Rereading Columbus: Critical multicultural analysis of multiple historical storylines

Botelho, M.J., Young, S.L., & Napp, T. (2014). Rereading Columbus: Critical multicultural analysis of multiple historical storylines. Journal of Children’s Literature, 40(1), 41-51.


This article walks us through a promising model for teaching children about historical events in a way that accounts for multicultural viewpoints and also builds skills in critical thinking and critical literacy. Children’s picture books, artfully combined as text sets, are the centerpieces of the model discussed here. With the help of the many good lists of children’s books online, as well as the assistance of knowledgeable librarians/media specialists, any elementary or middle school teacher could develop text sets similar to those described in this article.

Here, the historical event in focus is the “discovery of America” by Christopher Columbus. Three children’s books, all by well-known, recognized authors and illustrators, but each portraying the event from a very different viewpoint, are presented. All three books could be considered problematic by some, which opens up avenues for inquiry that could lead to much deeper understandings about some of the historical events frequently taught about in schools. In many cases, elementary children are still taught the standard traditional stories about American history, which usually portray historical figures like explorers, generals, and presidents in a heroic light. A deeper examination of history, however, tells us that the definition of who is a hero, and what actions are heroic, and how these heroes and their acts are viewed, depends upon whose eyes we are viewing history through.

The first book discussed here provides a romanticized account of the Columbus story, one that is probably the closest to the story traditionally taught in elementary schools. The second book, by a much-acclaimed and award-winning author and an illustrator whose books are well-known and well-loved by many, is a view of the Columbus story told through the eyes of a Native American. Although the book does provide a viewpoint and a voice that is not usually provided, Botelho and her colleagues point to problematic aspects of the book. This rendering of the Columbus story places blame upon the native people; they are depicted as welcoming the Spaniards and not resisting, and thus in part bringing disaster upon themselves. The third and final book is a completely different view that shows the arrival of Columbus through the eyes of an animal character. The view of Columbus is basically negative, and at times even derisive. The presentation of the Columbus story in the third book appears to be a bit more abstract, and goes beyond just the Columbus story, extending to broader themes like colonization, conquest, and the balance of power.

I purposely left out the specific book titles here, though of course you can easily find those references in the actual article. I did so because the three texts described here would make an excellent core for a text set, but they are by no means the only titles that could be chosen. The key to using this approach, however, would be to find books that represent a range of viewpoints. If those are not there, then a text set might not do much to alter traditional views of historical “heroes” and iconic events. There may be those who would not want us to alter those views in elementary school, but if cultural stereotypes and prejudices are ever to be eliminated in the United States, it probably has to happen in schools. It ought to be happening in homes, and it is in some, but clearly not in all. To responsibly teach children about U.S. history, we have to present as many views and voices as we can. Children’s books alone cannot do it all; they have to be part of a deliberate and ongoing effort. They can be an important element of such an effort, however.

As I read the article, my mind roamed to the list of historical events that have been presented in a romanticized, “conquering-hero” light, and the list just got longer and longer. Most Americans who have experienced schooling in the United States could make a long list if they reflected on it (my own list begins with the story of Thanksgiving and goes downhill from there). The history of the United States does have many examples of heroism and other admirable qualities, but it also has its dark side, and that dark side is not necessarily a thing of the past. Power, oppression, and hate based upon difference are unfortunately alive and well in the U.S. The approach described in this article might be one way to change that for the future.