“I Have Something to Say”: Reading Latinx Banned Books with Young Children

• In Event: Cultural Affirmations as Remedy Within Latinx Children’s and Young Adult Literature

Abstract

Overview and Purpose
Book bans have historically been used to limit the types of books that students have access to. The years 2021-2024 have given rise to book challenges and book bans in the United States. Much of the focus has been on young adult literature, but there has also been a growing number of children’s books that are being banned. The purpose of this study is to examine the instructional discourse of teachers and second-grade students during the reading of a series of Latinx children’s picture books that have been challenged or banned in 2021-2022 in schools/school districts and that include Latinx content, according to the Cooperative Children’s Book Center. Research questions guiding this study are: 1. How do teachers and students engage in instructional discourse when reading challenged or banned Latinx children’s picture books? 2. In what ways do Latinx children’s picture books that have been challenged or banned foster a sense of connection and highlight the funds of knowledge among young students?
Perspective(s) or theoretical framework
Latino Critical Race Theory (Solórzano & Bernal, 2001), with its foundation in Critical Race Theory, was used to inform the research design and provide a framework for analyzing the students’ conversations about Latinx-banned books. This theory informs our understanding of normalized racism and injustices embedded in education systems, specifically as it relates to Latinx communities.
Methods, techniques, or modes of inquiry
This study employs ethnographic micro-analysis of social interactions (Erickson, 2004). This type of analysis allows the researcher to conduct a fine-grained analysis of the talk. This is coupled with ethnographic observations from the researcher.
Data sources, evidence, objects, or materials
Data sources for this study involved video recordings of two picture books (Niño Wrestles the World & Islandborn ) read aloud to a second-grade class. According to the PEN American Index of Banned Books, these books were both banned somewhere in the U.S. The discussions took place during a summer literacy program.
Results and/or substantiated conclusions or warrants for arguments/point of view
This study’s findings highlight the funds of knowledge that these students bring to the classroom and how these books fostered a strong sense of connection to the books. Results from this study also indicate that students in the second-grade class were able to use their whole language repertoires as they had discussions about the storylines using both Spanish and English.
Scientific or scholarly significance of the study or work
The study highlights the Funds of Knowledge that Latinx students bring to the classroom. This recognition of students’ cultural and linguistic assets challenges deficit perspectives and promotes an asset-based approach to teaching and learning. It underscores the impact of censorship on educational practices and the importance of having diverse narratives in the school curriculum.

Author

• Sanjuana Carrillo Rodriguez, Kennesaw State University