Diversity issues in Maltese readers in primary state schools

Abstract

This dissertation presents an analysis of some Maltese children’s books which are currently used as main or additional readers in Primary State Schools, catering for eight to ten-year-old children in Years four, five and six. This study reflects on the various aspects of diversity depicted in the “Senduq Kuluri / Buffuri” and the “Klaklamin” editions with the aim of supporting teachers in using them to educate for diversity. The analysis is contextualized within the local educational developments related to inclusion and diversity in Malta and draws on academic literature about education, teachers and the politics of difference. The importance and uses of literature in children’s education for diversity is also discussed in the light of the issue of whether children’s books should only represent diversity in a politically correct way and the teacher’s role in assisting children to read children’s books in a critically reflective manner. The notion of critical literacy here, is considered as instrumental in encouraging teachers and students to reflect on and discuss diversity issues. The analysis focuses on the way gender, race, as well as, disability are represented in these readers and hopes to serve as a reference for teachers in critically reflecting on these issues in primary classes.