Running head: RHETORICAL CRITIQUE OF PEOPLE
Rhetorical Critique of People
Concerning Children’s Worldview of Multiculturalism
Noelle Cozbar
University of La Verne
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RHETORICAL CRITIQUE OF PEOPLE
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Abstract
This paper explores the rhetorical effects of cultural symbols and messages in children’s
literature. Specifically, studying People and its contribution to the understanding of crosscultural relations; this paper explores its possible influence on children. The book advocates for
the existence of a perfect diverse society versus a dull homogeneous one. After coding the
children’s book for rhetorical significance, three principle ideas were dominant in the
illustrations: lifelessness, uniformity, and shared identity. The research explains the implications
of using such rhetoric on the intended reader’s worldview. Furthermore, this paper stresses the
importance of multiculturalism and the need for children to mature with an accurate
understanding of cross-cultural differences.
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Rhetorical Critique of People
Concerning Children’s Worldview of Multiculturalism
Today’s world is a global world where diversity has become a normality, especially in
the Western nations. The West and first world countries have resident demographics of high
cultural diversity. It is not rare to encounter communities with a large immigrant population.
Multiculturalism has become embedded into the identity of some communities. Neither is it
uncommon to find citizens of a nation still practicing their ancestral cultural traditions and
customs. Culture is ever existent and societies will tend to preserve their customs while adapting
to new ones. In addition to demographics, international business and social media are two
leading actors in intercultural relations. Business is more global than ever. The onrushing flow of
social media allows users all over the world to connect instantly with an unlimited amount of
diverse persons. All these factors underscore the influence of globalization in a changing world.
As a result, progressive societies are most affected by such a movement; therefore, it is vital they
develop a working understanding of intercultural relations. To say it bluntly, people must learn
how to deal with dissimilar others because the changing culture is demanding so.
Multiculturalism is the pluralism of cultures that coexist in one area. Foreign cultures are
no longer a distant phenomenon, but rather often experienced realities in diverse communities.
Some adults, even though amidst this new reality, may not feel that the changing times are a
personal invitation for them to act. However, the groups most affected are young adults and
children. Young adults still developing their careers and establishing relationships are forced to
grow accustomed to succeed in society. Furthermore, the upcoming generation is expected to act
in accordance with existing norms. Soon enough, children would not need to be taught
multiculturalism as a foreign concept because it will be pervasive in their lives. Even though
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diversity of culture will dominate children’s experiences, their understanding of it may be
flawed. They comprehend the existence of diverse peoples but perhaps do not fully fathom the
complexity of intercultural relations; surely, they are not expected to do so. In reality, crosscultural relations affect all peoples in society both negatively and positively. Society prospers in
a framework of intercultural cooperation but it is crippled by interracial tension and bigotry.
How then must this reality be portrayed to children? In the home and at school, numerous
programs and methods to foster a child’s appreciation for diversity can be implemented.
Children’s literature is a leading contributor and a popular method helping children understand
cultures, diversity, and equality. It is more likely that literature is written to praise
multiculturalism rather than to explain the negative consequences of it. Even though the popular
and accepted method of socialization is the one stated above, it is not necessarily the best one.
For example, People is a purposefully illustrated children’s book stressing the importance of
human relations. It promotes the existence of complete intercultural cooperation in a diverse
society juxtaposing the dullness of a homogenous society. However, this type of rhetoric is
dangerous because through literature, children form their worldview and begin to understand the
world around them. If their world is one which is predominately influenced by multiculturalism,
is it not more appropriate for literature to more truthfully reflect their reality?
This paper does not care to explain a one to one correspondence between literature and
children’s developmental maturity to understand multiculturalism. Neither does this paper
attempt to apply a scientific study on the latter. Rather, through a rhetorical analysis of People
and the application of communication theory, this paper will explore a fundamental question
pertaining to children. Should a child be exposed to the true reality of multiculturalism, and if
not, how long must they be shielded from it? The question posed derives its significance from
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the innate fear of protecting children and their innocence. Parents, school teachers, family
members, and adults in society often feel a responsibility in preserving children’s innocence.
There is no doubt that a child’s innocence is valuable and society longs for such purity.
However, the dichotomy suggests children should not be kept oblivious for long. For their own
safety and preparation for reality, it is necessary to reveal to them life’s dark existential truths in
appropriate doses. On the contrary, it is not to imply that every subject matter is fitting to share.
For example, it is within reasonable measures that children be shielded from sexual obscenity
and its peripheries. Assuming adults will use their judgment accordingly, one needs not elaborate
further on this matter. To state the obvious, applying such judgment is a tricky process. There
always exists a dilemma when responding to a child’s question regarding race, pregnancy, death,
and all other sensitive subjects. It is more appropriate to censor the response to such questions
until the child matures enough to cognitively receive the information and apply their own
judgment. Respectively, the following question still lingers; what is suitable to share with
children, especially regarding multiculturalism? How much can be shared with children and
why? It is a question every family will come to face. Even though this paper searches for a
balanced approach, it does not claim that it is the single most effective one. In reality, everything
in the world nowadays is relative and subjective; it can become too difficult to provide a
universal substantial approach. The environments in which children are brought up vary greatly
because of the pervasiveness of cultural socialization. Therefore, it is not wise to assume there
will be an answer that pleases all readers.
The focus on multiculturalism in this paper is an intentional one for two reasons. One,
being most relevant, the chosen literature contains a plethora of cultural references. Its title
alone, People, is already indicative of its contents. The book is an effective teaching tool on
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culture and diversity. The author Peter Spier is a writer and illustrator who has continuously
published children’s books since the 1950’s. He wrote and illustrated People which was
published in 1980. The book is a work of art with detailed purposeful illustrations on every page.
