Hello, Diversity! Diversity Check

Societies are always diverse because we humans are all different as individuals. We have different interests, look different, have different genders, worldviews, tastes, experiences, and educational backgrounds; we differ in our physical condition, our social and socioeconomic backgrounds and circumstances—to name just a few examples.

So even though diversity is actually quite normal, it is anything but a given. Many people are unable to participate in society on an equal footing. Many experience exclusion. Their right to exist, their identity, and their personality are called into question simply because, for example, they are not white, do not have a German passport, are in a same-sex relationship, have a disability, or have little or no income.

So in our diverse society, we’re confronted with problems because discrimination occurs. People are disadvantaged—sometimes consciously, sometimes unconsciously. Discrimination takes place at various levels. For example, there is hostility in everyday life and in public spaces—just like that, for no reason at all. This ranges from disparaging glances or comments to insults or even physical assaults. People are frequently discriminated against in the education system, the housing market, and the job market because of their names, which supposedly do not sound “German,” or because of their skin color. This leads to social disadvantages that can negatively impact their life paths.

Why is this the case? Why are there so many people and institutions that exclude and disadvantage others based on certain categories of difference and attributions?

A key reason lies in our body of knowledge. We have learned prejudices and stereotypes. We have learned racism. It is part of our knowledge. And that knowledge, in turn, is not confined to our minds. Knowledge manifests itself in many ways—for example, in manners, in discourse, in art and literature, and indeed in children’s books as well. Children’s books, too, contain bodies of knowledge. Children acquire knowledge about the world by reading and looking at children’s books.

So if we as a society say that all people living here must be able to participate on an equal footing—and that is nothing less than the promise of democracy—then we must consider how we can counteract discrimination. One of many possible approaches is to examine children’s books through a lens that is sensitive to diversity and critical of racism.

For several years now, scholars, racism experts, and people affected by racism, among others, have been criticizing the content of children’s books. The public discussion usually centers on classic children’s books, such as the Winnetou stories from 1875 to 1910, *Tim in the Congo* from 1946, *Pippi in Taka-Tuka Land* from 1948, and *Jim Button and Luke the Engine Driver* from 1960. The debate centers on whether or not these books should be rewritten. Many suspect censorship and react emotionally and inappropriately to criticism of the fact that many children’s books do not reflect the social reality of diversity at all—or, worse yet, convey discriminatory content.

The argument that these are works of art that must be evaluated within their historical context does not hold up when it comes to children’s books, since children cannot contextualize literature historically. For them, the content and depictions represent reality.

Racist and stereotypical content in children’s books is problematic for all children:

White children may learn from racist children’s books that racism is normal and may adopt discriminatory ideas into their own worldview.

For non-white children and their parents who read to them, racist depictions in children’s books can be very hurtful. Children of color often cannot find positive role models in children’s books. Yet such role models are particularly important for children’s healthy development. Children compare themselves to the characters and figures in these stories. This can empower and encourage them.

Diversity-conscious children’s literature is a great asset for all children. Through it, they can learn that, despite all our differences, we humans also have many things in common. Ultimately, this strengthens social cohesion.

Prof. Dr. Simon Goebel

To analyze children’s books in a systematic and transparent manner, we developed a list of criteria (link to the list of criteria). These criteria help determine whether a book contains racist words, images, or meanings. The criteria are based on existing lists of criteria.

After the students had written all the notes, they were reviewed and edited by Anita Calleri, Tanja Fottner, Aisha Gamble-Brodte, and Prof. Dr. Simon Goebel.

To provide a brief overview of a book, we have developed a rating scheme that precedes each entry:

-- | - | 0 | + | ++

Clicking on the highlighted rating takes you to the following explanations:

++ | Highly recommended. The book offers a variety of characters with whom children can identify and reflects diverse realities of life. Children learn that diversity is normal; they discover empowering stories or learn why stereotypes are problematic and how to combat discrimination.

+ | Recommended. The book offers important insights for a critical understanding of racism and a focus on diversity. However, it is not entirely free of stereotypical portrayals or problematic content.

0 | Neutral/ambiguous. The book contains some positive but also some negative content, so no clear conclusion can be drawn.

- | Not recommended. The book contains stereotypes about people or groups. In doing so, “the others” are described with rather positive traits or romanticized (“positive” racism).

-- | Not recommended at all. The book contains clear stereotypes about people and groups. The description of “the others” includes negative attributions, downplays historical reality (e.g., colonialism), or disparages groups. The book contains racism.

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Apraku, J. & Hong, L. (2022). Wie erkläre ich Kindern Rassismus? Rassismussensible Begleitung und Empowerment von klein auf. Familiar Faces.

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Schipf, P. (2023). Rassismus im Kleinkindalter. Ein Überblick über das Erlernen rassistischer Vorurteile, die Auswirkungen von Rassismus und Ansätze zur Thematisierung von Rassismus. Seminararbeit an der Technischen Hochschule Augsburg (Download).

Rösch, B. (2019). Grundschule Schwarz weiß? Denk- und Handlungsansätze für eine rassismuskritische Grundschule. Mit einem kritischen Blick auf Kinderbücher. Schneider Verlag Hohengehren.