Introduction

Picture books enable the exploration of different skills and perspectives with children. When used with a pedagogical intent, fostering dialogue, valuing children's voices, and recognising their role as social actors, picture books contribute to the construction of alternative viewpoints and the development of their own sense of justice and equity (^{Strouse, Nyhout, & Ganea, 2018}). Moreover, picture books are cognitively stimulating and carry affective significance. Through these books, children actively interpret these cultural products and incorporate them into their relationships, actions, and reflections on different realities, diversities, and experiences, thereby developing an understanding and appreciation of themselves and others (Corsaro; Molinari, 2000; ^{Costa, 2012}; ^{Wild, 2023}).

Drawing on the dialogue between the Sociology of Childhood and Educational Sciences, and within the framework of the SMOOTH project—Educational Common Spaces, Passing through Enclosures and Reversing Inequalities, funded by Horizon 2020 (European Commission) and the subproject RED—Rights, Equality, Difference, a qualitative study was conducted. This study involved the implementation of a read-aloud programme with a group of 22 children attending the 2nd year of Primary School (1st Cycle of Basic Education) at a public school in Lisbon, aimed at discussing diversity, social class, gender, and participation.

The objective of this article is to analyse children's conceptions of these themes and the subjective meanings they experience and attribute through postmodern picture books. The read-aloud intervention programme was conducted with a group of children from diverse and disadvantaged linguistic and social backgrounds, using postmodern picture books as a medium for discussion and reflection on the themes.

Picture books and illustrated albums have increasingly gained a privileged space in the development of literacy skills, although their use in interactions with children could be further reinforced. However, in formal learning contexts, their use is often instrumental, primarily aimed at teaching children to read. Less common are pedagogical practices that promote the use of postmodern picture books to develop more comprehensive work with children, encouraging them to explore and discuss complex social issues—issues that require urgent awareness and an informed, critical stance, with children included in this process. This project dared to establish a dialogue that makes explicit the explicit and implicit intersections of picture books.

Reading About Equity and Diversity in School

The different dimensions of diversity that characterize the contemporary world need to be reflected upon, addressed, and considered in educational contexts from a multidisciplinary perspective. This approach is necessary to account for both the complexity and breadth of diversity, as well as the characteristics and specificities of the various social groups that inhabit and coexist within the school environment. Promoting multiple perspectives among children from an early age is an important responsibility of the school, as it helps to prevent and reduce issues related to stereotypes, prejudice, and discrimination (^{Morgan, 2009}). Openness to diversity, to "a different way of living, perceiving, and understanding the world" (^{O’Neil, 2010}, p. 41), is essential in the current global context. Social equity and access to equal opportunities challenge and confront long-established conventional practices, particularly concerning conceptions of social class, age, gender, and participation. This process involves continuous challenges and confrontations, which constantly question everyone’s stance. However, "it is through our own narratives that we construct a version of ourselves and the world" (Bruner, 1996, p. 19).

The Educational Sciences and the Sociology of Childhood have increasingly emphasised the importance of understanding diversity through the lens of childhood cultures, particularly in recognising the central role that diversity and differences play in legitimising social relations. These relations can manifest as both oppression and exclusion, or as emancipation and inclusion, occurring among peers (Araújo, 2007) as well as in interactions between adults and children (Corsaro; Molinari, 2000; Sarmento, 2003; ^{Wild, 2023}).

The social relevance of the RED-SMOOTH project is evident in the increasingly multicultural nature of Portuguese society. This context presents significant challenges, compelling education professionals to confront and engage with a diverse array of children who bring with them varied representations of themselves, the world, and others. The lack of studies in Portugal that address these dimensions—diversity, social class, gender, and participation—particularly concerning children in the 2nd cycle of basic education, lends an innovative character to the project. It critically employs postmodern illustrated books to uncover and understand complex themes. Social relations among children in the early years of basic education are often imbued with issues of power, violence, and discrimination, which are frequently overlooked by adults. Sullivan et al. (2020) note that some adults avoid discussing these topics with children, underestimating their capacity to reflect on such matters. These practices not only obscure how children reinterpret and negotiate these issues among themselves, but also support depoliticised, uncritical, and decontextualised pedagogical discourses and practices.

In Portugal, there is also a growing number of people from various minority groups, highlighting an increasing need to develop intercultural understanding. This understanding can and should be fostered in schools with children using illustrated books that represent people from diverse backgrounds. In this context, such books are not only a useful resource but also enhance knowledge (^{Morgan, 2009}).

