I Have the Right to Culture

September 15, 2021
Children's rights include participation in the artistic and cultural worlds. The French creators of I Have the Right To Be a Child (2012) and I Have the Right To Save My Planet (2021) imagine what it means to "respect and promote the right of the child to participate fully in cultural and artistic life and...encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity" (Article 31, U.N. Convention on the Rights of the Child, adopted in 1990). With vibrant art and fanciful, appealing examples, Fronty and Serres invite children into a world of creativity. Short text blocks are set directly on colorful, na�ve illustrations--sometimes panels, sometimes spreads filled with humans, old and young, in all their variety, doing interesting things. In Tanaka's smooth translation, the writer regularly repeats the phrase, I have the right to, as he considers creating, performing, and appreciating music, arts, dance, history, science, culture, and literature from around the world. He asks questions of and addresses young readers directly, with child-friendly examples. No, we cannot buy the works of art in a museum; no one else could enjoy them. (The dubious provenance of much of the works in the world's museums is not addressed.) Finally, not every child has the privilege of enjoying art and culture: "The child who could not experience any of this would have every right to be angry...these treasures of humanity, should be shared." (This book was reviewed digitally.) An inviting and thought-provoking look at a children's right probably not often considered. (Informational picture book. 7-10)

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December 1, 2021

Gr 2-4-The latest book from the creators of I Have a Right to Be a Child focuses on the importance of art and culture in a child's life. Originally published in French, this entry draws inspiration from the United Nations Convention on the Rights of the Child. The book reads like a manifesto on the necessity of culture in a child's life. It begins with the child who narrates the book being immersed in their own culture, leading to natural curiosity about other children in the world. The story then veers into the importance of art, dance, and music; the narrator meets and talks with artists and poets. Then they daydream about what a perfect world would be like if every child had access to culture. By the end, it will feel as if readers have read a lengthy pamphlet on the United Nations Convention of the Rights of the Child. There is a lot packed in this book, and kids will have a hard time figuring out the main point or focus of the story. The bright and vibrant artwork with intricate designs on every page enhances the surreal, dreamlike feel. There are meadows of boldly colored flowers and intricate circus performers that readers will enjoy exploring. VERDICT Purchase only where the previous entries are popular.-V. Lynn Christiansen, Wiley International Studies Magnet Elem. Sch., Raleigh, NC

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December 15, 2021
Grades K-2 This third book of the I Have the Right series promotes the essential right of every child to wonder, question, and imagine about the world in which they live, without restriction. Brilliantly hued, textured illustrations depict children across the planet engaged in various forms of creativity, experimentation, exploration, and production as the child narrator demands to know "the secrets that hide in the heart of each flower," to learn about the music of their country, and to view a dance performance for the hundredth time. This book's powerful message is that every child has the right to partake of the historical and current cultural riches that exist in all societies but to which access is often restricted, and that children have the ability to connect with one another across differences, through curiosity. The right to culture, the creators proclaim, is embedded in the Convention on the Rights of the Child and is as necessary as the right to healthy food and a safe environment. Timely and gorgeous.

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