Unveiling the power of critical multimodal literacy: exploring cultural difference in children’s literature through ‘The Proudest Blue — a Story of Hijab and Family’

Abstract

Abstract At a time when difference is being actively diluted in the service of standardisation and conservative views of nationhood, stories about difference, and their semiotic and multimodal elements, provide rich grounds for critical engagement. This is especially the case with stories about highly visible cultural symbols, such as the hijab, worn in many school classrooms in countries like Australia. In this paper, we explore the use of critical analysis of multimodal elements as matters with which to think about cultural difference, through the picture book, The Proudest Blue — a story of Hijab and family by Ibtihaj Muhammad with art by Hatem Aly, 2020. This story presents to young people the notion of being strong in cultural difference via the symbol of the hijab. Our analysis draws on Cappello et al.’s 2019) Critical Multimodal Literacy approach to explore four dimensions: communicating with multimodal tools; re-storying, representing and redesigning; acknowledging and shifting power relationships and leveraging multimodal resources to critique and transform socio-political realities . We identify the range of multimodal tools the author and illustrator put to use to re-story and critique common misconceptions about the wearing of the hijab as a religious symbol. Making links between multimodal composition and critical analysis is a powerful way to affirm the significance of children’s literature that addresses difference, a term often conflated with diversity which references dominant norms. It can also inspire children to story their own matters in ways that critique notions of cultural homogeneity.