Children can recognise and reflecting on issues such as rights, differences, (in)justice, and equity. It is therefore the role of adults to create opportunities that enable active participation from children, both in discussions and in public actions towards a fairer and more equitable world. An informed, open, contextualised, and critical approach to these aspects in the educational setting aims to look beyond the visible, exploring the meanings behind the actions of children and adults. It incorporates these actions into more critical and informed readings, dialogues, and practices concerning diversity, racism, and discrimination.

When carried out carefully and intentionally, reading books that address topics related to rights, equity, differences, social justice, and others, prompts children to question these subjects. This process stimulates and encourages them to articulate their viewpoints both among themselves and with adults, aiding in a deeper understanding of these concepts. It also helps them develop critical thinking and a reflective mindset, enabling them to formulate further questions throughout their lives concerning social justice and other related issues.

Illustrated books, used during read-aloud sessions, serve as an excellent tool for exploring previously mentioned topics and provide children with a supportive and comfortable environment for discussion. As ^{Norris (2020)} argues, early awareness and understanding can indeed be fostered through such interactions. Conversations around diversity, broadly defined in this text, can be focused and positively impactful in enhancing relationships, recognition, and understanding of diversity. Furthermore, illustrated books are not just accessible resources; when children engage with illustrations that depict the emotions, experiences, and lives of characters, they "internalize these situations and build connections to their own lives. Through illustrated books, children reflect on various cultures and experiences, developing a greater understanding and appreciation of themselves and others" (^{Wild, 2023}, p. 734).

Postmodern Picture Book

Historically, books have been instrumental in promoting reading skills and, later, in fostering the enjoyment of reading. Even though the practice of reading for pleasure in educational settings is not always as prevalent as it should be, books have long been seen to explore multiple perspectives. This is particularly true for picture books, which are predominantly aimed at children and youth literature.

In contemporary times, "picture books are a significant source of new language, concepts, and lessons for young children" (^{Strouse; Nyhout; Ganea, 2018}, p. 1). In a brief and objective definition, a picture book can be described as one that features illustrations on each page, which are complemented by text that narrates the same story depicted in the illustrations (^{Oktarina; Hari; Ambarwati, 2020}). Numerous studies (^{Morgan, 2009}; ^{Norris, 2020}) highlight the unique ability of picture books to explore multiple perspectives and address issues related to stereotypes and prejudices, making them valuable tools for these purposes.

In recent decades, there has been a proliferation of literary genres, including the post-modern picture book. These genres provide readers with new ways to make sense of their reading experiences. Post-modern picture books often serve as an invitation or challenge for educators, teachers, and readers to consider fresh perspectives and novel approaches to literary exploration (^{Ciecierski; Nageldinger; Bintz; Moore, 2017}). Additionally, the combination of text and images in these books offers children enhanced stimulation and understanding, enabling them to learn not only from the text but also from the illustrations (^{Morgan, 2009}).

Several different definitions have been attributed to this genre of book; however, there are some elements of consensus: “a post-modern picture book is one in which a traditional story or plot is interrupted to present an alternative viewpoint or outcome, often in a way that questions the validity of conventional norms and leaves much of the meaning to the reader” (^{O’Neil, 2010}, p. 43). Whereas previously children's literature was used by educators, teachers, and families to convey social values and entertain children, contemporary post-modern picture books challenge this practice by encouraging readers to question and rethink the social norms conveyed by earlier children's literature. In these earlier works, social classes and roles, gender, as well as stereotypes and prejudices, were presented as fixed models (^{O’Neil, 2010}). On the other hand, post-modern picture books offer the potential for "contradictory interpretations." While they seemingly seek to disrupt the status quo, post-modern picture books also “represent our cultural identity and beliefs, not transmitting dogmatic ways of being and believing as in the past but stimulating readers to question and reconsider social norms” (^{O’Neil, 2010}, p. 41). Furthermore, post-modern picture books expose children to complex narrative language, thereby better preparing them for the subsequent understanding of reading and the world around them (^{Bus; Anstadt, 2021}, p. 1).

It is also widely agreed that the nature of this book format captures the attention of children and readers of all ages (^{Ciecierski & Bintz, 2015}), facilitating both intra- and intergenerational dialogue and the exploration of cross-cutting themes such as social justice, racism, discrimination, gender issues, and social class. Furthermore, these books are relatively brief and visually sophisticated, which allows children to both discover and understand the world they live in, particularly when addressing issues pertinent to their daily lives and contexts, especially for those from disadvantaged or culturally diverse backgrounds. Through post-modern picture books, children see themselves represented in these narratives and are also challenged to reflect on “different human experiences, confronting imaginary and real worlds” (^{Wild, 2023}, p. 733). For children from diverse cultural backgrounds, picture books can serve as mirrors, enabling them to see their own heritage or culture affirmed and celebrated. Additionally, picture books can act as windows for all children, offering them glimpses into lifestyles and experiences that differ from their own (^{Husband, 2019}).

