Reading the Way to Equity: Look at the Social Responsibility of Educators by Madison Hosack

“How is there freedom to choose if one does not learn how to choose?”

David Foster Wallace, Infinite Jest

When considering agents of influence in society, education rises to the top. We are all reared on the knee of an educational system chosen for us, a curriculum created in the scope of what will and will not be asked on standardized test, taught by people with their own opinions and influences. This idea that we are all by and large products of our environments is referred to as the nexus of practice. It is similar to the popular concept floating around that you become the average of the five people you spend the most time with. The nexus of practice “describes how mutual or shared ways of knowing, doing, and being become intricately bound to the ways in which we mediate, (re)negotiate, and engage in imagined and real spaces locally and globally” (Dunkerly‐Bean, Bean, Sunday, & Summers, 2017). Boil that down and it basically explains that the way in which people experience and perceive the world is directly influenced by the external forces surrounding them at all times. Apply nexus of practice to children in an educational setting and think about all the potential influencers: teachers, classroom, materials, curriculum etc. All these environmental influencers hold the potential to encourage and facilitate free thought, or significantly diminish it.

An immeasurable effort is placed into preparing children for the world and workforce and yet preparing them to be socially responsible citizens seems to have fallen to the wayside. There seems to be a discord in defining what educational systems are and are not responsible for. On one side there is math, science, english, or any subject traditionally associated with primary education. On the other side there is subject areas related to social justice, poverty, power structures, the social context into which more traditional subject knowledge lives within. There is a “long history of monocultural stratification embedded in the culture of public education” and the curriculum seems to have “fallen short in preparing participants to meet the demands of democracy and pluralism” (Suleiman, 2014). Educational systems need to address the role they play in shaping identities as well as teaching basic skills, that knowledge does not exist in a vacuum, and that social responsibility is not innate, but taught.

As part of the educational system and an agent of democracy, libraries share a responsibility in engaging citizens in a critical conversation regarding diversity, equity, and power structures. When disseminating ideas of social justice and equity, children’s literature can be a powerful democratic tool. Reading is an avenue of exploration and literature bridges a gap between the theoretical and the personal, meaning that children can explore difficult topics at a comfortable distance (Shelton & Mcdermott, 2010). Public libraries have placed themselves at center of early childhood development and literacy and must address their own power and influence as educational entities. When considering the transformative power of children’s literature, the ability to personalize learning, library professionals should seize the opportunity to address social issues. Social justice, race, class, gender are all topics that warrant as much educational and civic value as more traditional forms of informational literacy. Children’s literature that deals with themes of social justice has the potential to reduce children’s bias regarding differences (Kim, 2013). Library professionals are not neutral agents. As institutions of democracy, libraries should use their power to promote democratic ideals. Literacy goals should not be exclusive to literacy skills, but also incorporate the “value and meaning of the human experience in our pluralistic society” (Kim, 2013). The power of literature as well as the power of the librarian controlling access to literature, needs to be wielded in the name of social justice, meaning a new professional standard for educators that illuminates ignorance as a democratic right.

Thirty-five picture books for young activists:


Bittner, R., Ingrey, J., & Stamper, C. (2016). Queer and trans-themed books for young readers: A critical review. Discourse: Studies in the Cultural Politics of Education, 37(6), 948-964. doi:10.1080/01596306.2016.1195106

Dunkerly‐Bean, J., Bean, T. W., Sunday, K., & Summers, R. (2017). Poverty is two coins: Young children explore social justice through reading and art. Reading Teacher, 70(6), 679-688. doi:10.1002/trtr.1566

Kim, S. J. (2013). The democratic vision of teaching literature: Preschool bilingual children’s reading of literature with social justice (Ph.D.). Available from ProQuest Central, ProQuest Dissertations & Theses Global, Social Science Premium Collection. (1466668897). Retrieved from

Shelton, N. R., & Mcdermott, M. (2010). Using literature and drama to understand social justice. Teacher Development, 14(1), 123-135. doi:10.1080/13664531003696683

Suleiman, M. (2014). Leading for equity and social justice : From rhetoric to reality Place of publication not identified : Distributed by ERIC Clearinghouse.

3 thoughts on “Reading the Way to Equity: Look at the Social Responsibility of Educators by Madison Hosack

  1. This post is very interesting to me! It reminds me of what my history professor told me when I was a first year in college about how many college professors feel that they have to reteach their students history when they get to college. In elementary school we learned how great Christopher Columbus was but when I was in high school we studied the aspects of disease, slavery, etc. I think our nation is heading in the right direction with so many cities and states renaming Columbus day to indigenous people’s day but I don’t think renaming a day goes far enough. I agree that schools and libraries need to be better in their role of educating its citizens. I was also reminded of the documentary “The Lottery of Birth” about how education in the United States is so much about brain washing and control.


  2. I think your point about the professional standard being changed to reflect the need for this is an important take away. For me, I had not approached teaching patrons how to think critically until they were high school age, but why not start earlier? Just because I was spoon-fed terrible history as a child doesn’t mean that is the way it should be taught. The way a library can be a counter point to traditional education intrigues me, especially when thinking about the nexus of practice.


  3. I love the thought of teaching children about social justice early in their education. Like lexiecorn, I was also retaught history my freshmen year of college, so naturally, I keep thinking back about what I was taught at that age. Unfortunately, I don’t believe I actually learned about social justice until I was in college. We only went through one civics class in middle school and an American government class in high school. We were taught that the Civil Rights movement was a thing of the past. Even as a high school student, I was only ever taught that racism was something that existed in the past or in the South (sorry South). As far as I knew, we were a post-racist society. Any time a student raised the possibility of being on the receiving end of injustice based on race, gender, sexual orientation, etc., they would be dismissed as a typical dramatic teenager or as a person trying to stir up trouble; and as a student in a rural community, I wasn’t exposed to anything that would tell me differently. I find that it is an injustice to shelter children from the imperfections of society, especially when their world exposure is limited to the small communities their in. Public libraries really should step up and help to inform children of the issues the education system tends to hide. After all, ignoring social justice doesn’t make societal problems go away; it only teaches kids how to be blind to the world around them.


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