Insider/Outsider Debate

The “insider/outsider” debate is a controversial issue that looks at the accuracy of portrayal of multi-cultural issues in children’s literature. However, I believe this issue should be more geared at the definition of an “insider/outsider.” Too much emphasis is placed on “who” an “insider/outsider” is, in terms of the issues of diversity they choose to discuss. If the author writes about an Asian-American child, does he/she have to be Asian-American? Or, does a story about a homosexual individual have to be written by one as well? That seems to be the issue present in the articles we have read. Someone is called an “insider” if their culture matches what they write about, and an “outsider” if their culture is different.

Instead, I believe the issue of “insider/outsider” should be defined by “what” the author does. In our class readings, Harris’ article examines certain criteria for what dictates quality children’s literature. My views are consistent with hers. This should be the criteria that examines the authenticity and accuracy of an author. First and foremost, the author should be an expert in children’s literature. With all other things set aside, multi-cultural literature must be engaging and worthwhile for the child. The author also must be well educated about the group’s literature. And lastly, and most importantly, the author must possess what Harris calls a “critical consciousness.” She states that a critical consciousness enables readers to create “excellent examinations of the depictions of [other cultures].” Therefore an “insider” should be someone who meets such criteria, and an “outsider” should be someone who does not, no matter what culture they identify with. If we can change the definitions of an “insider/outsider,” we as teachers will be able to better evaluate the accuracy of multi-cultural literature for children.