Appeal
Blended family literature seeks to provide works which explore the experience which an ever increasing number of Australians live (ABS 2011). Traditionally ignored, the rise of blended family works allows for children to become more confident about an aspect of their lives that might otherwise be viewed as shameful (Gilmore & Bell 2006).
Often, alternative family works are selected by parents and teachers. By reading books with diverse families, parents are able to empower their children to deal with traumatic events like a parent’s divorce or bullying based on the students parentage. Parents whose children do not face these issues still benefit from selecting blended family texts, as they provide the child insight into alternative value systems and events which may influence those around them (Gilmore & Bell 2006).
Likewise, teachers who select blended family texts are able to expose their classes to alternative values and beliefs and provide a starting point for discussions involving family structure. Although this can be done with nonfiction texts fiction works provide an ideal means, to explore issues in a way which is fun as well as thought provoking.
Selection of these texts also can help individual students dealing with the emotional effects of their family background. Meese (2012) suggests that children of adoptive parents in primary school may “experience guilt or strong feelings simultaneously coping with peer comment and questions” (Meese 2012, p131) while not yet possessing the cognitive skills necessary to deal with these issues effectively. Meese argues that careful selection of texts can help negate negative historical associations with alternative families and promote understanding within the classroom.
Blended Families Children's Literature 