Books may serve as both a mirror and window for children's diverse perspectives, experts say. Image credit: monkeybusinessimages, iStock.
An international group of literacy education experts are calling on teachers and parents to adopt a new framework for teaching critical consciousness in children through the way they learn to view the books they read.
A new research paper authored by a team of international experts in children's literature and social justice, led by Associate Professor Helen Adam from the School of Education at Edith Cowan University (ECU), draws on the researchers' collective experiences as scholars and educators to expand how children learn to use metaphorical concepts of mirrors and windows when reading and analysing a text.
Associate Professor Adam said while books may serve as both a mirror and window for children's diverse perspectives, the researchers' innovative framework empowers children to be critical readers by teaching them how to identify five different mirror types.
"The nuanced framework we've presented provides educators with increased confidence and strategies for infusing the curriculum with diverse literature for children," Associate Professor Adam said.
"We know that when books serve as windows, children can see the characters and experiences different from their own and, through this, can learn appreciation, respect, and empathy for those different from themselves.
"When books serve as windows and aren't limited to reflections of a child's own lived experience, it helps disrupt potential development of prejudice and misunderstanding of others. It fosters critical consciousness regarding social justice issues."
Conversely, children may feel excluded and unengaged in their classroom learning if they don't see themselves and their culture represented in the books they read.
Associate Professor Adam explained most existing frameworks continue to treat the concept of mirrors as relatively uniform in their function without accounting for the different qualities of reflection that books might provide.
"Our framework of differentiated mirrors recognises that mirrors themselves exist on a spectrum of reflective quality," Associate Professor Adam explained.
"Unlike previous frameworks that have treated mirrors and windows as largely separate functions, our approach acknowledges that books frequently serve as both simultaneously.
"By focusing on different types of mirrors based on the physics of actual mirrors (plane, concave, convex), in addition to magic mirror and fairground mirror recognition, we provide a systematic and relevant framework that bridges the gap between theoretical understanding and practical implementation while remaining accessible to both educators and children."
Types of mirrors
The foundation of the framework encourages children to build their understanding through connecting new and existing knowledge.
- Plane mirror: Books often read by children as something that is familiar to them.
- Concave mirror: These books magnify and focus attention on specific aspects of children's identities or experiences, bringing particular elements into sharp relief that may have been previously unnoticed or undervalued.
- Convex mirror: Some things in the book may be familiar, but other aspects are new to children's line of vision. The book can likely be both a mirror and a window simultaneously, providing broader perspectives that contextualise familiar elements within wider contexts.
Mirrors to consider carefully
While these can be used to teach critical literacy they should be used with caution.
- The magic mirror: The fictional magic mirror that lies to its viewer to reinforce a superior sense of self. This is often seen in monocultural book collections more broadly, rather than individual books.
- The fairground mirror: This type of mirror is evident in books that promote stereotypical or distorted reflections of diverse groups, often promoting an exotic or condescending portrayal.
Practical application
Associate Professor Adam recommended implementing the differentiated mirror framework with children through a three-pronged approach:
- Teaching the framework to children
- Identifying different mirror types in practice
- Building critical consciousness
The aim of the framework is to help children and educators move beyond passive consumption of literature toward active, critical engagement through emphasising critical consciousness and problem-posing education.
"By distinguishing between different qualities of reflection, we can help prevent children from developing a distorted view of oneself and of the world, where white culture is often normalised and oversaturated," Associate Professor Adam said.
When children learn to identify different types of mirrors, they develop tools for questioning whose stories are told, and whose voices remain absent. As co-author and educator Madison Kozeny reflected in the research paper, children do not just passively consume stories—they interrogate them, question who is included and excluded, and make deeper connections to their own lives.
"When children have language to discuss representation, they become more thoughtful readers. Our goal is how this can positively impact and translate to the way future generations will see themselves, those around them, and the way they move through the world," Associate Professor Adam stated.
"We hope to empower educators to create literacy environments where every child feels valued, visible, and connected to the broader human experience."
