Norwood, MA: Christopher-Gordon Publishers, Inc., 2008
Reviewed by Janelle B. Mathis, Associate Professor, University of North Texas
Journal of
Children’s Literature, Volume 34, No. 2, page 90.
Shattering the Looking
Glass: Challenge, Risk & Controversy in Children’s Literature
is a gathering of scholarly insider voices [many of the authors are
active members of the Children’s Literature Assembly], each of whom
has assumed and shared a documented stance around an issue that reflects
the current status of children’s literature. The insights here
are not to be taken lightly. They are a call for action to those
whose responsibility it is to keep the role of literature in the classroom
vibrant, visual, and vital. In a compelling introduction by Lehr,
she states that this book is a result of “my cynicism and deep concerns
about the far-reaching and negative impacts of the current political
mandates” (p. xvii). Both the changes resulting from these mandates
and the paucity of literature used in many classrooms due to these reasons
make this book critical for those working with educators all levels.
Divided into four parts, the
diversity of perspectives includes teachers, teacher educators, writers,
librarians, book sellers, and voices representing various combinations
of these professions and interests. Some of the insights are shared
through interviews while others represent research, personal stories
and experiences, and much response to reading children’s and adolescent
literature.
A brief survey of the book’s
contents points to the comprehensive nature of this text and the numerous
connections for a variety of readers. Part I, entitled “At the
Crossroads: Politics in Children’s Literature,” presents the challenges
of politically conservative mandated curriculum, censorship, funding
for educational research, and classroom expectations related to testing
that are driving literature from the classroom. Part II, “Issues
of Diversity and Authentic Voice considers a variety of topics and how
they are being created, presented, and received in different contexts.
Multicultural literature, using its broadest definition, is not a new
topic to educators who strive to keep up with the current diverse books
available for readers and give heed to the complex notions of authenticity.
However, this section offers some unique stories, events, and perspectives
to help “ground” the importance of our attention to this particular
aspect of literature. “Currents of Change,” the title of Part
III, provides readers with a sense of what have become “hot” topics
in children’s literature today. The final section, Part IV,
“Voices From the Field: Issues of Literature in the Classroom,”
weaves together issues and pedagogy to provide insight as to what can
potentially take place in literature-based learning communities as well
as a visit through vignettes to several classrooms of new teachers.
This latter group is especially important to consider since, according
to Lehr, new teachers often lack exposure to and, therefore, insight
about the power of literature for literacy learners.
Shattering the Looking Glass is a compelling book that reaches pointedly into issues with well grounded, documented examples. This text presents an organizing framework for the trends and issues as well as a resource to engage readers, promote and extend dialogue, and invite personal inquiry. In keeping with the intent of the editor and authors of this text, Shattering the Looking Glass can plant the seeds for future research that strengthens support for literature as a critical component of the contemporary student-centered classroom.