Hidden Children: Using Children's Literature to Develop Understanding and Empathy Toward Children of Incarcerated Parents

Val Plett Reimer

doi:10.20360/langandlit29369

Abstract

Abstract Research indicates that children whose parents are incarcerated are a vulnerable group of people with poor life outcomes. Yet these children are not tracked in the Canadian system, making it difficult for schools to respond with appropriate supports. How can schools be inclusive to this hidden demographic of children? Framed in theories of Critical Literacy and Ethic of Care, the author proposes the use of story to develop understanding and empathy. Research shows that acknowledging these children’s experiences through story helps them to feel validated while broadening capacity for empathy among other children. Can a story develop empathy toward children of incarcerated parents? To answer this question, the author wrote a picture book about a child who visits her mother in jail, and read the story to three groups of children, interspersed and followed by rich discussions. The story elicited empathetic responses from all students, suggesting the benefits of this approach.

Highlights

There are many children in Canadian schools who have a parent(s) serving time in correctional facilities
I have framed my study in theories: Ethic of Care, Reader Response, and Critical Literacy, and I will offer a brief explanation and rationale of these theories
Theme # 1: Life Experiences Impacts Empathy Consistent with studies showing that children are able to empathize with others at a young age, all the children who participated in this study expressed empathy toward the story’s main character, Sammy

Summary

Introduction

There are many children in Canadian schools who have a parent(s) serving time in correctional facilities. These children face a range of obstacles, such as poverty, academic difficulties, and social and emotional stresses (Bayes, 2007; Dallaire, Ciccone & Wilson, 2010). The challenges that children of incarcerated parents face can be overwhelming and even insurmountable. A healthy classroom culture is one that encourages children to think critically while nurturing warmth and compassion. For this reason, I have framed my study in theories: Ethic of Care, Reader Response, and Critical Literacy, and I will offer a brief explanation and rationale of these theories. I want to share a summary of the responses that children in three focus groups from two different schools and communities

Methods

Results

Conclusion