Representations of Disabled Characters in Contemporary Upper Middle-Grade Children's Literature

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This creative and critical (50%-50%) project explores representations of disability in British children'sfiction. The critical component considers the roles and prevalence of disabled protagonists in uppermiddle-grade fiction (for 11-14-year-olds) identifying reasons for any shortfall (i.e., a lack of opportunitiesfor disabled writers) and subsequent societal impacts (focussing on the intended readership). It will bethe first in-depth study on this topic: analysing the current body of work and focussing on the creation ofdisabled protagonists by disabled/non-disabled authors for upper middle-grade, and related ethicalarguments. In dialogue with this, the creative research is an upper middle-grade novel written from theperspective of a 13-year-old with a spinal injury, illuminating her experiences, specifically how herdisability influences her worldview and actions.Context3.9% of surveyed children's novels published in 2019 contained disabled main characters (CCBC, 2019);however, Scope's 2019 report states 8% of UK children identify as disabled. Jill Coleman, BookTrust'sDirector of Children's Books, suggest 'Stories and characters [...] affect how [children] see themselvesand the world around them' (BookTrust, 2021). This is true for all children, but particularly pertinent forthose with a disability, to foster their aspirations, as well as helping non-disabled children view 'disabilityas part of the norm' (Strick, 2017). Without this view, classroom divides can develop (Reijer & McGrail,2015). Research suggests divides between disabled and non-disabled children are particularly harmful inthe middle-grade stage when 'conversation and debate' of 'foreign concepts and problems' typicallyoccurs (Glass, 2017; Lipoff, 2011).7 / 23Research Questions:1. How is the upper middle-grade age group impacted by underrepresentation of disability?2. How can literary texts provide platforms for positive change?3. What challenges are faced around representation and self-representation regarding authorship?4. How can writing positively change perceptions of disability?MethodologyThe critical element begins by investigating the current body of middle-grade work featuring disabledmain characters exploring how representation impacts the readership. The creative work begins withpractical research organised via M4C's partner, the National Paralympic Heritage Trust (leveraging theirrelationship with the wider disabled community). Agreement in principle has been reached with NPHT todeliver creative writing workshops within the disabled community investigating how positive disabledcharacters can be created sensitively. In dialogue with this research, an upper middle-grade novelfeaturing a 13-year-old disabled protagonist will be created, the workshop cohort providing vitalsensitivity feedback as it is drafted. Findings will be documented in the critical component (middle gradeauthors and publishers will also be interviewed to capture their views and experiences, and relevantwork critically analysed).Writing creatively is essential for bringing to life the issues of representation for the readership, providingthe positive benefit of the creation of a three-dimensional upper middle-grade disabled character.ImpactThe project provides improved knowledge of the benefits of representation through creative research.Initiating cultural exchange via the National Paralympics Heritage Trust, by hosting a programme ofwriting workshops the project promotes disabled (own voice) and non-disabled writers to sensitivelycreate a legacy of positive and authentic disabled characters.