by Michael Hall | by Lesléa Newman, illustrated by Maria Mola
Perhaps one of the most delicate balances that is most intimidating for teachers is the dance around incorporating curriculum content that encourages student growth, especially character and personal growth, and respecting the decisions that parents have made with regards to exposing their children to different aspects of our society. The tension that results from this challenge can be enough to suggest that concession to “safe” curriculum content is best for all parties involved. However, if that is the case, are we, as teachers, best preparing our students to make the world a better place, or are we simply preparing students to accept, survive, and make do in the world that exists presently. At least in my perspective, the magic draw to this profession is the hope and the humble pride that comes with knowing that I have a direct impact on the future. In educating and encouraging student growth today, I am preparing tomorrow’s leaders; and because I think there are many areas for improvement in today’s society, specifically in how we treat our fellow community members and how we interact as a community, I take that responsibility to heart. That being said, I am aware that before students are able to develop compassion, empathy, and a desire to stand as allies with their peers, they MUST be introduced to the tough truths of reality and guided through the controversial conversations that would be all that much easier to continue to avoid. Not only does engaging in such conversations encourage students to develop a more accepting, caring mindset, but it also challenges students to engage in conversations where they are uncomfortable; and, I would hope that we all agree that without discomfort, one cannot grow. Effectively *keyword* facilitating these conversations as a classroom community allows students to challenge their own beliefs in a safe space, and perhaps most importantly, learning that they are not expected to agree with other perspectives, but that they are expected to respect other perspectives. Reiterating this expectations and creating a space where students can practice respectfully conversing with their peers, honestly analyzing their own discomfort, and working together for a more united community despite such differences is inarguably one of the foundational responsibilities of teachers.
In other words, introducing students to conversations that challenge them to question how their society works as it is today is essential for graduating a class of students prepared to acknowledge the shortcomings of our present society and find ways to change and overcome those shortcomings for a better community tomorrow. That being said, and already justified given the goals, expectations, and responsibilities of teachers, the two spotlight books for this week are exemplary materials for teachers dedicated to implementing a curriculum that targets student growth mindsets ready to enact social change. Both books address conversations surrounding gender roles, gender stereotypes, and gender as a social construct. Perhaps what is even more notable about these two books is the craft that went into designing how the words and images interact on the pages; the illustrations especially give the words meaning and power, especially relying on the inspiring fascination that has to do with words and the meaning that is prescribed to such random generations of letter combinations.
In Newman’s Sparkle Boy, the concept of what it means to be a boy or a girl is explicitly addressed. In sum, Casey loves all things shimmery, glittery, and sparkly and his sister, Jessie, struggles with the tension that is caused when Casey’s preferences conflict with what society says Casey’s preferences should be. But the book is about more than just a young boy who likes shimmery, glittery, and sparkly things. It is a book about how to deal with discomfort, conflict, tension, and differences in beliefs and preferences. It raises questions like: Why is Jessie uncomfortable with her brother liking shimmery, glittery, and sparkly things? Why is it a problem in the first place? What is it about shimmery, glittery, and sparkly things that have any connection to gender? How does Casey’s preferences make any commentary about Jessie, herself? In the end, what exactly is the problem that Jessie is facing here and why is that a problem for her?
Though this book offers the opportunity for classes to engage in conversations about gender roles and the fluidity of gender on a spectrum, it also presents the equally as necessary conversations about confronting both interpersonal and intrapersonal challenges. Drawing students’ focus towards Jessie’s character and how she works through the uncomfortable experiences with her family by asking questions and seeking other perspectives provides examples for how students, themselves, can approach interpersonal conflict (man vs. man/man vs. society conflict). And, her introspective reflection reveals the discomfort and challenges that she confronts within herself; her struggle to justify what exactly bothers her, put a name to the feelings and opinions she has, and think about how and what these challenges suggest about herself (man vs. self conflict) suggests to students that it is okay to wrestle with oneself and with what one believes. Exploring these different conflicts and tensions that arise in spaces where students can be brave enough to meet their discomfort emphasizes the reality that everyone is fighting their own battles and with this understanding, it becomes easier to be more empathetic, especially when we don’t necessarily agree with other perspectives.
Michael Hall’s Red: A crayon’s story is also a powerful springboard for conversations about the interpersonal and intrapersonal conflicts that we all face to different extents, but I want to take a moment to address a slightly different entry point for use of this book in the classroom. First, I have to say that I had to read this book twice in one sitting, and both times, it gave me chills and misty eyes. The amount of intentionality in Hall’s choice of words and the pairing of such words with the illustrations really hits hard, even if the story is read without using a Gender Studies and Queer Critical Literacy Theory lens (and hits even harder when read using this specific lens).
Hall incorporates perspectives from a number of different relationships that engulf Blue’s life as a crayon mislabeled as red. The tension that is built between Blue and the expectations that society, his peers, his mother, his grandparents, the art supplies (aka characters whose jobs are to fix things), and even Blue, himself, had mimics experiences that often arise in our world when we are faced with something that is seen as a problem. The words Hall chose to use such as, “he needed more practice,” “he needed to mix with other colors,” “he came that way [labeled as red],” “he’s lazy,” “[he’s got to] apply himself,” and “Give him time. He’ll catch on” are phrases that directly contradict what Blue know’s to be hopes and expectations that he will never be able to fulfill. This increasing amount of pressure for Blue to try with all of his ability to meet the expectations of everyone around him, taking the advice they all have and trying everything they have to suggest, just in case it might work out that he might be able to color red next time, powerfully conveys such incredibly real, human emotions. Students from all walks of life will be able to find some connection from their own experiences and, to different extents, be able to relate to this tension that builds up throughout the pages of this book. And the release of tension at the end of the story, when Blue’s community finally accepts his identity that he deeply knew all along to be true, is something that some students will be able to relate to, while others are unable to understand how that peace feels.
Within this book, there are massively powerful examples of symbolism, extended metaphors, and layers of meaning that offer numerous entry points for students to engage in conversation about identity and societal expectations and practice empathy and compassion in uncomfortable conversations; it’s not about agreement with one another’s perspectives, but rather about the ability to respect other perspectives and finding ways in which students can find ways to work towards a common vision. It’s about realizing that there are other narratives that we do not inherently understand by ourselves. It is about creating a space where discomfort is not to be feared and where the values of others are just as relevant as one’s own. Working with this text allows students to create meaning based on their own experiences and perspectives; the wonderful thing is that each student’s interpretation will be different given the backgrounds and stories that each brings to the table. And, engaging with such exercises involving self-reflection and conversations with those who agree and disagree is *key* for students in developing their self-identity, their identity as a member of their community, and their identity as a contributor to tomorrow’s community (Laminack and Kelly).
In sum, teaching books that have the potential to cause discomfort is essential for creating opportunities for students to practice engaging with others and with their own beliefs. It’s not as much about the specific perspective that the book illustrates, but rather more so about how to converse about such perspectives, whether in agreement or disagreement. It’s about challenging students to question themselves and others, respect despite disagreeing, empathize first, and have the courage to be uncomfortable.
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