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by Gianna Forgen  Photo by Annie Spratt on Unsplash When I was in elementary school, I read all the time. I vividly remember, during a snack break, I had become so entranced by my book that I had missed my teacher calling my table for our turn to use the bathroom. I remember, too, the look on her face, probably wondering if it was worse that I hadn’t listened, or worse to chastise me for reading.
Back then, it felt like everyone loved to read. When we filled out posters at the beginning of the school year detailing our hobbies, two took precedence above all others: reading and writing. As students, we had to read, of course, but it seemed like everyone still enjoyed it, at least the kids in my class. In elementary school, a boy I was friends with and I read the entire Harry Potter series at the same time–he finished Deathly Hallows only fifteen minutes before me. He was one of the most voracious readers I knew.
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by Qwayonna Josephs
Looking back now, it’s crazy to think that my introduction to Black-led stories was a book with a Black man on the cover, holding a gun, a book that was distributed to schools from Scholastic and praised as honest portrayals of inner city kids. Yet, every one of those books I read came from the mind of Paul Langan, a white man who claims in an interview that his intention behind the idea was sparked by minority students wanting to see themselves in print. I’m sure that drew lots of students to the books, seeing someone who looked like them on the cover―it definitely drew me in―but, with maturity and clarity, I now understand the harmfulness of these stories and characters. While trying to show our “experiences,” the books highlight negative stereotypes, slap on a problematic cover, and end up in the hands of impressionable elementary, middle, and high school kids that are desperate to see themselves in a story.
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