Samenvatting

Studies show that children’s literature can significantly impact the racial and ethnic development of young children. However, research has determined that the lack of existing racial and ethnic awareness amongst educators results in these literacy tools rarely being used to their full potential. This study aims to investigate the perceptions of International Baccalaureate (IB) educators with regards to children’s literature as a literacy tool. Specifically, it aims to evaluate educators’ understanding of racial and ethnic diversity, and its impact on their ability to facilitate discussions about race and ethnicity using children’s literature. This research study adopted a critical, mixed-method approach. An online questionnaire was distributed to 22 participants at eight IB international schools in Europe. Thereafter, 3 semi-structured interviews with educators from IB international school X in Germany were conducted. The findings suggest that educators require a more thorough understanding of racial and ethnic diversity in order to be able to successfully implement literacy tools to support racial and ethnic identity development. The availability and accessibility of materials, professional development programs as well as curriculum inclusion are all essential to supporting educators in creating an inclusive learning environment.