Reading Aloud as a Pedagogical Strategy for Effective Listening to Children

Reading aloud is not only a means to foster a love of reading but also a fundamental activity for knowledge construction and the development of more complex syntactic structures. It is a strategy that requires the implementation of various approaches to progressively cultivate critical reading skills in children, both now and in the future.

When teachers read aloud, they model fluent reading, stimulate dialogue, enhance comprehension, and facilitate vocabulary acquisition among children. This practice allows children to experience the expressiveness of reading, including elements such as breath, rhythm, intonation, flow, and pauses. In the context of this study, expressiveness is considered for its communicative potential, as it can assist in the integration of children from different linguistic backgrounds (^{Freitag & Sá, 2020}). For instance, some children in this study come from Brazil or Portuguese-speaking African countries. Furthermore, reading aloud captures the attention of all children, regardless of their reading proficiency, due to the inherent expressiveness of the activity (^{Hoppe, 2022}).

In the current context, it is crucial for children from disadvantaged and/or culturally diverse backgrounds that the moments of reading aloud, prepared by the educator or teacher, address pertinent issues of social justice (^{Norris, 2020}). These sessions should create a space where children can discuss such topics under adult guidance, while maintaining an openness for each child to express their views and feel heard and acknowledged.

Reading aloud sessions present an opportunity for educators to use illustrated books with a pedagogical intent, thereby maximising the potential of this resource. Such sessions can also enable children to learn about alternative perspectives and broaden their understanding of social and cultural justice and equity (O’Neil, 2010). Prior preparation of questions and/or activities related to the topics to be discussed from these books allows for a more targeted facilitation of the reading aloud session. At this point, “the teacher’s responsibility is to guide the children in the discussion and be prepared to answer any questions they might have. [...] The teacher’s questioning should be intentional. Open-ended questions will encourage children to expand their thoughts and ideas” (^{Norris, 2020}, p. 185).

According to ^{Morgan (2009)}, interactive read-aloud are one of the most effective strategies to employ, as skilled educators and teachers know how to select passages from books that will engage children and those that lend themselves to deeper discussion on certain topics. "Interactive read-aloud foster the construction of meaning as children respond personally and interpersonally, interacting with the text, their peers, and the teacher" (^{Wild, 2023}, p. 734). By pausing during the reading and engaging with the children, educators ensure that these topics are understood and discussed within the group (^{Morgan, 2009}). This strategy also promotes critical thinking, allowing children to listen to and consider each other's perspectives.

Methodology

The study adopted a qualitative methodology and was conducted between December 2022 and June 2023, adhering to the research procedures involving children (^{Ferreira; Tomás, 2022}). The research was carried out with a group of 22 children enrolled in the second year of primary education. Data collection occurred at different stages: (i) the implementation of the read-aloud intervention programme over a period of 6 months; (ii) both participant and non-participant observation; and (iii) the conduction of three focus groups, with the first and second groups consisting of 4 children each, and the third group comprising 5 children.

Ethical principles were also considered, including confidentiality, anonymity (the school's name was concealed, and the children were given fictitious names), and privacy, which were addressed during the informed consent process. The children volunteered to participate in all activities and interventions proposed by the research team. However, the selection of the group to participate in the SMOOTH project was made by the school's administration. As a result, the classroom teacher was required to participate in the project without prior consultation. This may also explain some of the resistance encountered by the research team, both in the implementation of this project and in other activities promoted by the team.

In the context of the SMOOTH - Educational Common Spaces, Passing through Enclosures and Reversing Inequalities, funded by Horizon 2020, and the subproject RED - Rights, Equality, Difference, it was crucial to identify and analyse the children's conceptions of the key categories inherent to the RED subproject, as well as their subjective meanings experienced/attributed through illustrated books.

Finally, it is essential to clarify the pathways and choices made to understand the analytical axes and categories imposed by the researcher on the voices of children and teachers (Spyrou, 2018). Although initial categories were defined, which led to the identification of central analytical axes derived from the objectives of the RED-SMOOTH project, their refinement resulted from fieldwork dynamics. This included the available books, children's interest in them, and their suggestions¹, leading to the delineation of the following categories: 1. Diversity; 2. Social Class; 3. Gender; and 4. Participation.

