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accuracy and authenticity
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From: Debbie Reese <d-reese>
Date: Fri, 29 Oct 1999 11:47:57 -0500
Below is from the handout I used at the USBBY conference in Madison. My presentation there included overheads that went along with the handout. I don't know how well it will travel in a cut/paste to an email message...
I think one goal is to create a more balanced collection. The suggestion that librarians consider removing any books elicits a "censorship!" cry. For those who are reluctant to remove books, perhaps they can take a route that is, at present, safer for them... Maybe they can think this way: ADD to your collection.... (books that are accurate and authentic).
Demographics, diversity, and labels. ?Indian? Native American? American Indian?? What term is best?
The best choice is to use a specific tribal name. There are over 500 different tribal entities that are ?federally recognized? by the US government. See a list at . There are many web sites on specific tribes, some maintained by the tribes themselves. A comprehensive list of links is available at . The 1990 census report states that nearly two million people claimed American Indian status. The tribes with the highest populations are the Cherokee, Navajo, Sioux, Chippewa, Choctaw. The states with the highest populations are Oklahoma, California, Arizona, New Mexico, and Alaska. A Native American may live in an urban or rural area, or on a reservation. She may or may not speak her Native language or take part in traditional activities. A fact sheet is at
.
Why do some people object to the ways Native Americans are depicted in some children?s books?
Native Americans are often stereotyped. Common stereotypes are the savage Indian, the noble savage, and the anyone?n? savage. In many stories, Indian men, women and babies are called ?chief? or ?brave? or ?warrior? or ?squaw? or
?papoose.? Using these words instead of man, woman, or baby keeps Indian men, women, and children at arms length as the exotic ?other.? Adjectives used to describe Native characters often suggest they are more animal-like than human. Books that include ?I is for Indian? or that show Indian-like characters as objects to count moves them from the realm of humans to objects. This can prevent us from thinking of them as human beings with whom readers can identify and relate to.
In stories of the settlement of the US, Indians are typically bad guys who attack, scalp, and kill innocent settlers. The Indians ?massacre? the whites, but the soldiers do ?battle? with Indians. Short shrift (if any) is given to the reason why the Indian men are fighting with the white settlers and soldiers. Native women are often missing from these stories. Yet, they held positions of equal, and in many cases, greater power than men. In many children?s books, Native people, their culture, and their history is distorted, romanticized, objectified, exoticized, and misrepresented. This can be difficult to ?see? because as a society, we?ve been inundated with misinformation for so long. To understand how this is done, it may be helpful to study The Caucasian American Workbook. It is available from Oyate at
.
What can teachers do to improve the collection of Native American books in the classroom library?
(The following guidelines are based on Hirschfelder, Kuipers, Slapin & Seale, and Stedman.)
? Select books that are tribally specific (specify a tribe).
? Select books about modern?y Native Americans.
? Select books that present Native characters as fully developed people with a range of emotions---characters who laugh and cry.
? Select books that give a Native American perspective on historic events, or that provide a balanced perspective in a single volume.
? Select historical fiction that includes women as central characters with power.
? Select books that include grandparents and the elderly as significant members of the family unit.
? Select books in which characters speak naturally, not in stilted or contrived ways.
? Select traditional stories with well-written notes that specify tribal origin and details about changes the author has made to the story.
? Write to publishers, asking that they publish the kinds of books you need! Recommended Children?s Books: A Sampling (E- Elementary; M-Middle School; YA-Young Adult)
Alexie, Sherman. (1994) Tonto and the Lone Ranger Fistfight In Heaven. New York: Harperperennial. (YA)
Broker, Ignatia.(1983). Night Flying Woman. St. Paul: Minnesota Historical Society. (YA)
Bruchac, Joseph. (1998) Arrow Over the Door. New York: Dial. (E/M)
Bruchac, Joseph. (1997) Bowman?s Store. New York: Dial. (M/YA)
Bruchac, Joseph. (1996) Children of the Longhouse. New York: Dial. (E/M)
Bruchac, Joseph.(1998) The Heart of a Chief. New York: Dial. (E/M)
Campbell, Maria. (1973) Halfbreed. Lincoln: University of Nebraska Press
(M/YA)
Child, Brenda. (1995). Boarding School Seasons: American Indian Families 190040. Lincoln: U of Nebraska Press. (YA).
Culleton, Beatrice. (1992). April Raintree. Winnepeg: Peguis Publishers. (YA)
Deloria, Ella. (1988) Waterlily. Lincoln: University of Nebraska Press.
(M/YA).
Dorris, Michael. (1994) Guests. New York: Scholastic (E/M)
Dorris, Michael (1992) Morning Girl. New York: Scholastic (E/M).
Dorris, Michael. (1996). Sees Behind Trees. New York: Scholastic(E/M)
Erdrich, Louise. (1999). Birchbark House New York: Hyperion. (E/M)
Hale, Janet Campbell. (1993). Bloodlines. Tucson: University of Arizona Press.
(YA).
Harjo, Joy, and Gloria Bird. (1997). Reinventing the Enemy?s Language. New York: Norton. (YA)
Hungry Wolf, Beverly. (1980). The Ways of my Grandmothers. New York: Quill.
(YA)
LaFlesche, Francis. (1963)The Middle Five: Indian Schoolboys of the Omaha Tribe. Lincoln: U of Neb. Press. (M/YA)
McNickle, D?Arcy.(1988) Wind from an Enemy Sky. Albuquerque: University of New Mexico Press (YA)
Ortiz, Simon. (1988). The People Shall Continue. Children?s Book Press. (all ages)
Rockwood, Joyce. (1976) To Spoil the Sun. New York: Henry Holt (M/YA)
Roman, Trish Fox. (1994) Voices Under One Sky. Freedom, CA: The Crossing Press.
