Reframing multiracial picturebooks as transformative texts. An inquiry into explicit and implicit representations of multiraciality

Abstract

This dissertation sets out to analyse the signification of multiracial identity in children’s picturebooks. Specifically, I investigate if it is possible to propose ways to reimagine multiraciality through the modality of picturebooks by developing the following research question: How can picturebooks with explicit and implicit messages regarding multiracial identity be utilised as transformative texts? I explore this through the following three interrelated objectives: to identify and analyse the explicit and implicit depictions of multiracial bodies, to consider their signification implications and finally, to propose picturebooks as transformative texts to be used as epistemological and methodological tools to foster critical discussions of multiracial identity.

Highlighting the need for such studies, I open with a discussion on the current Western discourse surrounding Critical Race Theory’s place in education before outlining the role that the media can play in identity formation. Given the power of language and nuances of racial discourse, I clarify my usages of the key terms early on and make it clear I do not wish to dissect their accuracy.

Considering the dearth of picturebooks available, I put forth three categories of multiracial picturebooks and select a corpus that exemplifies each category: 1) Méndez’s Where Are You From? (2020) in Explicit Representation; 2) Averbeck’s three-part Sophia series (2015, 2018, 2020) in Implicit Representation; and 3) Maclear’s Spork (2010) in Abstract Representation. The significance of the content analysis was to identity transformative texts that can act as guideposts for educators in the practice of negotiating the values of diversity through picturebooks. Thus, to analyse my selected corpus I propose a multidisciplinary context that combines three bodies of thought: picturebook theories, utopian theory and the scholarly approach of Critical Mixed Race Studies, to discuss the visual and textual construction of multiraciality in picturebooks. I map out the multiracial scholarship that will foreground my analysis before adapting Hirschman’s utopian concerns (futility, danger, and perversity) as a schema to develop critical questions regarding the construction of multiracial bodies.

I discuss the ways the picturebook narratives that move away from the geno-phenotypical traits of the body present a new way to explore multiraciality for children by focusing on the layering of ecological, geographical and sociopolitical ancestral histories that can form an individual’s identity. Following this, I consider the contextualisation of multiraciality through its placement in a family unit and how family representations often evoke dichotomous imagery. Finally, I examine allegorical narratives that reduce multiraciality to abstract forms, and how that exposes the historical “tragic mulatto” trope still permeates contemporary media. The stereotypical undertones that perpetuate problematic notions regarding multiracial bodies could reinforce such ideals into the cultural consciousness; however, I put forth pedagogical activities conducive to fostering a transformative dialogue to reimagine multiraciality. Developed from the selected corpus, these activities when coupled with the developed critical questions have the potential to create an embodied learning environment. This environment is where children can enter an “integrative process” that can lead to “change, transition and transformation” (Haring et al., 2020, p.17). Through proposing teaching interventions during critical discussions and facilitating creative workshops, I explore the methods of engaging with multiracial picturebooks that can lead to transformative discourse regarding racial identity formation.

Finally, I conclude by unfolding the key elements that have emerged in my critical content analysis findings. I consider the limitations of my study in terms of the scope, access to texts and my own positionality as an English-speaking individual in a Western context before making suggestions on the ways my framework could be utilised and broadened for further study on the same corpus, or by broadening the scope to include multiraciality in other forms, such as families in terms of transnational adoptees. I hope to add my voice and highlight an avenue for furthering the dissemination of pertinent research that can assist in policymaking or creation of multiracial inclusive material guidelines for educators and teacher development programmes.