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This article will discuss ways that teachers of young students can address sensitive or controversial issues in their classrooms through reading children’s literature and responding to Cultural and Political Vignettes (CPVs). First, it provides a brief overview of a four-stage pedagogical model that was designed to help teachers address controversial or sensitive issues in their classrooms (author, 2015) and briefly discusses two of the theoretical frameworks that support the model and its accompanying teaching strategies. The article then provides two detailed examples of how teachers of young children successfully addressed sensitive issues with their students. These examples contain descriptions of classroom practices, as well as excerpts from teacher reflections and interviews that were conducted as part of a larger ethnographic study (author, 2011). The model contains four stages. All four stages will be briefly described, however the examples presented in this article both depict Stage 4 of the CPV Model, the Read and Revisit Stage, because I believe it is the most relevant to the readership of Literacy. In this stage, teachers can readily see the problem-solving and critical literacy development that occurs when young children respond to CPV prompts both before and after reading and discussing children’s literature.


This is the peer reviewed version of the following article: Darvin, Jacqueline. "Critical Conversations with Children's literature: How Cultural and Political Vignettes (CPVs) Support Young Readers." Literacy, vol. 51, 2017, pp. 131– 137. doi: 10.1111/lit.12108., which has been published in final form at This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions."



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