Unjust: Publishing Black and African American Children’s Books and School Availability

Abstract

Traditional book publishing has a pronounced and unjust deficiency of Black and African American voices. White culture, thoughts, and rules are the standard in traditional publishing. Black and African American authors are not typically picked up by white-dominated publishing companies. In traditional publishing, mostly white literary agents are gatekeepers and acquisition editors shut the doors too frequently to non-white authors. Aspiring Black authors then resort to hybrid or vanity press companies that often use unscrupulous practices, charge exorbitant fees, accomplish little or low-quality work, and deny authors’ agency and full rights in the final disposition of a book. Because a majority of traditionally published children’s books featuring Black or African American stories or characters are written by or illustrated by non-Black people, the wide possibilities of adventure, celebrations, discovery, and friendship stories are not published for Black children. Instead, publishers favor stories about slavery, the civil rights movement, famous Black people, and hair tales as well as racially ambiguous characters. Regrettably, Black and African American culturally relevant stories written and illustrated by Black or African Americans are not readily available to children in school and library settings consistent with schools’ community or student demographics. This article shares research findings and viewpoints of Kathy Anderson and Karen Bowlding, two Black children’s book writers and publishing consultants who are also parents. Black and African American students encounter education and cultural injustice because of the practices of traditional publishing companies, educators, and librarians. Parents and guardians can ameliorate these issues with discernment and action. Foremost, publishing company decision-makers must acknowledge their own racial biases that deny representation and authenticity to all children in our US classrooms. Read more...