It introduces the reader to every human characteristic. First it describes mankind’s varying
physical features such as, eye shape and color, skin color, nose shape, facial features, hair types,
and hair colors. In addition, an entire page is set aside that depicts different traditional clothing
from people around the world. The book then continues to illustrate and describe culturally
subjective characteristics and values. It portrays from various cultures their traditional games,
architecture, holidays, food, religion, language, and professions. Throughout the book, Spier
pictorially references cultures around the world to stress the significance of diversity under each
subject mentioned. It is an influential piece of literature deeply embedded in multicultural
philosophy. Reason number two calls for a reflection on multiculturalism in modern society.
Intercultural cooperation is a highly regarded practice that is becoming the norm in mainstream
opinion. Therefore, children of the new global generation are expected to cultivate interracial
cooperation. In efforts to do so, children must be brought up with a healthy understanding of
multiculturalism where they can slowly begin to grasp the roots of such a complicated concept.
Luckily children love to explore, ask questions, observe, and demand answers. They are
extremely observant and will bravely ask questions about skin color and physical features.
Therefore, the best opportunity to introduce children to interracial cooperation is during such
moments of sincere eagerness to acquire new information. If there is a healthy balance in the
amount of disclosure on the topic, then it is likely the child will know how to act in a hostile
intercultural situation.
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In an attempt to socialize successful children of the future, adults and parents tend to
shelter their young from all negativity. Even though children at home enjoy an environment that
is in many ways sheltered from social obscenities, factors of socialization impede on familial
ethics. Unmonitored influences of socialization can contradict what is taught in the home,
altering the child’s worldview. In today’s society, any form of media or literature is a social
influence. Children are especially persuaded by books and illustrations because they are an
essential avenue to comprehending their surroundings. Consequentially, the same agents of
socialization are tools that can either cultivate or cripple a child’s understanding of reality. For
example, People is sensationally praised for its contribution to teaching children to embrace each
other’s differences. However, it also includes fairytale-like depictions of modern society
resembling utopia which can alienate children from their true reality; it hides from them the
negative truths of multiculturalism which it assumes they will not understand. To conclude, in
the same way that adults shield children, too fearful of staining their child-like perspective,
rhetoric that light-heartedly veils the truth does the same. Is it appropriate, for children to mature
with an accurate reality of intercultural awareness, that children’s literature exposes the negative
consequences of cross-cultural differences rather than shielding them from the truth through false
teachings of utopia?
Imagery and Illustrations
As science and studies have proven, understanding development and brain function is no
longer a mystery. In every developmental stage, from infancy to adulthood, there exists criterion
explaining the significance of the cognitive changes within each time period. Therefore, it is
more effective to teach children while being mindful of their intellectual capabilities. Regardless
of the factors influencing their perceptual abilities, children and infants are visual learners. They
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receive information through imagery throughout their lives. Hansen & Zambo, instructors of
Child Development affirm, “Thinking in early childhood evolves from sensory exploration to
representing the world mentally in schemes, imagery, language, and symbols” (2005, p. 43).
From birth, children learn to associate words with objects. Before children can speak they must
be taught a language and this is done through imagery. A child may conceptually know what a
toy is because by using it the child knows its purpose; it brings joy. Furthermore, the child knows
its function but does not know its name. The beginning stages of learning utilize teaching aids
that present large images or pictures with a simple word corresponding to that image. Images are
also frequently used to depict a sequence of events or the appearance of subjects in a story.
Detailed illustrations that exaggerate certain features help the child make sense of the reading.
For example, a really large frown is drawn to underscore the emotional state of a subject. In the
overall context of an illustration, the frown conveys to the child that the subject is sad. The
corresponding text references the state of unhappiness experienced by the subject. This simple
example clarifies the potentially substantial impact of illustrations on the child. Through
association with images, children expand their vocabulary further allowing them to comprehend
their surroundings piece by piece.
Pictures and symbols are fundamental to human experience. Even adults unconsciously
react to symbols because they have been taught their social significance. Images can come in
forms of illustrations, visuals, pictures, or any other pictorial medium which conveys a message.
Symbolic meaning defines why images are persuasive; symbolic interaction theory explains the
latter. It is the phenomenon which describes how humans interact and how they construct their
social reality. Moreover, the prominent and relevant theme in the theory explains how symbols
that are oriented to highlight meaning become an object through which the meaning is
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understood. Pictures, when used to portray meaning take on symbolic significance specifically in
picture book illustrations. The image evolves to communicate meaning through representation.
First, the child relates to the images on a basic level of understanding. Then, through symbolic
interaction, the child conceptually associates additional information related to that image. It is
vital to reference this concept because it is central to understanding how the child reads and
learns.
Teaching through imagery is the standard method integrated in books. Children’s books
predominately consist of pictures or illustrations; this is usually what sets them apart from books
with higher reading levels. Naturally, a child is always more interested in the drawings rather
than the text. According to Feathers and Arya, “because of this relationship between the verbal
and visual texts readers look at illustrations for confirmation of what they have read or for
additional information” (2012, p.38). In their study on the role of illustrations during children’s
reading of stories they confirmed that children’s eye movements indicate their use of specific
illustrations, and specific parts in the illustrations, to advance their understanding of the story
(Feathers & Arya, 2012, p. 41). Therefore, when a child is reading a book, he or she looks for
drawings to help them understand the text. If the text is difficult to understand, the reader will
default to using the corresponding pictures as a guide. Certainly, the child will be more attracted
to a colorful picture than boring text. In support, another study outlines what children pay
attention to while reading picture books. A survey was conducted in a kindergarten classroom to
find which elements in a picture book attracted the reader. Dr. Maniam writes in, What Do
Children Look Forward to in a Picture Book?, different reasons which draw a reader’s attention.
