The neighborhood in which I live and work is culturally diverse. It hasn’t always been that way. When I grew up in a nearby city, this community was predominantly white. Even as of the year 2000 census it was 74% white. Today, according to the census bureau things have changed… A LOT! We are currently 44% white, 35% black, and 7% two or more races. 14% of our city population identifies as Latinx regardless of race. Those changes have been magnified in our schools. Change can be hard.
My students come from all over the world and from a wide variety of backgrounds. I work hard to honor their traditions and try to be conscious of intersectionality. I am intentional in choosing books that celebrate populations historically underrepresented in children’s literature. I try to be mindful of race, the immigrant experience, neuro diverse students, the disabled, and non traditional gender expression.
Unfortunately, there is a constant underlying tension in our building that mirrors our current political climate. Most of our white families have a long affiliation with our schools that go back to the incorporation of our town in the late 1940s. Third and fourth generation students are the norm. We have staff members who grew up in the neighborhood and have fond memories of their youth. Most of our parent tension comes from “them taking over our town” and unfortunately, kids repeat what they hear at home.
In expressing concerns to my building principal (who happens to be African American) about a specific racially charged incident, she challenged me to find more readalouds celebrating Appalachian culture honoring our white students who mainly have roots in West Virginia and Kentucky. She pointed out, fairly, that just as the black experience is not monolithic: I separate out black immigrant experiences from those whose roots are in slavery, and show both both black poverty and affluence in the books I choose that there is great deal of variation in the white experience. Even though according to the Cooperate Children’s Book Center, 78% percent of children’s books published are white characters or animals, that does not mean my students are seeing mirrors. Intentional text selection on the library shelf, on the story rug, and in the classroom benefits every student.
I was initially thrown by her suggestion. I had not thought about my students through that lens. I had looked at poverty, incarceration, foster care, and multi-generational households. I had largely tried to normalize rather than celebrate my student’s experiences. This leads me to wonder who else am I missing? Your comments would be most welcome.
I also struggled to come up with Appalachian themed picture books. I mainly stared at my library catalog for 24 hours before I remembered I have an important team whose got my back. Virtual PLC’s (personalized learning communities) should be a part of every educators toolkit as a means of brainstorming, learning, and support. I would like to thank my fellow school librarians on The School Librarian’s Workshop Facebook group for helping me move forward with my principal’s request.
Here are a few titles celebrating the Appalachian experience for your consideration:
Grandma Gatewood Hikes the Appalachian Trail by Jennifer Thermes
An Orange for Frankie by Patricia Pollaco
The Relatives Came by Cynthia Rylant
When I was Young in the Mountains by Cynthia Rylant
Coal Mine Peaches by Michelle Dionetti
That Book Woman by Heather Hansen
Epossumondas by Coleen Salley
The Jack Tales by Richard Chase
Lorraine by Ketch Secor
Smokey Mountain Rose an Appalachian Cinderella by Alan Schroeder