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

This creative and critical (50%-50%) project explores representations of disability in British children's
fiction. The critical component considers the roles and prevalence of disabled protagonists in upper
middle-grade fiction (for 11-14-year-olds) identifying reasons for any shortfall (i.e., a lack of opportunities
for disabled writers) and subsequent societal impacts (focussing on the intended readership). It will be
the first in-depth study on this topic: analysing the current body of work and focussing on the creation of
disabled protagonists by disabled/non-disabled authors for upper middle-grade, and related ethical
arguments. In dialogue with this, the creative research is an upper middle-grade novel written from the
perspective of a 13-year-old with a spinal injury, illuminating her experiences, specifically how her
disability influences her worldview and actions.
Context
3.9% 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's
Director of Children's Books, suggest 'Stories and characters [...] affect how [children] see themselves
and the world around them' (BookTrust, 2021). This is true for all children, but particularly pertinent for
those with a disability, to foster their aspirations, as well as helping non-disabled children view 'disability
as 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 in
the middle-grade stage when 'conversation and debate' of 'foreign concepts and problems' typically
occurs (Glass, 2017; Lipoff, 2011).
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Research 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?
Methodology
The critical element begins by investigating the current body of middle-grade work featuring disabled
main characters exploring how representation impacts the readership. The creative work begins with
practical research organised via M4C's partner, the National Paralympic Heritage Trust (leveraging their
relationship with the wider disabled community). Agreement in principle has been reached with NPHT to
deliver creative writing workshops within the disabled community investigating how positive disabled
characters can be created sensitively. In dialogue with this research, an upper middle-grade novel
featuring a 13-year-old disabled protagonist will be created, the workshop cohort providing vital
sensitivity feedback as it is drafted. Findings will be documented in the critical component (middle grade
authors and publishers will also be interviewed to capture their views and experiences, and relevant
work critically analysed).
Writing creatively is essential for bringing to life the issues of representation for the readership, providing
the positive benefit of the creation of a three-dimensional upper middle-grade disabled character.
Impact
The 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 of
writing workshops the project promotes disabled (own voice) and non-disabled writers to sensitively
create a legacy of positive and authentic disabled characters.