Day 2

September 11, 2014

THRUSDAY CHRONICLE

READING AS AN INCLUSIVE EXPERIENCE

“May everyone really mean everyoneseeks social integration through inclusion measures involving literature and other art forms, fostered during childhood and youth.

 

On Thursday morning, September 11, started the academic program of 34th International IBBY Congress at the Fiesta Americana Reforma Hotel in Mexico City.

Azucena Galindo, Director General of IBBY México/A leer, welcomed everyone on behalf of the Organization. She began by introducing the theme of the Congress related to reading as an inclusive experience, and referred to the speeches pronounced the night before by the winners of the Hans Christian Andersen award: Nahoko Uehashi and Roger Mello —narrative and illustration respectively—; as there was an evident everybody’s desire to promote the recognition of minorities, to respect and represent them in order to remove barriers of discrimination and other manifestations of exclusion.

With the purpose of making the 34th International IBBY Congress in Mexico a space for dialogue, reflection and exchange of ideas and proposals highlighting the motto “May everyone really mean everyone,” Azucena Galindo urged all participants to be involved in the construction of this space. Finally she ended her speech by quoting the Peruvian writer Mario Vargas Llosa, winner of the Nobel Prize in Literature 2010: “Books help us defeat racist, ethnic, religious and ideological prejudices among peoples and individuals and discover that, above or below regional and national boundaries, inside we are equal, that we —the ‘others—' are really ‘ourselves’.”

The first plenary session with the thematic axis: “Concept of Inclusion,” began with the Keynote Speech "May everyone really mean everyone" offered by the writer and specialist in the field of inclusion, Alicia Molina, who shared her essay about the inclusion of children with disabilities through cultural and artistic programs. (Link to Speech)

Then, there was the first round-table discussion entitled: Concept of Inclusion, wherein each of the participants: Raymundo Isidro Alavez (Mexico), Javier Silverio Balderas (Mexico), John Oliver Simon (United States) and Mónica Zak (Sweden), moderated by Nubia Macías (Mexico), spoke about their experience and how to make a more inclusive world; defending the roots, dialects and worldviews of different social and ethnic groups living together in the environment in order to offer children and youngsters the richness of cultural respect and diversity.

 

At 11:00, at the end of the first plenary session, participants and speakers had a snack break while commenting interventions, experiences and reflections.

 

The second session started at 11:30 with David Almond as keynote speaker whose thematic axis was: “Inclusion in Children's and Young People's Literature”.

 

David Almond (United Kingdom) presented to the participants, among other things, his creative process and —to the surprise of everyone— he unfolded a large sheet of paper on which he showed his way of working. (Link to Speech)

After Almond’s conference the Inclusion in Children's and Young People's Literature round table was held, in which Evelyn Arizpe (Mexico-United Kingdom), Akoss Ofori-Mensah (Ghana), Roger Mello (Brazil), Piet Grobler (South Africa) responded to Fanuel Hanan’s (Venezuela) questions. The speakers agreed that inclusion should begin by integrating all components of origin, from the creation itself, and stop segregating minority groups and, at the same time, making books accessible to all.

Fanuel Hanán concluded the round table saying: "books are important, necessary and powerful."

 

For participants of this kind of events the lunch break represents a chance to talk and interact with people from all over the world, as the atmosphere is conducive to pleasant encounters. 

 

 

After lunch, parallel session began, organized as follows:

 

Session 1.
Moderator: María del Mar Argüelles (Mexico)

Speakers:
Lorena Martínez, Coordinator of Management and Development in Seña y Verbo (Mexico) Reading in the deaf community — experiences and barriers.
    
Silvia Noguerón-Liu, Teacher (Mexico) Networks that cross borders. Access to international on-line children’s literature in a group of Latino parents in the United States.

Elizabeth Olivella. Director of Libros para Pueblos A.C.(Mexico-USA). Eliminating economic segregation of children’s reading in the towns of Oaxaca ... not any book

Session 2.
Moderator: Ángeles Trujillo (Mexico)
    
Speakers:
Nilma Lacerda, Professor at the Fluminense Federal University (Universidad Federal Fluminense) (Brazil) Including means being outside of the cage: perspectives in fiction for Latin American youngsters

Carol Ann Johnson Lara, Teacher (Mexico) Between reading and soccer
    
Luis Téllez-Tejeda, Director General of Azotea de Libros (Mexico). A shy reflection: young Mexicans in Mexico’s young people’s literature
    

Session 3.
Moderator: Mónica Romero (Mexico)

Speakers:
Sergio Andricaín, Director of Cuatro Gatos Foundation. (Cuba/USA).The others and me. Construction of ourselves in Hispanic literature in the United States.
            
Carmen M. Martínez-Roldán, Bilingual and Bicultural Education, PhD. Columbia University (Universidad Columbia) (Puerto Rico). Representations of Mexicans and their use of Spanish in the United States.

