The Little Things Magazine Issue 05

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TALK TO YOUR KIDS ABOUT…RACISM

Words Suzy Howlett

Originally published in thelittlethingsmagazine.com

Guest writer, teacher and published co-author of Return to Kirrin,Suzy Howlett, explores The Famous Five and racism.

Oh-oh! I’ve just had a chinwag with a lovely friend who has something new to fret about. We were getting dewy-eyed over memories of curling up, as children, with a bit of escapist mystery and adventure – especially if it involved islands, unsupervised children, and suspicious ne’er-do-wells. But (you’ve guessed it) those old stories don’t pass muster when it comes to dodgy attitudes to gender, race and class which we rightly want to leave behind. Should she read them to her children? She wanted to – just as we enjoy sharing favourite rhymes and games – but could she?

I think she can. As a child, those Enid Blyton characters were my friends. I couldn’t resist sharing them with my own children. But I’m a teacher who works in Equalities and my job often involves challenging racist behaviour. How can that work?

Most of us don’t mind comfort blankets – they provide simple pleasure and eventually children venture out without them. A few chocolate buttons sneak into the balanced diet, too. Similarly, why not enjoy some jolly escapism with dollops of self-reliant children thrown in? It won’t turn anyone into a xenophobic Stepford Wife. I read Jane Austen, but don’t feel the urge to wear bonnets or hanker after a bit of embroidery in the parlour (well, not often).

I recently heard a group of seven-yearolds discussing their favourite Famous Five adventures, laughing at the silliness of the boys’ attitudes to what girls should and shouldn’t do. They reckoned the joke was on Julian (pompous oldest cousin) because George (independent “tomboy”) did her own thing anyway. Yes, the writing is not exactly bursting with literary merit, and yes, the attitudes reflect the awful prejudices of the time – Enid Blyton was born in 1897, after all – but these Year 3 children can see that the books are retro. They understand perfectly well that things have changed, and they find it interesting, and worth discussing. Actually, I wonder whether Anne, even with her love of cooking and tidying up, is less of a stereotype than some of the pink and glittery fashionpeg characters pushed at girls today. She and George, clearly a hero, represent two different ways you can be yourself (though it’s a pity George feels she has to be a boy to do what she wants).

But, just as you sneak the comfort blanket into the washing machine, do square up to a discussion or two. A conversation about snobbery or racist stereotypes is a great opportunity – though keep it for later reflection unless your child expresses an interest along the way. It’s all about the stories, after all. You and I can list a hundred wonderful children’s books out there which will challenge, stimulate, delight, provoke and comfort. Quite right, too. Bring them on, please! But let’s not over-think this and find yet another thing to worry about. Read them, share them, love them, but talk about them. Can we make a place for the comfort blanket, with its easy pleasure, even if it is looking a little suspect around the edges now? I think we can.

Rosa Parks in 1955, with Martin Luther King Jr.

Rosa Parks: Creative Commons

GET TALKING

1) With very little children, stick to things they know about and can see. The “brown egg, white egg” way is a good example. If you are cooking with your child, and they comment on the different colours of the eggshells you are using, crack the eggs open and show your child that they are the same inside – just like people! Or you could wrap two identical presents up differently, and talk about it that way.

2) When your child is a little older, don’t worry that talking about racism or sexism will make them notice difference where they hadn’t seen any – you needn’t make the ism the issue at this stage if you’d rather not. Instead, use the huge sense of fairness young children have. We’re all familiar with the cry of “it’s not fair!” If you are reading a story which shows prejudiced attitudes, such as the comment “…girls can’t do what boys can…”, you can raise your eyebrows knowingly, and when you get to a natural place to stop reading, perhaps repeat that phrase, and ask if your child thinks that’s fair. Take the discussion on from there. Sometimes a simple “what a silly thing to say!” is enough, and sometimes it isn’t.

3) The same goes for comments your child might make, perhaps provoked by a portrayal of a character in a book or film. “Jess doesn’t get to be Elsa when we play Frozen, because she’s brown” is one I heard recently. Ask why Elsa can’t be any colour? The Mum I overheard told her child that the artists who chose how Elsa looks in the film could have chosen a different-looking Elsa, and that the story would be just the same. Her child replied: “we don’t have to copy”. It got her child talking and thinking, and they were chatting about it as they walked home.

4) In some of the old books I read, the word gypsy is used with negative overtones. You might notice your child using expressions like ‘chav’ or ‘pikey’. You want to be able to discuss things openly, so try and avoid a telling-off tone, but don’t leave it unchallenged. Turn the situation into an opportunity – ask, “what does ‘chav’ mean? Why do people say it? Is it to make people feel bad? Is it to try and stop people making friends with them?” Talk about real people you and your family knows, and why it matters what you call people. Keep the lines of communication open, so you can come back to a discussion, perhaps a little at a time.

5) Think about your own language carefully, and how you talk about others, people you are friends with, people you admire, and why. Your attitudes are more influential than those in books, whether you talk directly about any isms or not. The wider your social group, the better.

6) As children move towards the top of Primary School, there is lots of scope for discussing really big issues like slavery and apartheid, heroes like Rosa Parks, and role models like Malala Yousafzai. Ask at school what books and resources you can use. They may have some great ideas and books which they can lend you.

7) Get a wide spread of reading material, so that there is plenty to challenge the earlier stories. There are hundreds of books which can get the discussions going, while being lovely to share and enjoy. This is often the easiest way to look at things.

The online lists are huge, so if you’re overwhelmed start with The Book Trust. Here are some suggestions:

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The Skin I’m In: A First Look At Racism, Pat Thomas (age 4–7) Simple and cheerful.

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Amazing GraceMary Hoffman (age 4–7) Heart-warming and positive.

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I’ll Take You to Mrs Cole, Nigel Gray (age 6–10) Great for challenging snobbery.

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Bad Girls Throughout History, Ann Shen(age 8–adult) Full of amazing illustrationsand role models from around the world.Inspiring!

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Yokki and the Parno Gry, Richard O’Neilland Katharine Quarmby (age 4–7)Celebrating Roma Gypsy culture withgorgeous illustrations by Marieke Nelissen.