“Fronting the Math”: Reframing Culturally Relevant Picture Books Within Mathematical Contexts

Introduction

In the last two decades, much research has been presented about the academic and social-emotional benefits of using culturally relevant texts with all readers (Ebe, 2012; Ferger, 2006). Such texts reflect the diverse cultures and identities of readers and provide a place for readers to explore new or familiar concepts and the world around them (Bishop, 1990; Ebe, 2010; Garces-Bacsal, 2020; Hadjioannou, 2021; Heineke et al., 2022; Kibler & Chapman, 2019). Furthermore, and most importantly, culturally relevant texts can be used across the curriculum to enhance students’ background knowledge and complement content knowledge (Children’s Literature Assembly, 2019; Clark, 2013; Davis & Haynes, 2017; Furner, 2018; Tatalovic, 2009). For example, the integration of books like Dumpling Day (2021) by Meera Sriram, with illustrations by Inés de Antuñano and recipes by Laurel P. Jackson, could simultaneously teach rote counting, 1-1 correspondence, and cardinality while illustrating common foods from around the world, such as gyoza (Japan) and fufu (Nigeria).

Unfortunately, teachers and librarians are being challenged more than ever when they attempt to present culturally relevant texts in public schools. The American Library Association (ALA) released new data documenting 1,269 demands to censor library books and resources in 2022 (American Library Association, 2023). This is the highest number of attempted book bans since ALA began compiling data about censorship in libraries more than twenty years ago. Most of the books, according to the ALA, “address the voices and lived experiences of Black, Indigenous, and People of Color (BIPOC) and LGBTQIA+ individuals.”

Book challenges and bans are also harming BIPOC and LGBTQIA+ authors and illustrators. When an author shares their own stories and stories of their families and cultures, they may feel personally attacked by bans and challenges (Yorio, 2021). Author Grace Lin pushed for integration of diverse books into the curriculum:

As Florida teacher educators, the authors strive to support future teachers, local classroom teachers, and colleagues as they attempt to integrate culturally relevant texts in their classrooms. The authors have also worked to arm these educators with how to choose culturally relevant texts and fight back against potential challenges they may encounter from within, or outside, of the classroom (Oslick & Fain, 2023). Although not an issue particular to Florida, the authors share their experiences from a state that has come under extreme scrutiny as a national model of book bans and challenges.

Background: Right To Read

With book challenges increasing nationwide, the situation is heightened in the authors’ community because of recent state legislation. In 2022, Florida state government passed House Bill 1557, The Parental Rights in Education Act, which prohibits classroom instruction on sexual orientation or gender identity in kindergarten through 3rd grade and prohibits instruction that is not considered “age appropriate” for students. This was defined as activities “generally accepted as suitable for children of the same chronological age or level of maturity or that are determined to be developmentally appropriate for a child, based on the development of cognitive, emotional, physical, and behavioral and social capacities that are typical for an age or age group” (Orlando Weekly, 2022). Supporting this, Florida House Bill 1069 was signed in May 2023, requiring that all instructional materials selected for use in school districts be approved by the state Department of Education. If a book receives a single complaint from a parent or county resident, the school board must have a way to review the book for such issues as indecency or pornography. While under review, the book is pulled from shelves.