Header was gotten from Cook's Childrens website: http://www.cookchildrens.org/preventabuse/Pages/default.aspx.
Why should we care?
What is Critical Literacy?
Usually, critical literacy is supplementary as a skill needed only in higher education. However,critical literacy is vital skill needed from the beginning of education. Teachers should be able to bring this skill early as kindergarten. Teachers should not be afraid of implementing critical literacy in their classroom. According to a study by Leland, Harste, and Huber, the teacher ended the tryout of implementing critical texts by saying “Using critical texts opens their eyes and my own to world issues. This helps to create understanding and provides connections for kids whose lives do not fit what they think is normal— such as the family of four with both parents and a dog in the backyard” (Leland & Harste, Huber, 2005, p.6). Lane Clarke and Erin Whitney (2009) made a great metaphor for critical literacy that really exemplifies what critical literacy really is: “Critical literacy is like a pair of eyeglasses that allows one to see beyond that familiar and comfortable” (Clarke & Whitney, 2009, p.1). Critical literacy using multiple perspective books can bring different points of view to children bringing benefits for the children and the teacher. Multiple perspective texts can bring social issues as homelessness, racism and even child abuse.
What is Child Abuse?
Talking about child abuse is not an easy task. However, through research a lot of definitions came up differing on what it really encompasses. However, the definition given by law stated by Andrea Karlin and Odette Bruneau (1985) is complete and accurate: “Physical or mental injury, sexual abuse, negligent treatment or maltreatment of a child under the age of 18 by a person who is responsible for the child's welfare under circumstances which indicate that the child's health or welfare is harmed or threatened"(Karlin & Bruneau, 1985, p.4). Findings vary when children sexual abuse start but it is around the age of eight years old (McDaniel, 2001). This means elementary-age students are at risks to child abuse at such a young age. Sadly but true, most cases come from people the family trusts. McDaniel stated that according to “Statistics reveal that in 85–95% of child sexual abuse cases, the perpetrator is someone the child knows and depends on” (McDaniel, 2001, p.3) Children being at-risk at such young age, and being mistreated from someone they trust, how are they supposed to speak up and know it is wrong?
Using Children’s Critical Literature to prevent child abuse
Being such a delicate topic to address with children, what better way to do it but by using quality picture books that all kids love. Since the 1980’s prevention programs against child abuse have been implemented in school curricula in the US, Canada, New Zeland, and Australia (Lampert & Walsh, 2010). Their goal is to:“ educate and empower children to protect themselves from sexual abuse, avoid unsafe situations, and tell a trusted adult ” (Lampert & Walsh, 2010, p.3). Being such powerful prevention programs they did not applied children’s literature as a resource. Children’s books regarding child abuse can help the victim by “gain insight into their problems, to find appropriate solutions, and to facilitate prevention” (McDaniel, 2010, p.8). Children victims of abuse are not aware that what is happening to them is not normal. Through bibliocounseling that is to: “use of certain literature as a preventive measure”(McDaniel, 2010, p.6). Teachers can start educating their students to recognize what is happening to them or what might happen and that it is not normal for it to happen (Karlin & Bruneau, 1985). Approaching prevention is much simpler task than dealing with a real case of child abuse. One quote says it all: “Instead of focusing on superficial, meaningless topics because we want to preserve children’s innocence as long as possible, we should provide literature that deals with the significant issues and questions children must face in real life” (McDaniel, 2010, p.19). Children’s literature should be a key resource when dealing with such a difficult social issue.
Sources for Informational Essay:
Clarke, L., & Whitney, E. (2009). Walking in their shoes: Using multiple-perspectives texts as a bridge to critical literacy. The Reading Teacher,62(6), 5-5.
Karlin, A., & Bruneau, O. (1985, March). Child abuse: Helping children through bibliotherapy. Paper presented at the annual meeting of the Texas State Council of the International Reading Association, Dallas, TX. Retrieved from ERIC database. (ED268487).
Lampert, J., & Walsh, K. (2010). 'Keep Telling Until Someone Listens': Understanding Prevention Concepts in Children's Picture Books Dealing with Child Sexual Abuse. Children's Literature In Education, 41(2), 146-167.
Leland, C., Harste, J., & Huber, K. (2005). Out of the box: Critical literacy in a first-grade classroom. Language Arts. 82 (5), 12-12.
McDaniel, C. (2001). Children’s Literature as Prevention of Child Sexual Abuse. Children’s Literature In Education,32(3). 203-22.