How Deficit Thinking in Book Choices by Governments and Civil Society Organizations for Poor Children Perpetuates Poverty and Undermines Early Literacy

Image 1

Hindi Books for children Room to Read Literacy

Image 2 –

Books Perpetuating Poverty:

Our biased mindset is forcing us to choose simplified or less challenging educational materials for children from poorer families

Book in Image 1 –

The text is short and repetitive, ideal for early readers as it helps with word recognition and memory. There is also repetition of common words like “गईया” (cow) and “चिड़िया” (bird) supports language learning.

The book also revolves around common rural elements, which might help children make connections between the text and the real world, an essential factor in early literacy.

But, in “poor”, “backward”, “rural” areas the Library of Early Readers is built with only such books.

While contextualization may be nice for early literacy, the over-minimalization and usage of only such books are highly problematic, it – (1) reduces cognitive engagement (2) limits vocabulary development (3) underestimates children’s cognitive abilities to grasp more complex narratives.

We should remember that contextualization should not come at the cost of engaging and challenging young readers’ minds. Such book providers (i.e. Government and a few CSOs) have lowered expectations from children of poorer backgrounds, and they are suffering from “Deficit Thinking”.

Poorer children having less access to diverse and high-quality books is subjecting them to a vicious cycle of poverty and increasing the “GDP burden”.

Now contrast the book of Image 1 with Book in Image 2 of “One Fish, Two Fish, Red Fish, Blue Fish” by Dr. Seuss (Published SEVEN Decades ago), which would introduce children to a wide variety of introduces a wide variety of new and playful words, creative wordplay and sound patterns, contributing into expanding their linguistic skills, abstract and imaginative concepts, exploring concepts like difference, diversity, and creativity, creating space for critical thinking and interpretation, fostering children’s ability to think symbolically and engage in creative problem-solving. This Dr. Seuss book is egalitarian, in the sense that it expects all children to rise to the occasion of exploring strange, creative worlds. The text plays with language in ways that are both accessible and intellectually stimulating, regardless of the child’s background.

Through our biases, stereotypes, prejudices, and casteist mindset, we are making poorer choices of books and heavily contributing to perpetuating poverty and new kinds of illiteracy.

Curriculum Developer, Teacher Trainer, and Researcher

Rewati Raman Vishewar

Rewati Raman Vishewar, M.Ed., is an experienced education professional with over 23 years of experience in the education sector. He has worked for private education companies as well as in the NGO/Government sector. His active area of work is focused on preschool to primary grades, with a strong emphasis on curriculum development, teacher training, assessment, and research. Several Universities (Delhi University, Jamia Millia Islamia, MS University, Ambedkar University Delhi et al.) have accepted his research to be presented at Conferences. In his recent research, he studied the efficacy of assessment and feedback mechanisms in early childhood care and education (ECCE) across India for the Square Panda Foundation (submitted to the Ministry of Women & Child Development, India). He also reviewed the ECCE curriculum of Bodh Shiksha Samiti, the adolescent curriculum (ECCE to primary grades) of Doosra Dashak, and the ICDS curriculum of all States of India. His review of ICDS Curriculum of Bihar was accepted for presentation at the ECCE Conference of Ambedkar University Delhi. Raman has provided curriculum development, teacher training, and assessment services to premium private preschools. He has also conducted a six-month research project (unpublished) into a multi-grade, multi-level curriculum by conducting classes at SDMC Primary (Govt.) School, where children from underprivileged/low socio-economic families study. With his extensive experience and expertise, Raman is committed to making a positive impact in the education sector by improving curriculum, training teachers, and conducting research to ensure the best outcomes for students.

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