She states, “all the children (100%) who took part in the survey admitted that the reason for the
selection of their picture book was the attractiveness of the colours in the book and cover page”
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(2011). The cover page is usually the first illustration a child sees upon considering reading a
book. The interdependence of illustrations and color is evident. From this, one can conclude
that children are significantly influenced by them.
Socialization
Culture is ubiquitous. Every society has a culture that is unique in its traditions. But
what is acceptable in one culture may not be in another. This is why humans rely on each other
to confirm what is socially acceptable. Thus, results a process of socialization which occurs
naturally as social norms are formed and gain influence. Socialization is the process by which
acceptable behavior is taught to a society organically or institutionally. Every society has
various forms of socialization. Agents of socialization are omnipresent to a degree that it
becomes difficult to distinguish what is not a contributing agent. Those most affected by the
process are children and youth who have no control of their surroundings. Because of this
modern reality, children are significantly impacted by socialization.
What a child believes or is taught to believe is generally indicative of what they have
been exposed to. For this reason, children should not stay oblivious to other cultures around
them. Third grade teacher Jasmine Robinson explores the critical approaches to multicultural
children's literature in the elementary classroom. On that, she writes the following regarding
socialization, “Students' perceptions of other cultural groups are often constructed by their
socialization experiences. These influences include family and community values, media
representations, and the types of printed resources that are available in their homes and at
school” (Robinson, 2013, p.44). Young students should be prepared for a multicultural society at
a very young age. They should be taught how to view other cultures and appreciate them. This is
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not possible unless the adults that administer to children in a multicultural society are mindful of
the increasing necessity for intercultural awareness. Children cannot be expected to gain
multicultural competency purely by means of effortless socialization. School teachers, parents,
and adults in society must contribute to the child’s progressive cultural knowledge. Teachers
should choose more culturally oriented books that praise diversity because the classroom is the
perfect place for the discourse to begin and evolve. Additionally, the parents or caretakers of the
child must continue providing answers in the home, encouraging the child to pursue the topic
further. As a momentous contribution, parents can continue the discourse by introducing
literature into the home that celebrates diversity. Ultimately, the topic must be given more
attention and this can be done through literature.
It is not sufficient to rely on mainstream culture alone to introduce children to diversity.
In addition to independent reading of multicultural literature, the classroom should be the leading
advocate for diversity. Then again, there is a plethora of literature to choose from and ways to
apply it in the classroom. Educators may not share consensus in their choices. Therefore,
teachers must submit to using the correct approach when choosing and teaching multicultural
literature. Hani Morgan, in Picture Book Biographies for Young Children: A Way to Teach
Multiple Perspectives, comments on using picture books as teaching resources for diversity. He
also advises on the benefit of using certain approaches over others, “It is when teachers
implement the transformative approach that students begin to fully understand and appreciate
multiple perspectives. The transformative approach does more than just include different ethnic
minority groups; it also communicates the various perspectives and frames of reference that
these groups hold” (Morgan, 2009, p.220). The approach Morgan mentions seems to be the most
promising way to ensure the child benefits most from the literature. It is more effective to
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provide detailed but simplified descriptions of cultural perspectives and reference them to the
cultural frames to which they belong. In this manner, the child, rather than learning by means of
comparison, develops a comprehensive understanding of diverse cultural outlooks. In addition to
the academic benefit, this approach allows the child to appreciate the diversity that exists within
each culture. Overall, there is a crucial need for multiculturalism in the classroom but the way it
is taught is equally essential.
Choosing the right literature is a key factor but it is not the only component. Using books
that are an authentic representation of other cultural groups will ensure that the child receives a
comprehensive education. Suh and Samuel of Dowling college in New York, discuss the value of
multiculturalism when teaching children’s literature, “Using multicultural literature must be
carefully done to avoid promulgating old stereotypes”(2011, p.6) This is important to emphasize
because if the book chosen does not have a clear message, the child may mistake its intentions.
One must use caution as to not use children’s books with content too loosely written or
illustrated because this could backfire with negative results. The same goes for literature that
tends to hide certain truths or conceal the reality of multiculturalism. It will harm the child’s
intercultural learning if the literature they read is not chosen carefully. This will be discussed
further when referencing People in the rhetorical critique.
The process of socialization, especially with the use of multicultural literature,
extensively influences the child. The child’s perception is at risk if factors of socialization do not
positively contribute to their worldview. Therefore, children’s literature should be carefully
chosen and mindfully taught by both educators and parents. Furthermore, literature’s content and
illustrations should be closely examined; if the illustrations are falsified and the content is
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unauthentic then it is not conducive to learning. This is the best way to safeguard the child from
factors of mainstream socialization that uphold questionable values of diversity.
Multiculturalism
The modern global world requires the understanding of multiculturalism. In order for the
child to internalize this concept, it must be adopted into their worldview. Through literature and
education this can be made possible; but why is there a need for children to learn about
multiculturalism anyway? The answer is an obvious one. Children need to be interculturally
competent because the world is crying out for peace and cooperation. Even though modern
society is a global society, it hardly acts like one. On a more worldwide political perspective,
cross-cultural differences have divided nations. Religious-political disagreement has caused
animosity and lay as a barrier between various groups. Negotiation and cooperation among
conflicting parties has become a farfetched reality. War atrocities and social instability are often
occurring because the clash of cultures is prevalent. The reasons mentioned are indicators of a
world lacking the skills needed to advance intercultural relations. Despite the valid political
reasons that explain the disagreements, these setbacks occur because people do not know how to
appreciate cultural differences. Currently, there is no ultimate peace or cooperation. Even from a
local domestic perspective, in societies and subgroups of society, existing conditions are not
adequate. Members of minority groups struggle to be accepted in the larger community and find
difficulty pleasing mainstream society. Likewise, diverse groups are marginalized because they
do not conform to dominant ideals. Consequentially, persons from different cultures are
constantly at odds with each other. Why is this so and how can it be solved? Various reasons can
be the root of such unsettling circumstances; differences of religion, race, color, socio-economic
class, or culture can cause people to react negatively. Nevertheless, people are not completely
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mindful of other diverse groups nor do they empathize with them. This is the true source of the
problem. Some people are too quick to judge and do not take the time to fully understand the
other individual. Often they distance themselves from a cultural identity because of their
negative preconceived notions about it. The cause of such prejudice and stereotyping is lack of
mutual understanding. Despite the advancements towards intercultural cooperation, these
interracial problems have not disappeared. There is still bigotry and ethnocentrism. As a result,
everyday someone is a victim of racial slurs or ignorant remarks. Moreover, people of certain
faith traditions have been killed because of what they believe. This is not the future of a
successful global world. Ultimately, it is not an accurate portrayal of what multiculturalism
could be.
A strong framework for a united multicultural society must be built. The new generation
of children that are socialized to value and accept other cultures will be part of the solution to do
so. One can only expect positive results when children are taught intercultural acceptance and
understanding. Increasing a child’s awareness to cultural differences is crucial at a young age.
The assumption that children will not understand culture is invalid. Dr. Panagiotis Maniatis
writes in the International Journal of Learning that children at age four already create a national
awareness and are conscious of the existence of their own and other national groups (2010,
p.297). This proves their readiness for multicultural growth. As they gain familiarity of cultural
diversities their ideals are transformed and their worldviews change. Children will adopt diverse
principles because they will be taught to appreciate them. Their socialization at a young age will
prepare them to be involved citizens, constantly encouraging intercultural understanding. It is not
to say that adults do not have an appreciation for other cultures but rather that children hold
greater potential of learning and retaining multicultural values for life. Written in the Psychology
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of Worldviews, “It has been suggested that some attitudes “crystallize” early and remain little
susceptible to change throughout most of the life span”(Koltko-Rivera,2004, p.43).
Understandably, once those values are ingrained in their worldview they are more likely to be
consistent in their actions. Therefore, when they are adults, having been nurtured in an
atmosphere that welcomes diversity, their actions continue to mirror the values they learned from
childhood.
Having recognized the impact of educating children on the subject of multiculturalism, it
is important to see how literature directly plays a role in how social topics are understood. The
persuasive power of illustrations, as mentioned previously, is symbolic and provides an
immediate connection to meaning. Imagine the plausible effect of illustrations which supplement
a book about multiculturalism! An experiment was conducted in a first grade classroom in a rural
city in Connecticut. Children were given literature that both taught them how to write and had
underlying information about areas of the world that might be unfamiliar to them. The children
were then assigned to write in journals what they learned; this gave the teachers evidence to test
the results of introducing such literature. The teacher also gave them mapping exercises to make
them familiar with the global world. The following was concluded, “children's conversations
provided us with concrete evidence that introducing them to the world through literature and
related projects did indeed make a difference” (Ernst & McCourt ,2004, p. 23). Children’s
vocabulary expanded and their discussions in their journals were more detailed. They began to
notice cultural discrepancies, ask more culturally oriented questions, and reference other
countries (Ernst & McCourt, 2004). Their behavior is dissimilar to how a typical first grader
would act but their conduct is suggestive of literatures’ undeniable persuasiveness. The results of
the experiment above are representative of the possible outcomes in classrooms that apply this
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method of learning. This is the potential influence of literature’s bearing on a child’s
development of multicultural values.
Rhetorical Critique
Introduction
Too frequently adults forget how observant children are. Their swiftness of attention to
their surroundings causes them to question everything they see. Day by day they build upon their
juvenile understanding of the world through questions and observation. Everything they see or
learn can influence them in a manner subjective to their overall development. Among doing
other things, children spend a lot of time reading books. Because this is so, adults should not
underestimate the ability of books to persuade children for various reasons. The most essential
factor of persuasion in children’s books is illustrations. Rhetoric specifically coupled with
illustrations is likely to deeply influence the young reader. Therefore, can it be inferred that some
children’s books may be directly influencing the child’s worldview? The intention of a children’s
book is to educate children but it can also sway them and alter their worldview. Reading
certainly benefits them but it can also be counterproductive in this matter. For example, People is
a children’s book about human nature and different cultures, but in the end of the book it
portrays a flawed depiction of modern society. The book’s purpose to praise multiculturalism is
undermined when faulty illustrations are a barrier to the truth. Likewise, the book intends to
broaden the child’s worldview but rather, it may narrow it. Therefore, to allow children to mature
with an accurate worldview and positive sense of interculturalism, children’s literature should
not project a false view of society.
People is not a typical children’s book if judged by its physical characteristics. It is quite
large in size, taking on a long rectangular shape. The text and illustrations are magnified, using
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up the entire page as children’s books often do. Although written for all ages, it is clearly
intended for young readers. Nevertheless, an adult can benefit tremendously from reading this
book! It was published in 1980, post the tragic Vietnam War. There is insufficient evidence to
conclude that there is any relationship between war events and influence to write the book but
perhaps, when writing, Spier was encouraged to uplift others in times of tragedy. It is possible
that he was trying to improve post-war sentiments or ease cultural tensions. The book has a
charm, an appealing nature, because of its simplicity in revealing truths about other cultures. Its
detailed illustrations captivate the reader. The book has no plot but it begins by stating the record
of humans alive on planet earth. Then it goes on to describe every characteristic that sets humans
apart, making them different. Peter Spier does this by equally complimenting the splendor of
diversity. Spier, also the illustrator, drew hundreds of intricate characters within scenes to
reinforce his message on diversity. From his illustrations, it is clear that he vividly wanted to
portray differences in a positive light, making known to the reader that diversity is beautiful.
Generative Criticism
Immediately, from the first page, the book is characterized by a specific tone. Spier
begins his praise of diversity by acknowledging the world population. He uses the statistical
weight of referencing the number of human beings on earth to generate a sense of astonishment.
Then he acclaims diversity by saying “More than 6,000,000,000 people…and no two of them
alike! Each and every one of us different from all the others. Each one a unique individual in his
or her own right” (2). This instantaneously sets the tone of the book. The accompanying
illustrations depict a busied beach scene and a cramped urban street to reinforce the text. The
remaining pages of the book adhere to this tone by providing examples of how human beings are
different. For the next half a dozen pages, Spier identifies differentiating factors of appearance
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such as skin color, body shape and size, age, facial features, hair style, and traditional clothing.
He succeeds in this because his drawings are authentic and specific. For example, page seven
Spier writes, “People around our world wear different clothes—or none at all” and pictorially
represents twenty-six different nations. Every character from each nation is accurately dressed in
their culture’s traditional wear. Likewise, Spier is consistent in his authentic portrayal of various
cultures as to not fall short of conveying his message correctly.
In the subsequent pages, the author discusses cultural specific matters like food,
language, religion, and holidays. The book also demonstrates social differences that are tastespecific like preference of occupation, leisure time, and the Arts. All this is done in a pleasant
narrative that highlights mainly the positives of multiculturalism. However, a pivotal moment in
the book unravels when Spier provokes a relevant problem. Spier questions the reason why
people hate others for being different. He provides a simple yet powerful explanation in the text
and validates the answer in an elaborate illustration. The author appeals to common sense when
he argues, “they forget that they too would seem
different if they could only see themselves
through other people’s eyes” (34). In context, he
gives life to his statement by depicting two
inverted scenes where the characters encounter
each other and show dissatisfaction because of
their apparent physical differences; this can be
seen in Figure 1. The cultural tensions are
evident in both scenes, where their faces and
body language communicate meaning; the hatred
Figure 1. A depiction of diverse groups, inverted
(34) by Spier (1980).
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and bigotry is evident and especially confirmed when they fail to welcome each other. He poses
this controversy to effectively criticize the foolishness of hating others for their physical
differences. Spier glorified and developed a strong narrative on diversity in previous pages, so
the introduction of this image is inconsistent with his style. At this point, he expects the reader to
understand why such a remark holds truth. Moreover, he hopes the reader will be repulsed by the
negativity of such action. This effective and powerful page is the antecedent of the most
important page in the book, the scene of the homogenous society.
Thus far, Spier has formulated his message on diversity successfully. After he provokes
the reader to think about Figure 1, then he introduces Figure 2; the homogenous image of a make
believe world. It is the
most important
illustration in the book
because its power to
persuade is most
significant. In order to
impact the reader
emotionally, Spier
chooses words like “dreadfully dull” (35-36)
Figure 2. A homogenous society (35-36) by Spier
(1980).
to describe a world in which “everybody looked, thought, ate, dressed, and acted the same!”(3536). The portrayal of such a society is shocking to the reader, especially to a child. Truly, Figure
2 is awfully dull; diversity and vibrant color are completely absent. No one would appreciate this
reality to exist. Even a child is provoked to feel stunned and defensive.
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The reader is devastated from the lack of diversity in Figure 2, but Spier resolves the
uncertainty on the following page by promoting the benefits of a multicultural society. In Figure
3, the author
purposefully illustrates
a perfect diverse society
full of life, color, and
culture. He declares,
“Now, isn’t it wonderful
that each and every one
of us is unlike any
Figure 3. A diverse society (37-38) by Spier (1980).
other?”(37-38). The
idealism embodied in the picture is overflowing from edge to edge. Spier makes sure to
adequately capture and illustrate the beauty of differences. Choosing a compare and contrast
approach, the author increases the effect of his message. He evalutes Figure 3 to be
“wonderful”(38) while labeling the homogenous society “dreadfully dull”(36). By doing so, it
implies the obvious, that a diverse society is more pleasing. In order to strengthen his statement,
it is strategically beneficial to list Figure 2 as a predecessor of Figure 3. He does this to increase
the rhetorical influence of Figure 3 and leave a lasting impression on the reader. Moreover, his
message to the reader is complete when Figure 3 is introduced for two reasons. One, having
thoroughly identified every aspect of diversity from the beginning of the book, Spier expects the
reader upon encountering Figure 3 to fully appreciate the beauty of people in a multicultural
society. Two, it is the last page of the book which contains text, therefore, it is the closing
thought by which the book concludes.
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Applying a generative critique on the artifact, People, requires coding every portion in
the book. For the purpose of this paper and in adherence to the research question alone, the
critique will apply in-depth analysis of Figures 2 and 3. This critique was approached with the
intent to cluster significant elements from the illustrations into identifiable groups. First, each
figure was coded on its own. Then, the list of elements from each figure were arranged and
clustered. Finally, the clusters were organized into groups to analyze the rhetoric used by the
author. The rhetorical impact on the reader is discussed by referencing the principle themes
outlined by the clustered groups. When the two figures are contrasted, the author’s intent to
persuade is revealed; the similarity of settings between the two figures allows for a purposeful
comparison. However, the critique will question the validity of the author’s illustrations and their
aptness in influencing a young reader. It argues a position against the author’s choice to depict a
false reality in the images. Overall, the critique does not hope to demean the artifact or the
author’s intent. Rather, it suggests that Figures 2 and 3 are used with an incorrect approach. As
falsified depictions, they do not reveal the truth. Therefore, they lack authenticity to adequately
prepare a child for a multicultural world.
Rhetorical Analysis
Spier illustrates a monolithic society juxtaposing a multicultural society. He depicts a
homogenic culture in order to highlight the opposite, the splendor of cultural differences. The
author implies that a world characterized by uniformity will be dull. However, Figure 2 which
portrays that dismal reality exhibits additional meaning in its imagery. He presents a scenario of
an indifferent society dominated by balance and order. Individuality is lost; everything is
collective action. Creativity is annulled to the extent that stores, venues, and buses are numbered
in the same ugly black font. The image is exceedingly lifeless that there is no presence or
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22
characterized movement in the faint blue sky. In contrast, Figure 3 is an animated and lively
scene. It appears in disarray but is actually in perfect harmony. People of all different cultures are
free to do as they please in a crowded city street. Moreover, there is ethnic inspiration in every
inch of the street. The scene is so alive it is captivating, making it hard to look away.
Spier uses a couple strategies at the end of the book. The imagery in both societies is
sharply different but when stripped of their symbolism, the objects in both images are exactly the
same. There are main elements found in both figures such as vehicles, shapes of buildings, colors
of objects, cultural symbols or lack thereof, and characterization of people. After coding the
elements, three principle concepts become apparent. Figure 2 is characterized by lifelessness,
uniformity, and shared identity. On the other hand, Figure 3 is the antithesis of Figure 2. The two
images signify the rhetoric the author implemented. By inducing the reader to react to the
dissimilarities, Spier cleverly promotes diversity. Another strategy used by the author is equally
significant but perhaps overlooked. His choice of the setting is central to the overall message of
the book. A street is a profound representation of the world; it is the most common part of
society of which is recognized on a global scale. Even though the design of a street may vary due
to location and orientation of traffic, its purpose is known by all countries. When the author
chooses this universal context, he literally and figuratively includes all people. This in return,
expands his statement on diversity for all to understand.
Lifelessness. The manner in which the street is illustrated is similar in both figures. There
is one main street with a divider in the middle and two sets of sidewalks. Alongside each
sidewalk are stores and various buildings. However, the depth of field in each image differs. As a
result, it causes the overall mood of the scene to change. The street in the homogenous society
portrays a negative message. It feels entrapping, as if there is no way out. The buildings overlap
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23
and produce a jail-like essence to the street. The depth is very narrow and short. Surely the scene
is dull, hopeless, and one dimensional. On the other hand, the diverse society has a foreground,
mid-ground, and background. In the distance, skyscrapers appear which give dimension to the
overall image. This directly affects the mood because the depth engenders a sense of freedom.
Color is extremely significant. Every color in Figure 2 is faded. The buses and cars are a
pale green, the buildings are a faint brown, and the sky is hardly a light blue. The livelihood in
the picture is lost in the overpowering dullness of the scarcely present colors. The lack of color
and jail-like features in the homogenous society will repulse any reader. A plain blue sky sadly
sets upon the city with no movement or spontaneity. In Figure 3, it is difficult to name a color
that is not included. Every section of the scene blasts with splashes of dynamic colors. Every
vehicle, street sign, and building is a varying shade. Even the sky is appealing; it is a mixture of
blue and white. It attracts and welcomes the birds that fly by. The scene is undeniably happy,
warm, and alive!
Having explained Figure 2’s terribly minimal liveliness, it is more fitting to point out
elements of life present in Figure 3. In the diverse society there are many details of livelihood
including all the essential symbols of life such as water, plants, and animals. In the circle
courtyard, water, a fundamental source of life, is depicted in a large water fountain. Green plants,
shrubs, and trees fill the entire street, even on roofs and balconies. In addition, an assortment of
flowers and fruits are being sold by merchants. There is a significant amount of animals in the
scene. Passengers ride a carriage, an officer patrols the street on his horse, a woman walks her
dogs, a stray dog runs across the street, and birds parade through the skies. Finally, a tall clock is
posted in front of a couple restaurants. This is a noteworthy symbol because time is the definition
of being alive. When time ends, death prevails. The variety of time and the experiences it offers
RHETORICAL CRITIQUE OF PEOPLE
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to people is immeasurable. All these elements are absent in Figure 2; the scene is severely dismal
that it fails to include any indicators of life.
Uniformity. Figure 2 is the definition of sameness but Figure 3 is its exact opposite. The
only shape in Figure 2 is a rectangle, or a variation thereof. Everything but the people and the
trashcans is in a rectangular form. Even the space in between objects is equally defined. For
example, hundreds of square windows are equally aligned on the rectangular buildings; each the
same distance from the other. Moreover, the vehicles drive by rectangular store signs and
streetlights. In the homogenous society, the people are also consistently the same. Their actions
are confined to standards of order and collectivism. The illustration does not show there to be a
specified official to enforce the law, however, order is a natural component of uniformity. Given
their unchanging ways, no one is acting out of order because that would defy mutual likeness.
Adult and child are dressed identically. They all wear a brown uniform. Almost everybody is
carrying papers or a briefcase. This rigid society expects each person to act the same. Therefore,
it ultimately lacks creativity and freedom.
In Figure 3, the shapes are numberless. Each building is beautifully decorated and distinct
from the next. The varying architecture represents the society’s inclination towards diversity.
The stores’ banners and signs are all around unalike. Even if there is more than one of a single
object, it is illustrated differently every time. For example, the cars come in different styles,
brands, sizes, and colors. Additionally, every individual is free in their actions. Some are walking
and others are shopping and eating. One can imagine the salesmen shouting for attention to sell
their merchandise while others make small talk over coffee. Clearly, the entire scene is
everything but uniform.
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Shared Identity. People have an innate response to meaningful symbols because they
have been nurtured in a certain culture and taught to identify with its symbols. Identity is often
intricately linked to these cultural identifications. Therefore, all humans cherish individuality and
value the subjective symbols to which they attach meaning. When these representations are
stripped from society, as portrayed in Figure 2, the very nature of human experience is attacked.
On the other hand, in Figure 3 there is a surplus of symbols which relate to a person’s sense of
existence. Similarly, the image attempts to represent countries all over the world in the
architecture of buildings, names of venues, peoples’ clothing, and national icons. The most
noticeable are the flags from various countries placed on multiple buildings. Flags are a symbol
of nationality, unity, loyalty, and cultural identity. They are used repeatedly throughout the
image. In addition, the architecture of every building is unique in style. Some are tall and
rectangular urban structures while others include domes. Ultimately, they are all influenced by
several traditions. People from different ethnic backgrounds are illustrated wearing their
traditional clothing to further signify the presence of diversity. Moreover, names of restaurants
and stores are written in varied languages. They can be spotted on banners and signs advertising
the respective venues. The sharp contrast of cultural diversity with Figure 2 is obvious. The
differences are considerably expected because Figure 2 is a homogenous society. It forces a
shared identity on all society while Figure 3 offers the free pursuit of individuality. Originality is
completely eliminated especially that the stores are numbered. The names of certain stores read
“STORE182” or “CAFE 3” in the same simple black font. Likewise, the buses are not labeled
with the name of the transit; rather, they are numbered. In Figure 2, the shared identity is
dominant and reflects through the characters’ actions. Everything is done collectively. Thus, not
one person exists outside of a group. People walk together in an orderly fashion and wearing the
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26
same clothing, that it becomes tricky to identify gender. This particular theme is perhaps the
most noticeable because the main subjects of comparison are the people themselves.
Commentary. People is the artifact in question. It contributes to the understanding of
cross-cultural relations and diversity. The critique will apply analysis on the artifact’s ability to
persuade, teach, and provoke a changed worldview. As mentioned before, all the pages
effectively clarify the existent differences between people. They serve as precursors to Figures 2
and 3 where the young reader is most captivated. The relationship between Figures 2 and 3 is the
essence of the analysis because it promotes a certain worldview which influences the child. The
three principle themes projected by the images are lifelessness, uniformity, and shared identity.
Although children will not directly make sense of this, the themes are the tool of persuasion by
which the reader is most affected.
Immediately, the young reader will notice the lack of color. To children, this is a
terrifying discovery because they are attached to manifestations of color. They are always
coloring, drawing pictures, and expressing themselves. In school, one of the first categories of
learning is colors. Moreover, almost every child will want to share their opinion of their favorite
color. Furthermore, they are always eager to show others their drawings and what they mean.
This is what kids know. Color is the medium through which they communicate. They expect
their immediate world to be overflowing with it. Therefore, it is a tremendous shock when Figure
2 is revealed as lifeless and dull. In Figure 2, the reader is likely to realize everyone’s similar
appearance. Surely, the child will question why that is so. Every child loves to ask about
everything they observe; they cannot be blamed for this because in many ways the world is new
to them and there is a lot they still do not understand. Nonetheless, it is given that children will
use judgment in so far as they are cognitively capable. For this reason, the uniformity in Figure 2
RHETORICAL CRITIQUE OF PEOPLE
27
will seem awkwardly abnormal in the children’s eyes. For their underdeveloped minds, it is
confusing to think that everyone will be the same. This becomes a personal attack on what
children value in life. The possibility of losing the freedom to experience life subjectively
overwhelms them with uncertainty. In a uniform society, no longer can they ride a bike, play
their favorite sport, be involved in Scouts, or own a pet. The list is endless. Probably, the young
reader will form this mental list and feel anxious to find a solution so that uniformity does not
come true. When Figure 3 is introduced it provides relief to their troubled minds. Once Figure 3
is the center of attention, children will likely notice the animals, flags, excessive use of color, and
the livelihood present all throughout the picture. The characters in the image are happy! Freedom
is reinstated. People of all cultures, old and young fill the street. Therefore, the child can relate
more to this figure because it is familiar. Even though the young reader will not understand the
relevant inclusion of cultural symbols, they are surely noticeable. The presence of flags and
foreign languages is enough for the child to be impacted. Likewise, the transition from Figure 2
to Figure 3 alone is sufficient to infer a significant effect on the child. Nevertheless, the book
prepares for and educates the reader on diversity in every page. However, what the reader will
remember most is what was read last. When People concludes with the image of a multicultural
society, the reader will continue to reflect on Figure 3 after having finished reading. This is the
intention of the book and it is done quite successfully. Therefore, what is the problem? Where is
the controversy in this? Well, Figures 2 and 3 are not accurate depictions of what the author
intends for them to represent. He illustrates the perfection of a multicultural society but as a
consequence, falls short of demonstrating society as it really is.
The modern world is characterized by a constant clash of civilizations. The truth is,
multicultural societies have failed in many areas. In various places around the world, certain
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28
aspects of the homogenous society are more present than diversity. Certainly, some streets are
more similar to Figure 2 than Figure 3. Even though Figure 2 is supposed to be the fairytale or
make-believe world, it seems that Figure 3 is the more fictitious image. To prove this, think
about the following. Even in highly pluralistic countries, minorities cluster together but rarely
intermix. In Figure 3, countless ethnicities are represented by the characters on the street,
specifically those wearing traditional clothing. It is extremely rare to find an influx of various
ethnic backgrounds all living in one area, or on one street for that matter.
In reality, what is more worthy of attention is the relevant problem of human existence;
how people treat others that they do not like. The book briefly alludes to this in Figure 1 but then
completely transitions to a new image. The author does not provide any additional instruction on
how to treat others. After introducing a significant topic of controversy in Figure 1, Spier leads
the reader astray when he does not comment further. Rather, the book moves directly to Figure 2
on the next page. Spier does not elaborate on the significance of Figure 1 but he assumes that the
following pages will supplement what has been left unsaid. Surely, the thought is lost because of
the impact of Figure 2. The child momentarily forgets the text about judging others because the
homogenous society has replaced any earlier thoughts. It is unknown if this was the author’s
intent but is it the best approach? Perhaps it is not.
It is praiseworthy that the overall message of the book highlights cultural differences.
However, from Figure 3 the child will assume two things. One, that humans are all different.
Two, that as a result of diversity, nothing is negative. The second assumption is the false
worldview portrayed in Figure 3. The rhetoric is dangerous because Figure 3 perverts the truth.
This can become more harmful than beneficial. It is not advantageous for a child to develop a
worldview based on false assumptions. At the very least, the book should portray some
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unfortunate ethnic differences and then resolve them by directing the reader towards action. For
example, it is common at a very young age for a child to notice ethnic violence and racial slurs.
The book could potentially include another page with a scenario that discusses the latter. In
addition, it should explain why the situation is so and what actions can be implemented to
eliminate cultural tensions. This approach, although controversial, is the best method for a child
to successfully apply what is learned from the literature.
It is not okay to imply that societies today are perfect as Figure 3 attempts to do.
However, it is not to say that the book should reveal all the terrible and negative occurrences
between ethnic groups. Rather, it should not assume that the latter is absent from today’s world.
Because of the current situation of multiculturalism in society, children ought to be taught how to
act in difficult intercultural situations. What are the benefits to children’s cultural competencies
when they are persuaded to believe in utopia? The use of fairytale iconic depiction in certain
contexts can be appropriate. However, the consequences of shielding the child from the true
reality trump any other scenario. Children are conscious of nationality as early as age four. They
are ready for the harsh reality in small doses. As a result of Figure 3, they are not being taught
the truth about multiculturalism. Therefore, they are not progressing in their understanding.
Consequentially, children will mature with a false reality of cultures and people.
The goal is to teach children to appreciate differences. In order to do that, they must
understand why dissimilarity is also a problem. In order to discuss cultural differences, it is not
impossible for the adult to start a dialogue with the child. Nor should it be frowned upon when
literature contributes to the topic. Through authentic and purposeful literature, children begin to
thoroughly understand multiculturalism.
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Conclusion
In order for children to mature with an accurate reality of intercultural awareness, is it
appropriate that children’s literature exposes the negative consequences of cross-cultural
differences rather than shielding them from the truth through false teachings? Surely, the
question examined is a bold one. Nevertheless, its prospective influence in the world of speech
communication is substantial. The scope of this paper does not allow for testing and application
of promising approaches in child communication. Nonetheless, the research question posed is
significant enough to stimulate such scientific research in the future. Therefore, further research
is necessary in order for new communication methodologies to emerge that are pertinent to
children. Moreover, child communication studies may form new theories specifically regarding
child intercultural and interpersonal communication. The critique of People proves that there is a
need for scientifically approved methods of communication when introducing children to
sensitive subjects and cultivating their understanding of multiculturalism and intercultural
cooperation. The increasing need for inclusivity and cultural understanding is unlike any other
time in history. Therefore, a dialogue between adult and child about multiculturalism must exist
at an early age. Furthermore, it should continue to evolve in the classroom setting where
multicultural literature can be used most effectively. The illustrative rhetoric in People is
embedded with meaning. It attempts to use the symbolic significance of lifelessness, uniformity,
and shared identity to intensify a compelling message on diversity. It succeeds immensely. Yet,
the image of a perfect multicultural society hinders a child’s progression in intercultural
awareness. Although People is a wonderful book on diversity, it falls victim to falsified
illustrations in its last two pages. It is attractive in its style but that is slightly insufficient. In
order to freely and effectively explain sensitive cultural discrepancies that can exist in literature
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and in everyday life, children need not be completely shielded from the truth in illustrations and
text alike.
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Appendix A
A depiction of diverse groups, inverted (34) by Spier (1980).
The characters represent ethnic minorities confronting Caucasian individuals. The scene
on the bottom is slightly different but it serves the same purpose. It switches the characters in
perspective to prove the statement in the text.
RHETORICAL CRITIQUE OF PEOPLE
35
Appendix B
A homogenous society (35-36) by Spier (1980).
RHETORICAL CRITIQUE OF PEOPLE
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Appendix C
A diverse society (37-38) by Spier (1980).