María Laura Pozzobon. Federal University of Santa Catarina (Brazil). The invisible ones in children’s and Brazilian literature.
    
Florencia Ramos Blancas and Leslie Alger Soto. Toy Libraries National Coordinator and Technical Secretary of IMSS Volunteering (Mexico). Hospitable reading: a time machine.

Session 4.
Moderator: Anel Pérez (Mexico)

Speakers:
Yoo Kyung Sung, Professor (South Korea/USA). Experiencing multicultural literature as a self-portrait of South Korea.

Asta Gustaitienē, Kaunas Vytautas Magnus University (Lithuania). National and international adoption in adolescent literature: from the feeling of exclusion and rebellion to reconciliation and acceptance.
    
JunkoSakoi, University of Arizona (USA/Japan) The discovery of issues and conflicts of illustrated books of Mexico and Brazil translated into Japanese.

Beth Cox, Co-founder and Director of Inclusive Minds (United Kingdom) Make inclusion a reality.
    
Session 5.
Moderator: Marilar Aleixandre (Spain)

Speakers:
Carolina González Alvarado, Universidad Iberoamericana (Mexico) Being another in a strange city: analysis of The Lost Thing by Shaun Tan.

Laura Guerrero Guadarrama, Universidad Iberoamericana (México). A new heroic fantasy for Latin America.

Becky Rubinstein F., Writer (Mexico). Isaac Bashevis Singer, his house: Literature.
    
Session 6.
Moderator: María Morfín (Mexico)

Speakers:
Dra. Džiuljeta Maskuliūnienė, BroniusMaskuliūnas. Šiauliai University (Lithuania). The dilemma of the children’s and youth’s writer: between the commitment to aesthetics (art) and society (reading community).
    
Elisa Duque Neves dos Santos, Researcher (Brazil) Ageless poetry: the Manoel de Barros’s reader exceeds labels for meaningful inclusion.
    
Julia Eccleshare, Publisher of children’s books (United Kingdom) How the new ways of bringing books closer to children and improving the way they read fosters inclusion and their reading enjoying more and more.
    
Then, at 16:00 sharp the poster session was held. Each speaker explained the content of his/her poster, in which graphically and in summary, they made known to the public experiences, publications, best practices, among other things.  Poster presenters were:
    
- Adriana González Méndez (Mexico). Guide of recommended books. A way into children’s and young people’s literature.
- Aksinja Kermauner (Slovenia). Book in a box.
- Alexis Javier Manzo (Mexico). From literature to drama in the black box theater. A possible experience.
- Anne Fry (Great Britain). “I like to choose my books “. Children with dyslexia feel confident reading.
- Catalina Morales and Carolina Urán (Colombia). “Taller de letras” Foundation.
- Dana Cibáková (Czech Republic). Reading and culture in primary education.
- Donna S. Wakefield (United States). On-line database on disability in children and children’s and young people’s literature.
- Heather Phipps (Canada). Exploring the rights of children in various books of Canadian children’s and young people’s literature.
- Holly Johnson (United States). Narrative shifts. Authentic voices and inclusive practices?
- Ivonne D. Hernández Gallardo (México/USA). Animals love friendship. We don’t need to be repaired, we are simply different.
- Janelle B. Mathis (United States). The diverse and inclusive nature of mediation as it is found in children’s literature globally.
- Janja Vidmar (Slovenia). The world’s children.
- Joyce Sánchez (Mexico). Bird man. An intercultural bilingual children’s story.
- Lilian Álvarez (Mexico). Xoc Na. A joyful reading experience.
- Lola Rubio and Alicia Salvi (Argentina). ALIJA’s highlights. The best books for all children.
- Ma. Centeocihuatl Vitro Martínez and Manuel Reynoso de la Paz (Mexico). Juanito and the other reading. An experience of inclusion from the periphery.
- Margara Goyzueta Zuleta (Canada-Mexico). The meta-global village.
- Omar Coban (Great Britain). The role of children’s and young people’s literature to promote tolerance among Turkish and Kurdish students.
- Sophie Hallam (Great Britain). Dangerous minds. Reading communities and new technologies.
- Wania María Miguel (Brazil). Read to learn reading - Strategies to develop reading skills in the early years of primary school.
- Yasmine Motawy (Egypt). Creativity and perception: Communities based on writing for youngsters in Egypt.

To conclude the day and in plenary session, the play: “Who understands you?!” (“¡¿Quién te entiende?!”) was presented; a representation of the deaf actors’ company by the group Seña y Verbo. The staging called the audience for reflection on how to interact with people who cannot hear. It also points out that many members of the deaf community are forced to be “oralized,” however difficult it may be, and that sometimes they are forbidden to use Sign Language for integration, communication and socializing purposes.
Notwithstanding the dramatic situations protagonists face, humor was present.

 

The events of the first day of Congress ended at 18:30.