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![]() When we lean into the complexity of a book, young people can begin to develop skills for learning about all kinds of complicated realities. ![]() If we use our lessons to only focus on the characters or the craft, we miss an important opportunity to help them understand the world around them. ![]() In our quest to provide diverse and inclusive books to our students, we must also be intentional about how we address complex social inequality issues. When a boy (who he had imagined was nothing like him) turns out to be heading to the very same destination as Milo, he starts to reimagine all the assumptions he made about the people in the subway. He assumes things about them based on the way they are dressed, drawing on cultural stereotypes and expectations. He imagines what their lives are like and draws pictures of them in his sketchbook. On a long subway ride with his sister, Milo studies the people around him. Milo Imagines the World offers many opportunities for rich conversations with students about stereotypes, identity, and family. Check out the other guides for Wonder, Genesis Begins Again, The 57 Bus, Jacob’s New Dress, and Dreamers. ![]() ![]() This is the sixth post in the “Complex Books, In Context” series. Today, we’re digging into one of my favorite picture books, Milo Imagines the World, written by Matt de la Peña and illustrated by Christian Robinson. ![]()
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