Mukunda, Usha
(2014)
Exploring inclusion in
children’s literature.
Learning Curve (23).
pp. 84-87.
Abstract
“There is always one moment in childhood when the
door opens and lets the future in.”- Graham Greene.
Inclusion in children’s literature – Is it a simple
story?
The benefits and advantages of reading cannot be
reiterated often enough. Against this reality, it is
imperative that all children of all persuasions and
abilities have access to reading material. However
mere access is not enough. There must be access to
books of good content, facilitators who can ensure
access and who will also provide an open space for
children to talk about their observations and
responses to books.
Inclusion must be on an equal footing. It is not the
inclusion of a lesser with a greater. It is to do with
being on par. So it is absolutely essential for all
children to read and know about each others’ lives,
situations and particularities.
When a child reads a book, she relates to it in various
ways. The theme and plot catch her fancy, there is
strong identification with a character or two, the
illustrations strike a chord in her mind and the
language seems to mirror her thoughts. At the end
of the reading it is highly probable that an
unconscious reflective process has begun.
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