Journal Review: Children's Literature in Environmetal Education and Social Studies - 2/6/08 9:11 PM

Article reviewed:
Meyer, Jason. M, 2002. Accuracy and bias in children’s environmental literature: A look at Lynne Cherry’s Books. The Social Studies. 93(6), 277-281.

This is not a typical experimental research article but I chose to review it because it links to many activities I’ve lead as an environmental education specialist and discusses the implications of using sound resources in education. (Dr. H…this was one you had approved via email several months ago...)

Environmental Education has long been criticized for portrayal of issues in through a narrow perspective often filled with fear and strong bias. This criticism is also applied to many forms children’s literature that discuss environmental issues such as global warming. Meyer found through his literature review that many children’s environmental literature is filled with fear tactics and often avoid contradicting points of view. In this article he examines the works of Lynne Cherry in an attempt to determine if her works transcend the criticism and if they can be used as scientifically accurate, unbiased resource for teaching about environmental issues in the classroom.

Prior to Meyers expose on Lynne Cherry there were several research-based articles about biased educational materials related to the environment. Past research found that many EE based materials are one sided, presenting oversimplified “good side/ Bad-side, explanations of very complex situations. Pierce and Short (1994) found that some authors utilized pictures and story themes that actually caused children to be fearful and forcing them to become advocates for an issues they do not understand.

Meyer begins by examining Cherry’s history as a writer and illustrator. Although her career, which began in 1976, held many affiliations with organizations such as the National Defense fund, National Wildlife, and the Sierra Club her dedication to a accurate interdisciplinary view of environmental issues in a format that represents the New Ecological Paradigm. This is one of three ways humans view their world. The first, Dominant Western World View, separates humans from the other creatures. There is a belief of human centered dominion that permits control and exploitation of the environment to the one's heart's content. Human Exemptionalism, the second, states humans and other species will never be the same because humans are able to have “culture”. The third, the New Ecological Paradigm, infers that humans are just an actor in the web of life and that any action we take has an effect on the rest of the environmental web.

Past interviews and actions by Cherry and her husband, Eric Fersht indicate that they recognize the many criticisms that follow children’s environmental literature as a result of demagogue tactics used by many earlier authors. Meyers points out that the team founded the “Center for Children’s Environmental Literature” as a resource and networking facility for authors and illustrators who want to connect children to the natural world in a responsible way.

Meyer the continues his investigation into Cherry’s writing style by reviewing the illustrations, storyline, scientific accuracy, and reference materials for her 4 best known books. These books: A River Ran Wild, The Shamans Apprentice: A Tale of the Amazon Rainforest, The Great Kapok Tree: A Tale of the Amazon Rainforest, The dragon and the Unicorn, and Flute’s Journey: The Life of a Wood Thrush, carry the reader from a basic level of awareness through simple yet factual content base onto a call for individual action. Her books are notable more scientifically accurate that most children’s books.

Cherry is unique in her approach because she openly states she will not present a topic in her books that children are not empowered to act upon. Keeping this philosophy in the forefront she meets one of the biggest criticisms of EE, that is promotes activism. She wants children develop a habit of interest and involvement in the democratic process early in their lives. She often infers both simple actions for children and adults as well as ways to be come active in the larger rule-making community.

To support his defense if Cherry, Meyer also points out that her books are well researched and include many resources for children, parents, and teachers to investigate issues further. To research each story Cherry has traveled to the places where she set the story line. She also includes a summary at the end of ach book highlighting the factual background and lists the resources she accessed to write the story.

This article is important to teachers in the social studies field because it highlights the pitfalls of using literature and lays out criteria with examples of sound children’s literature. Cherry’s books cover topics such as water pollution (including drug tracing in water supplies) deforestation, habitat destruction along migration routes, medicinal plants and resource protection with a under riding theme of cultural awareness that is woven throughout. If environmental and social studies educators wisely select literature children and adults can learn about issues in scientifically accurate ways yet develop critical thinking skills necessary. It would be interesting to follow students’ environmental or civic behavior for a year following lessons that incorporate Cherry’s or similar literature to see if participants make and maintain literate behaviors.

Additional References from Article:

Pierce, K. M., & Short, K. G., (1994) Environmental issues and actions. The Reading Teacher, 47(4), 328-335.