Context and Participants

The research was conducted in a primary school within a TEIP (Educational Territories of Priority Intervention) school cluster, located in a Lisbon area characterised by gentrification, touristification, and marked by significant socioeconomic, cultural, linguistic, and educational diversity. The focus of the intervention with this group of children stemmed from the context and the lack of literacy practices by the class teacher. In the classroom, the children did not have direct access to children's literature books, and the few available, with restricted access for the children, did not meet the necessary quality for developing literacy skills. This aspect was also crucial in selecting this type of intervention with the children, given that the context did not provide the minimal conditions for developing reading skills. Although we hoped that, after the classroom was equipped with high-quality children's books, the teacher would continue to promote these strategies and activities, the ongoing presence of the research team on-site confirmed that there was no change in the pedagogical practices of the class teacher.

In this study, twenty-two children participated, comprising 13 boys and 9 girls, aged between 6 and 8 years old, who were enrolled in the 2nd year of primary education (see Table 1). The children come from disadvantaged social backgrounds and exhibit linguistic and cultural diversity. The teacher of this group is 44 years old, with 10 years of experience in the profession, including four years as a teacher in this school cluster.

Although most children are Portuguese nationals and have Portuguese as their mother tongue², there is a poor command of the language of instruction. The results of "insufficient" in Portuguese for Portuguese children - Natália and Mariana -highlight this weakness. At this stage, children are generally able to read, although some may do so hesitantly.

Presentation of the Intervention Programme – Read-Aloud

The read-aloud intervention programme, as previously mentioned, was designed for and with children in the second year of primary school. Its aim was to explore their conceptions of different realities, diversities, and experiences that are part of their daily lives, as well as how they understand and appreciate themselves and others (^{Costa, 2012}; ^{Wild, 2023}).

Through read-aloud sessions, the programme sought to promote social justice and a sense of community within the group of children by integrating "identity, diversity, justice, and action." By fostering dialogue, "valuing the voices of the children and affirming their role as agents of change," it was possible to highlight the children's understanding of social justice (^{Wild, 2022}, p. 733).

Before the Intervention: Preparation of the Read-Aloud Programme

Before the implementation of the read-aloud programme, a period of observation lasting approximately five months was conducted. This allowed us to understand the characteristics and dynamics of the specific group and to establish more egalitarian interactions between the researcher and the children. This observational phase also provided insight into the children's preferences for play, their leisure activities, and their general worldviews. As Spyrou (2018) asserts, to deeply appreciate the social and cultural significance of children’s voices, researchers must become familiar with their discourses. Therefore, the immersion was crucial for drawing parallels between everyday school situations and the stories during read-aloud sessions.

Despite this preparatory period, during the intervention, as interactions between the children and the researcher became more established, the selection of books continued to be adjusted. Throughout all readings, the children were encouraged to engage in activities (^{Norris, 2020}) related to the text being read. On some occasions, they made drawings in their notebooks or included excerpts from the stories in their diaries. They were also allowed to re-read the book and ask questions whenever they wished.

During the Intervention: Read-Aloud Sessions

The intervention programme, which lasted for 6 months, included sixteen read-aloud sessions, each approximately one hour long (see Table 2), and involved various activities with the children.

