The term “white books,” when referenced in relation to the International Reading Association (IRA), now the International Literacy Association (ILA), typically denotes books included on recommended reading lists or those that prominently feature characters, settings, or themes that reflect a predominantly Eurocentric or European-American perspective and culture. An example would be a reading list heavily populated with stories about children in suburban settings, engaging in activities like playing in snow or celebrating Christmas, without representing children from diverse racial or cultural backgrounds.
The significance of examining texts through this lens lies in promoting inclusivity and addressing potential biases within literacy education. A reading curriculum dominated by such representations can inadvertently marginalize students from other cultural backgrounds, hindering their engagement and affecting their self-perception and sense of belonging. Recognizing the prevalence, or absence, of diverse representation in children’s literature allows educators to make informed decisions about book selection and to actively seek out materials that offer a broader range of perspectives.
