The literary world is limitless with possibilities, imagined and real. However, not all possibilities are imagined; and not all realities are represented.

The Centre for Literacy in Primary Education’s (CLPE) Reflecting Realities research highlighted that BAME was under-represented in children’s literature. The 2017 research findings found that in 9115 children’s books, only 391 featured BAME characters. 4% of the books featured a BAME character – 4%. Only 1% of books featured a BAME protagonist. However, with each year, the statistics have improved.

The 2021 findings indicate a positive increase in the representation of BAME characters – from 4% in 2017 to 15% in 2020. To further enable progress, several initiatives are being implemented, arguably because of the CLPE reports.

However, when we think of representation, BAME is one thread. When viewing representation through the lens of intersectionality and the protected characteristics (all that is covered in the 2010 Equality Act) (1), here are a few more points to consider:

• Are all of the protected characteristics represented from different families to religion to gender to neurodiversity?
• Are BAME characters represented in graphic novels, poetry, fiction and non-fiction? Are the experiences from diverse communities represented in historical and factual texts?
• Authorship – who are the authors writing the books we read?
• Are texts accessible to all? Dyslexia friendly, Braille, large print?

It is a child’s right to see themselves represented in the literature they read - the right to mistake a book for real life (Pennac; 1993). The literary world has the potential to enable this right to be experienced by all children. The CLPE research findings are promising and with time, the figures will hopefully reflect reality – we as educators are pivotal in ensuring progress; from my experience, it starts with Closing the Imagination Gap.

The traditional canon of children’s literature is problematic, especially when looking at it through an intersectional lens because in many literary instances, we are reading through the same eyes – Eurocentric, white and privileged. In doing so, we are as Darren Chetty explains in his Beyond the Secret Garden paper ‘widening the imagination gap’ – perceiving reality through the same lens (2018). How would a BAME character experience Wonderland? How would a child with a disability experience Neverland? How would a deaf child have experienced the wonders of The Secret Garden?

The "Imagination Gap" is something we need to be aware of – as readers and educators. However, authors also need to be aware of this gap as they are in a privileged position to close it. When looking in from the outside or another’s perspective, the landscape of children’s literature isn’t as inclusive as it could be – we can refer to the CLPE findings to affirm this statement.

Books are portals to different worlds, which should be accessible and inclusive of all. There is an increasing number of BAME authors meaning we are being invited to worlds that we may not have experienced before. However, it is important that this shift and diversifying of imaginative spaces is the responsibility of all authors. Elizabeth Laird is one of my favourite examples of a white author who is reflecting realities of BAME experiences, so beautifully, that the images of her novel Welcome to Nowhere echo the images of Francessca Sanna’s picture book The Journey. Both authentically crafted pieces of literature serve the reader to see the world through the eyes of a refugee child and family, and the illustrations in The Journey bring several descriptive passages from Welcome to Nowhere to life.

By limiting the imaginative spaces shared with readers, you are in fact narrowing their imagination – their multifaceted understanding of the world, maybe even their potential for empathy and connection to others. Is this what we want for our readers?

I see you – three very powerful words. I see you means that a child feels valued and understood. It builds connection, respect and understanding. It opens up the path to develop empathy. It makes us feel human.

All children have the right to be understood and to understand each other. The real world is complex – our literary world should be just as complex, inspiring, inclusive and open to all realities. 

(1) The 2010 Equality Act merged all the Protected Characteristics from previous legislative publications in order to protect the rights of individuals and groups as well as enabling and advancing equality of opportunity for all. Those Protected Characteristics are: age, disability, gender reassignment, marriage & civil partnerships, pregnancy & maternity, race, religion, sex, sexual orientation.

This blog is from the perspective of Kiran Satti. Kiran is Assistant Principal and Primary Trust Literacy Lead Practitioner and has been teaching for over 10 years, across KS1, KS2 and early years. She is passionate about reading and being a true Enabler of equity. She's regional lead for WomenEd and has written chapters for the DiverseEd Manifesto and the Reading Teachers book.

The Pearson Primary team want all children to be able to develop a lifelong love of reading, and to feel that our books are for them, whatever their ability, background or identity. That's why we've made Bug Club even better by adding books with exciting new characters, created by a diverse range of authors and illustrators, bringing reading to life and engaging even the most reluctant readers!

Find out more about how we've made Bug Club bigger and better.