Abstract :
Abstract Children's literature plays a crucial role in shaping young minds and perceptions of the world. However, for many children with disabilities and neurodiversity, this landscape can be one of limited and often stereotypical representations. This article delves into the complex and nuanced politics of representation in children's literature, critically examining how disability and neurodiversity are portrayed across various narratives. We analyze the power dynamics inherent in these portrayals, exploring how they can either empower and validate or perpetuate harmful stereotypes and exclusionary narratives. Through a critical lens, we examine the impact of these representations on the development of self-identity, social belonging, and societal attitudes towards disability and neurodiversity in young readers. By highlighting both positive and problematic portrayals, we advocate for a more inclusive and diverse children's literary landscape that celebrates the rich tapestry of human experiences and fosters acceptance, understanding, and empathy towards individuals with disabilities and neurodiverse conditions. This article seeks to spark a critical dialogue within the field of children's literature, encouraging authors, publishers, and educators to actively challenge existing stereotypes and promote authentic, nuanced, and empowering representations of disability and neurodiversity for young audiences.
Keyword :
Keywords: Cultural Studies, Disability Studies, Critical Literary Analysis, Social Attitudes, Identity, Inclusivity, Children's Literature, Neurodiversity, Disability, Representation