Values and Judgements
'Theory is an uncomfortable and uncomforting thing, for by seeking to explain what we might otherwise have thought was obvious, it draws our attention to hidden problems. We usually get along quite well by assuming things to be true that we really know to be quite untrue; for example, that we know how people read, and what happens when they do; that the perceptions of adults and children are much the same; that we know how and why stories work. Theory may not solve any of those problems directly, but it forces us to confront them.'
Peter Hunt Criticism, Theory and Children's Literature (1991 p.1)
A good introduction to the teaching of literature is to examine and challenge existing perceptions about literature and children. It is not uncommon for new trainees to voice opinions such as; 'children's literature uses simpler language than adult literature'; 'children's books should not be frightening or too sad'; ' classics are irrelevant to children today' or 'series fiction is poor quality writing and requires little thought on the part of the reader'. Trainees may need to be guided to consider the cultural influences that underlie these assumptions. The problematising of issues that may hitherto have been unexamined is essential, as these judgements reflect value systems which will underpin the way trainees interact with children and their books. While complete objectivity is probably impossible, it is important that they are able to recognise their own subjective positions. Through critical examination of their personal reading histories, practices and preferences (Gamble and Yates 2002 ch1; NLS Professional development CDROM), trainees can explore key issues about literature and be guided to understanding the implications for their professional practice. By engaging in discussion about values and literature developing a critical awareness trainees will address specific requirements for them to respect the social, cultural, linguistic, religious and ethnic backgrounds of their pupils
(QTS Standards S1.1). Furthermore, this understanding will enable them to think critically about the selection of resources taking account of pupils interests, background, language and culture (QTS Standard S3.13)
The following questions that might be considered when discussing values and literature:
