Native American Children's Literature

Native American children’s literature is grossly underrepresented in libraries across the world. With many stereotypical renditions of stories in print, it was difficult to find stories that were historically accurate and effective in relation to children’s lit. Reading Jan LaBonty’s article criticizing literature and The Indian in the Cupboard, it led to me to think about how I viewed that story as a child. When I was younger, I never would have looked twice at the inaccurate outfit or dialect of Little Bear. I simply viewed it as an adventurous movie I liked to watch with my brother and sister. When I was searching for quality children’s stories about Native Americans, it took a great deal of searching to find stories that weren’t represented with the stereotypical war paint and teepees. I however succeeded in finding two wonderful picture books that tell very different and unique stories about Native Americans. One, an adventurous tale of a girl and a herd of wild horses, with beautiful illustrations is The Girl Who Loved Horses, and two, a heroic, culturally accurate story of a brave Native American girl and her friendship with an African American boy in Crossing Bok Chitto. I also found a controversial young adult book, Sign of the Beaver. There are multiple critiques against this book, stating it is historically inaccurate and stereotypical. I however stand by this book as being a great read for young adults. While I do agree with many of the historical inaccuracies, I do believe this presents a great opportunity for parents and teachers to discuss the topic of stereotypes. It’s a fun story for children to read, and it continues to be read throughout schools in Michigan.

"A Demand for Excellence in Books for Children"

LaBonty, Jan. "A Demand for Excellence in Books for Children." Journal of American Indian Education 34.2(1995) 1-8. Web.5 May 2009.

LaBonty accurately critiques Native American children’s literature. Stating the values necessary when choosing stories for school aged children, she includes the need for children to be cognitively nurtured. With very stringent criteria for children’s literature, the criteria for multi-cultural literature is even more advanced. She observes the large number of stories in print with stereotypical representations, like “books featuring painted, whooping, befeathered Indians closing in on too many forts, maliciously attacking ‘peaceful’ settlers or simply leering menacingly from the background.” (3) LaBonty takes the typical portrayals and critically critiques The Indian in the Cupboard, noting the misrepresentations of language and culture. “Little Bear, since he was a warrior, would have worn his hair in a roach, not braids. He would not have worn a headband with feathers, although he may have worn a cap with feathers.” (3) She continues to analyze Little Bear while discussing dialect in Native American Literature. This is an area that often presents complications. It is often the case that language is created in hopes of creating something non-controversial. Authors often rely on media for accurate portrayals of language. There is a large absence of quality Native American children’s literature, which leaves parents and teachers with the job of weeding out those stories that do not serve as effective stories.

Book 1-Crossing Bok Chitto

Tingle, Tim. Crossing Bok Chitto. Illus. Jeanne Rorex Bridges. El Paso: Cinco Puntos Press, 2006. Print

Tingle and Bridges have created an impressive, moving story of faith and bravery that emphasizes slavery in Mississippi during the time of the Trail of Tears. In the 1800s, the Bok Chitto River served as a boundary between the Choctaw nation and a group of plantation owners and slaves. Martha Tom, a young Choctaw girl befriends a young African American slave and his family who live on the plantation. Bridges’ paintings solemnly depict the characters’ individuality and resilience. When trouble occurs on the plantation, the runaways escape to freedom across the river where they are met by a courageous little girl and the women of the Choctaw tribe dressed in alluring white, appearing as angels in the moonlight. Tingle does a wonderful job of portraying this story in respect for the Choctaws, free of stereotypical observations, common in Native American literature. With his respect for oral history, he adds a note at the end of the story on Choctaw storytelling. Transcending stereotypes and appearance as stated in Jan LaBonty’s article, Tingle and Bridges create an accurate, refreshing story that can be enjoyed by children of all ages.

Book 2-The Girl Who Loved Wild Horses

Goble, Paul. The Girl Who Loved Wild Horses. New York: Simon & Schuster Books For Young Readers, 1978. Print.

With a thundering combination of simple prose and magnificent paintings, Goble tells a story of an accepting community that allows a Native American girl to express her individuality. Goble has created a unique story of a young girl and her love of horses. Spending every spare moment with the heard, forming a special bond that only she held, she yearns of fulfilling her dream to live among the wild horses. She knew where they enjoyed grazing and where they took shelter during harsh weather. She cared for them and often enjoyed lying in the meadows among the beautiful flowers.
One day she fell asleep and was awakened by a crack of lightning that shook the earth with a deafening crash. Horrified, the girl jumped onto the back of a horse as they bolted in terror. She clung to the horse’s mane, and as she was unable to stop the herd, they galloped away through the hills. She awoke to find the leader, a stunning stallion happily welcoming her into their family. With beautiful vibrant images, Goble draws you into the scenery, placing you in the center of the adventure. He upholds LaBonty’s critique in A Demand for Excellence in Books for Childre; that books with minority characters are held to an additional standard that must follow multicultural literature. For example, the characters must be portrayed as a unique individual with accurate depictions. He critically denies the dominant representations of Native American literature by creating an adventurous, strong, superior character. This 1979 Caldecott Medal winning story is a great story, enjoyable for children of all ages.

Book 3-Sign of the Beaver

Speare, Elizabeth George. The Sign of the Beaver. New York: Dell Publishing, 1983. Print.

12-year old Matt is left to survive on his own until his father returns with the rest of his family. Until then, Matt is busy collecting food, making alterations to the cabin like filling the spaces between the logs with clay, collecting firewood, and preparing for his family’s arrival. One day, Matt’s curiosity gets the best of him when he is severely stung by a swarm of bees. This occurrence leads to a uniquely bonded friendship between Matt, a white boy, and Attean, a 14-year-old member of the Penobscot tribe.
This young adult story compares the cultural differences between two groups that learn to accept each other. Spears, an outsider, explores the themes of friendship, survival, fear, and courage as the two boys become friends and make some difficult life choices. This 1983 written novel is contemporarily critiqued with stereotypes and historical inaccuracy. I stand by this story as an adventure worth reading. This effective story evokes conversation of topics that children are being faced with in their daily lives, and is a strategically important book when used in discussion to combat prejudice.

Boy Meets Boy

I enjoyed this book, but it left me wanting more. I want to know what happens to Noah and Paul, Kyle and Tony, Joni and Chuck, Paul and Joni...all of the different combinations! I was impressed with the way David Levithan covered a good number of issues that kids in high school are faced with. He made it fun and interesting to read. When Noah slipped Paul the note about Kyle I couldn't put it down. I love that it's a romanticized happy ending story but not in the typical way that most of us are used to. It was refreshing to read this type of literature- there should be more quality books that address the same issues.

Insider/Outsider

I am taking two classes on Native Americans. One is an American studies course, and the other an English course. In my English class today- we had a speaker come from the Bay Mills Band in the U.P and talk about her culture, history, and beliefs of her tribe. But I found it even more interesting that I learned more from this woman in the hour and 20 minutes that she spoke than in both of my classes combined for the entire semester. It reminded me of the insider/outside debate and how different the quality of her discussion and knowledge was compared to my other classes. The amount of emotion she was able to put into her discussion was incredible. It made all the difference!

Project Mulberry

I really enjoyed reading this book. When I got between the first couple chapters- I was confused as to what the commentary was and why it was there. I didn't like it in the middle of almost every chapter. When I first read it, the commentary took me away from the story. I began focusing on what they were talking about and had to refocus when beginning the next chapter. On page 12 of Project Mulberry where Linda Sue Park 'gives permission' to skip those sections- for a brief moment I thought about doing just that, but decided to give it a whirl. I think it was nice to read the story inside of the story, but I think it would have been better placed at the end so it wouldn't interrupt the reading. I felt obligated to read the commentary because it was entered throughout the story. I enjoyed it, but think it would be better placed elsewhere.
I was impressed with the discussion of racism. It wasn't the central issue but I think it touched on it enough to create enough awareness to address the problem with a classroom for example. I also liked that the topic of racism wasn't one of the more discussed 'African American/Caucasian' issues, but 'African American/Korean', which I'm slightly embarrassed to admit that I know next to nothing about. In my education, these were not the issues that were addressed. I feel as if I've cheated myself because I haven't taken the initiative to read about these other issues. I believe this is the only book I have read that touches on this topic so it was refreshing to see this in print!

Do you see what I see?

I loved Al Capone Does My shirts, I enjoyed it more than the others we have read so far in class. I think it's a great book for a younger audience especially because it tackles a common problem without directly stating it. There is a story surrounding it which in my opinion makes it a lot easier for children to read. Maybe it is my passion for this group of people but this questioning the text paper has me all flustered. I started thinking about stereotypes in society concerning this group in particular and I got angry. Not sure at who in particular but I just do not understand how some people can be so cruel to others. I have a friend who has a disability and some of the physical characteristics that fall into that group. I look at her and see this amazing woman who has accomplished so much in her life, and someone else walking on the street may look at her and automatically form these stereotypical opinions. Society sees what they want to see and it bugs me. But on a happy note- I really did like the book :)

Coretta Scott King Award

Selection Criteria: The book must meet est. standards of writing. It must portray some aspect of the African American experience, must be published in the U.S and must be an original work among other criteria.

Seal: The circle represents continuity and movement; revolving from one idea. Inside the circle is an African American child reading a book with the 5 main religious symbols representing non-sectarianism underneath. The pyramid inside symbolizes strength and Atlanta University. At the apex of the pyramid there is a representation of Dr. Kings doctrine of peace, which is symbolized by a dove. The rays of sun shine towards the words brotherhood and peace on the outside of the circle. There are also two revisions of the seal. The bronze and black seal represents the CSK winners, and the pewter and black represents an honor.

http://www.ala.org/ala/mgrps/rts/emiert/corettascottkingbookawards/abouttheawards/cskabout.cfm

Powwow of Love

Hey!

There is another Pow-wow happening if you guys are interested and missed the last one!

Come check it out!

https://www.msu.edu/~naiso/powwow/index.html

Ojibwe LANGUAGE Weekend

It's called Ojibwe Language Weekend-

Quiz Bowl-February 6th, 2009
Learn the language and Immerse yourself.
Pow Wow-February 7th, 2009
Giveaway, hoop dance, hand drum specials, food and fun.

Both events are located at Spartan Village Community Center: 1460 Middlevale Rd. Multipurpose room-south lounge

FREE FREE FREE!!

For more information contact:
Helen Roy @ 517-355-8358 or
Mindy Morgan @ 517-353-6723

Insider/Outsider

My ideas on this topic are sort of scattered at the moment. I'm sure after an in-depth discussion in class tomorrow I will be able to talk more about this and sort things out. But to me multiculturalism includes sexuality, age, religion, race, culture, and socio-economic background. I have talked a little bit about this in my CEP 240 class. I think the insider/outsider debate is very controversial. I believe that not everyone can be the insider on multiculturalism as a whole, however I do believe that when it is ((umbrella'd)) into different categories the situation changes. For example in a class of all white, middle class students with various religious backgrounds , I could be an insider on the topic of race...but an outsider on religion. I think it is ok to teach these topics because I do believe that children need a multicultural education. However, because this is controversial, I think both sides of ideas and topics need to be represented and supported.
This is kind of as far as I've gotten...more soon!