My thesis explores picturebooks published between the late nineteenth century to the present day, tracking changes regarding how racial diversity is presented in both text and images. Building on the Centre for Literacy in Primary Education's quantitative Reflecting Realities studies, this thesis considers the role of schools, publishers and other mediums in ensuring that children have access to diverse picturebooks.
Split into two sections: theory and practice, the thesis aims to work with young children in UK Primary Schools to discover how children respond to racially diverse texts.