As a future educator, one of my primary goals is to create an inclusive, affirming environment where every student feels seen, valued, and empowered to engage with the world around them. Literature plays a powerful role in shaping how children understand themselves and others, and Rudine Sims Bishop’s framework of mirrors, windows, and sliding glass doors provides a meaningful way to ensure that all students have access to diverse, representative, and engaging stories.

Bishop describes books as:

  • Mirrors, reflecting students’ own identities, cultures, and experiences.
  • Windows, offering a view into lives different from their own.
  • Sliding glass doors, allowing readers to step into new perspectives and develop empathy.

These three functions of literature can guide how I select and incorporate books into my classroom, in the hopes that all students can see themselves in the stories we read while also broadening their understanding of the world and themselves. 

Mirrors: The Importance of Seeing Oneself in Stories

For many students, particularly those from underrepresented backgrounds, books may be one of the first places they see themselves reflected. Without these mirrors, children may struggle to feel a sense of belonging in the world of literature, and by extension, in broader society.

I recently had a conversation with the Indigenous Education Support Worker at my practicum school that deeply reinforced the importance of mirrors in literature. She shared the story of an Indigenous student who had never seen main characters in books that looked like him. One day, while flipping through a book, he stopped at a picture of an Indigenous woman and asked, “Is that my auntie?” This moment revealed something profound, he was searching for familiarity, recognition, and validation of his identity in books, something he had never encountered before.

The support worker told me this moment was a turning point for her. She began intentionally expanding the school’s library to include more Indigenous literature, ensuring that students like him would no longer have to wonder if they belonged in the world of stories. This conversation reaffirmed my commitment to curating a classroom library where all students can see their identities, families, and cultures represented.

To ensure my students find mirrors in literature, I would:

  • Curate a diverse classroom library featuring books with protagonists from various ethnic, cultural, and linguistic backgrounds, as well as different family structures, abilities, and experiences. In British Columbia, this includes books by Indigenous authors, such as Shi-shi-etko by Nicola I. Campbell or When We Were Alone by David A. Robertson.
  • Encourage students to share personal connections with the books we read through storytelling, journaling, and discussion, reinforcing that their lives and experiences are meaningful, maybe even making their own books! 
  • Incorporate students’ cultural knowledge into learning by inviting families to share stories, traditions, and languages, helping to validate their lived experiences.

Windows: Expanding Worldviews Through Literature

Just as it is essential for students to see themselves in books, it is equally important that they have opportunities to look beyond their own experiences and understand perspectives different from their own. Windows in literature help develop curiosity, empathy, and a broader understanding of human experiences.

To integrate windows into my teaching, I would:

  • Select stories that introduce students to diverse cultures, histories, and perspectives. For example, The Water Walker by Joanne Robertson tells the true story of an Anishinaabe grandmother advocating for water protection, connecting students to Indigenous perspectives on environmental stewardship.
  • Use inquiry-based learning to deepen understanding. If we read a story set in another country or culture, I would encourage students to research its traditions, geography, and history through projects, guest speakers, or virtual field trips.
  • Facilitate discussions about real-world issues. Books like Each Kindness by Jacqueline Woodson can spark conversations about inclusion, kindness, and the impact of our actions on others.

Sliding Glass Doors: Encouraging Empathy and Action

Beyond simply observing different perspectives, students should be encouraged to step through “sliding glass doors”—to immerse themselves in new experiences and actively engage with the world. When students truly connect with a story, they not only understand another perspective but also feel what it might be like to walk in someone else’s shoes.

To make literature an active, transformative experience, I would:

  • Use role-playing and creative storytelling. After reading Stepping Stones: A Refugee Family’s Journey by Margriet Ruurs, students could write letters from the perspective of a character or create illustrated storyboards of their imagined journey.
  • Encourage project-based learning inspired by literature. After reading books about activism and community action, students could brainstorm and implement ways to support causes they care about, such as environmental conservation or social justice.
  • Provide choice in engagement. Some students might connect through discussion, while others might prefer to draw, act out scenes, or create digital projects. The key is allowing them to engage in ways that resonate with them.

Why This Approach Matters

When students see themselves in books, they develop confidence. When they explore the lives of others, they build understanding. When they step into new experiences, they grow in empathy and action.

Integrating Bishop’s framework into my teaching is not just about diversifying bookshelves, it is about creating a culture where students feel valued and empowered to engage with the world. By intentionally incorporating mirrors, windows, and sliding glass doors, I can hopefully help foster not just readers, but compassionate, open-minded individuals who are prepared to navigate and contribute to an increasingly, more diverse society.

This is the power of literature, and this is the classroom I strive to create!