Table 2 Read-Aloud Programme Outline 

Date and time of session	Book(s)3	Category	Number of children and adults
06/12/2022 1 hour	Book 1: Cá em Casa Somos (Isabel Minhós e Madalena Matoso, 2009)	Diversity	13 children, researcher, and teacher
13/01/2023 30 minutes	Book 2: Há classes sociais (Equipo Plantel, 2016)	Social class	6 children and researcher
18/01/2023 1 hour	Book 3: Não faz mal ser diferente (Todd Parr, 2006 )	Diversity	10 children and researcher
23/01/2023 1 hour	Book 4: O livro do Pedro (Manuela Bacelar, 2008) Book 5: Os de cima e os de baixo (Paloma Valdivia, 2009)	Discrimination Homophobia Social class	7 children and researcher
30/01/2023 1 hour	Book 6: Os vestidos do Tiago (Joana Estrela, 2016)	Gender	7 children and researcher
28/02/2023 1 hour	Book 9: Estrelinha (Nuno Castelo, 2023)	Social class	3 children and researcher
09/03/2023 1 hour	Book 10: Todos fazemos tudo (Madalena Matoso, 2011) Book 11: O protesto (Eduarda Lima, 2021) Book 12: É assim a ditadura (Equipo Plantel, 2017)	Gender Participation Participation	5 children and researcher
21/03/2023 e 22/03/2023 2 hours	Book 13: O Jaime é uma Sereia (Jéssica Love, 2020)	Gender	13 children, researcher, and teacher
30/03/2023 1 hour	Book 14: Um dia na vida de Marlon Bundo (Marlon Bundo e Jill Twiss, 2018)	Gender	14 children, researcher, and teacher
18/04/2023 30 minutes	Livro 15: A surpresa de Handa (Eileen Browne, 1994)	Diversity	5 children and researcher
10/05/2023 1 hour	Livro 16: Eleição dos bichos (André Rodrigues; Pedro Markun; Larissa Ribeiro; Paula Desgualdo; 2018)	Participation	13 children, researcher, and teacher
15/05/2025 1 hour	Livro 17: Como pode ser a democracia (Equipo Plantel e Marta Pina, 2017)	Participation	9 children, researcher, and teacher
24/05/2023 1 hour	Livro 18: Menina bonita do laço de fita (Ana Maria Machado, 1986) Livro 19: Orelhas de borboleta (Luisa Aguilar, 2008)	Diversity Diversity	3 children, researcher, and teacher
07/06/2023 30 minutes	Livro 20: A pequena semente (Eric Carle, 2020)	Participation	22 children, researcher, and teacher

Source: Elaborated by the authors.

Books were introduced based on the children’s interests, with two or three different books presented for each session⁴. The researcher would sit in a circle with the children, show them the cover of each book, read the title, and together they would choose which book they preferred to be read aloud. Books that were not chosen for that session could be read later and/or were made available for the children to read independently if they wished.

Children’s participation in the read-aloud sessions was always voluntary. Either the researcher or a child would do the reading, while the other adult⁵ attended to the remaining children, who could choose to engage in other activities. Children could opt out of participating in the reading if they wished, though this did not happen when readings were conducted with smaller groups. There were instances when children participated attentively in the read-aloud sessions only as listeners, and later approached the researcher to discuss or ask questions about a particular book.

After the Intervention

At the end of the intervention, focus groups⁶ were conducted to help the children identify similarities between themselves and the characters in the stories, exploring shared characteristics, experiences, and emotions. Simultaneously, the questions aimed to encourage the children to explore the differences between themselves and the characters, highlighting aspects that set them apart and thereby fostering reflection on their own identity and worldviews.

In some of the books examined, understanding the time and place where the story occurs, including the physical, social, and cultural environment, was explored to contextualise the narrative and identify connections to the children’s reality.

The focus group questions also aimed to understand the obstacles, conflicts, or difficulties the children identified in relation to the characters in the story, encouraging discussions about overcoming challenges, empathy, and problem-solving. Comparing the story's setting with the children's real lives fosters a critical analysis of the differences and similarities between the two, enriching the understanding of the work (^{Norris, 2020}).

Questions regarding whether the protagonist has companions or support individuals stimulate a discussion about the importance of social support and its potential influence on life trajectories. Imagination and reflection on how they would act in certain situations lead the children to put themselves in the place of the Other, in this case, the characters, promoting empathy and understanding of the narrative choices. By considering how to support someone facing circumstances like the main character’s, the children are encouraged to reflect on empathy and solidarity.

Presentation and Discussion of Results: What the Children Read

Final considerations

This intervention project proved to be doubly useful and important for the group of children. On one hand, they were exposed to books that were distinct both in content and format, demonstrating that reading and illustrated books can also be enriching, challenging, and enjoyable, offering access to a previously unknown world. On the other hand, it facilitated engagement with and discussion about themes relevant to the children’s daily lives, such as diversity, social class, gender, and participation, which rarely have the space for open reflection where children can share their worldviews, stimulated through reading.

It can be affirmed that the books the children accessed gave voice to everyday issues that are often silenced or marginalised in schools and society. Although this practice was possible during the intervention and it is known that time was limited to alter perspectives and the classroom teacher did not continue with this strategy, there remains hope that something lasting might emerge for some children in the future. Despite this, it does not diminish the relevance and richness of the experiences the children had during the intervention project, as it was a fruitful period for addressing and discussing issues that shape the children's context and are often "ignored" daily.

Reading some books broadened the children's understanding of diversity, while others introduced discussions on gender, social class, and participation, enabling them to relate these themes to their own daily experiences.

In summary, "through illustrated books, children are represented and challenged to consider different human experiences, confronting imagined and real worlds" (^{Wild, 2022}, p. 733)⁷.