Using Multicultural Picture Books to Promote Racial Justice in Urban Early Childhood Literacy Classrooms

Abstract

Recent census data indicate that student populations in U.S. classrooms continue to become increasingly racially diverse. Despite these changes, many early childhood teachers remain reluctant to teach children about race and racial justice. In this article, I argue that multicultural picture books can and should be used to promote racial awareness and racial justice among young children. I discuss reasons why early childhood teachers should abandon colorblind approaches to race and racism in their classrooms. Then, I provide a framework of multiple approaches to teaching children about race through multicultural picture books. Practical considerations are presented.