of counter-

storytelling. The Library Quarterly, 83(3), 212-228.

Levstik, L. (1993). I wanted to be there": The impact of narrative on children's historical

thinking. The story of ourselves, 65-77.

Moebius, W. (1986). Introduction to picturebook codes. Word & Image, 2(2), 141-158.

Nikolajeva, M. (2002). The verbal and the visual. The picturebook as a medium. Children's

Literature as Communication. Amsterdam: John Benjamins, 85-107.

 19

Nodelman, P. (1996). The pleasures of children's literature. Longman Publishing Group, 67-90.

Reese, D. (2008). Indigenizing Children's Literature. Journal of Language and Literacy

Education, 4(2), 59-72.

Serafini, F., Kachorsky, D., & Reid, S. (2018). Revisiting the multimodal nature of children's

literature. Language Arts, 95(5), 311-321.

Siebers, T. (2008). Chapter One Introduction. Disability theory. University of Michigan Press.

Sipe, L. R. (1998). Learning the Language of Picturebooks. Journal of Children's

Literature, 24(2), 66-75.

Sipe, L. R. (2012). Revisiting the relationships between text and pictures. Children's literature in

education, 43(1), 4-21.

Thakurta, A. G. (2021). “The Door Was Always There”: Transnational Youth Leveraging Their

Multiliteracies for Civic Justice. Journal of Adolescent & Adult Literacy, 64(6), 645-656.

Thomas, E. E. (2016). Stories still matter: Rethinking the role of diverse children's literature

today. Language Arts, 94(2), 112.