Children’s literature has always influenced the minds of its readers. As children’s literature already is, or at least could be, a significant factor in education, it is important to examine critically what kind of representations and world views are there embedded to these cultural artifacts. Diversity as variety of representations of social class, age, gender, ethnicity and sexual orientation or, for example, religious or political view, is present in children’s books in texts and images. Children’s literature writers and illustrators possess remarkably influencing instrument for education, as writing for the young can be seen as replete with radical potential (Reynolds, 2007, 1) .

In this paper I examine the educational messages in children’s literature by analyzing semi structured interviews done with Finnish children’s literature writers and illustrators. My focus is on the descriptions and understandings of children’s literature as part of intercultural education and especially in promoting the voices of minorities.

 The main research question in this paper is:

1.      How do children’s literature writers and illustrators comprehend and describe children’s literature as a means of intercultural education?

It is necessary to understand that all kind of children’s literature contain ideology (Stephens, 1992; Butts, 1992; Klein, 1985) in order to recognize the diverse educational messages embedded into these cultural artifacts. This research will provide an analysis of the perspectives of those producing children’s literature, for the purpose of understanding the different educational messages in children’s books. Neither in Finnish case nor internationally, children’s literature producers (e.g. writers, illustrators, publishers) haven’t always been able to generate representations of minorities that wouldn’t be downgrading and hurtful. The exoticizing, mystifying and patronizing representations of the “Other” are part of presenting different minorities in children’s literature (Pesonen, 2010; Botelho & Kabakow Rudman, 2009; Morgan, 2009). Therefore examining the understanding of contemporary writers and illustrators on presenting minorities is important when evaluating the books as part of intercultural education.

The theoretical understanding is guided by cultural studies and representation theory; representations are not only examined as reflections but as meaning constructions and acts of reconstruction (Hall, 1997). Critical race theory and also other critical theories are included to provide substantial perspectives. The concept and ideas of intercultural communication are also relevant. In a multicultural society where diversity of all kind is increasing, the intercultural skills are essential.  According to Bennet (1998, 1-3) the intercultural communication does not mean that we should or need to forget that cultures are different. Cultures are different, and by recognizing these differences, we can gain genuine understanding in communication.

One of the objectives of this research is to generate knowledge that will inspire educators, in both formal and informal area, to view children’s literature critically as it is relevant part of communication that produces and reproduces always certain values and attitudes.

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