(M/YA)
Rose, LaVera. (1998). Grandchildren of the Lakota. Carolrhoda Books. (all ages)
Skolnick, Sharon. (1997) Where Courage is Like a Wild Horse. Lincoln: University of Nebraska Press. (YA)
Swamp, Jake. (1997) Giving Thanks: A Native American Good Morning Message. Lee & Low. (all ages)
Velarde, Pablita. (1993) Old Father Storyteller. Santa Fe: Clear Light Publishers. (all ages) Includes ?Turkey Girl.?
Wallis, Velma. (1993) Two Old Women. New York: HarperPerennial (M/YA)
Recommended Professional Resources. Books and websites listed here can help teachers and librarians locate books, do fact checking, and gain insight and awareness of issues related to Native culture and Native perspectives.
Aperture.(1995) Strong Hearts: Native American Visions and Voices. New York: Aperture.
Berkhofer, Robert E. (1978). The White Man?s Indian. New York: Vintage Books.
Bigelow, Bill. (1998). Rethinking Columbus: The Next 500 Years. Milwaukee: Rethinking Schools.
Caldwell-Wood, Naomi, and Lisa A. Mitten. (1991) ?I? IS NOT FOR INDIAN: THE PORTRAYAL OF NATIVE AMERICANS IN BOOKS FOR YOUNG PEOPLE.
.
Cubbins, E.M. (1999) Techniques for Evaluating American Indian Web Sites
.
Davis, Mary B. (1996). Native America in the Twentieth Century: An Encyclopedia. New York: Garland Publishing Inc.
Hoxie, Fred. (1996). Encyclopedia of North American Indians. New York: Houghton Mifflin.
Kuipers, Barbara. (1991) American Indian Reference Books for Children and Young Adults. Englewood: Libraries Unlimited.
Seale, Doris, Beverly Slapin, and Carolyn Silverman. (1998) Thanksgiving: A Native Perspective. Berkeley: Oyate.
Smithsonian Institution. (19) A CRITICAL BIBLIOGRAPHY ON NORTH AMERICAN INDIANS, FOR K.
Stedman, Raymond William. (1982). Shadows of the Indian. Norman: University of Oklahoma Press.
_________________________________ Debbie Reese, Doctoral Student Dept. of Curriculum and Instruction College of Education, University of Illinois Champaign, IL 61820
Telephone: 217$4?86 Fax: 217$4E72 Email: d-reese at uiuc.edu
Received on Fri 29 Oct 1999 11:47:57 AM CDT
Date: Fri, 29 Oct 1999 11:47:57 -0500
Below is from the handout I used at the USBBY conference in Madison. My presentation there included overheads that went along with the handout. I don't know how well it will travel in a cut/paste to an email message...
I think one goal is to create a more balanced collection. The suggestion that librarians consider removing any books elicits a "censorship!" cry. For those who are reluctant to remove books, perhaps they can take a route that is, at present, safer for them... Maybe they can think this way: ADD to your collection.... (books that are accurate and authentic).
Demographics, diversity, and labels. ?Indian? Native American? American Indian?? What term is best?
The best choice is to use a specific tribal name. There are over 500 different tribal entities that are ?federally recognized? by the US government. See a list at . There are many web sites on specific tribes, some maintained by the tribes themselves. A comprehensive list of links is available at . The 1990 census report states that nearly two million people claimed American Indian status. The tribes with the highest populations are the Cherokee, Navajo, Sioux, Chippewa, Choctaw. The states with the highest populations are Oklahoma, California, Arizona, New Mexico, and Alaska. A Native American may live in an urban or rural area, or on a reservation. She may or may not speak her Native language or take part in traditional activities. A fact sheet is at
.
Why do some people object to the ways Native Americans are depicted in some children?s books?
Native Americans are often stereotyped. Common stereotypes are the savage Indian, the noble savage, and the anyone?n? savage. In many stories, Indian men, women and babies are called ?chief? or ?brave? or ?warrior? or ?squaw? or
?papoose.? Using these words instead of man, woman, or baby keeps Indian men, women, and children at arms length as the exotic ?other.? Adjectives used to describe Native characters often suggest they are more animal-like than human. Books that include ?I is for Indian? or that show Indian-like characters as objects to count moves them from the realm of humans to objects. This can prevent us from thinking of them as human beings with whom readers can identify and relate to.
In stories of the settlement of the US, Indians are typically bad guys who attack, scalp, and kill innocent settlers. The Indians ?massacre? the whites, but the soldiers do ?battle? with Indians. Short shrift (if any) is given to the reason why the Indian men are fighting with the white settlers and soldiers. Native women are often missing from these stories. Yet, they held positions of equal, and in many cases, greater power than men. In many children?s books, Native people, their culture, and their history is distorted, romanticized, objectified, exoticized, and misrepresented. This can be difficult to ?see? because as a society, we?ve been inundated with misinformation for so long. To understand how this is done, it may be helpful to study The Caucasian American Workbook. It is available from Oyate at
.
What can teachers do to improve the collection of Native American books in the classroom library?
(The following guidelines are based on Hirschfelder, Kuipers, Slapin & Seale, and Stedman.)
? Select books that are tribally specific (specify a tribe).
? Select books about modern?y Native Americans.
? Select books that present Native characters as fully developed people with a range of emotions---characters who laugh and cry.
? Select books that give a Native American perspective on historic events, or that provide a balanced perspective in a single volume.
? Select historical fiction that includes women as central characters with power.
? Select books that include grandparents and the elderly as significant members of the family unit.
? Select books in which characters speak naturally, not in stilted or contrived ways.
? Select traditional stories with well-written notes that specify tribal origin and details about changes the author has made to the story.
? Write to publishers, asking that they publish the kinds of books you need! Recommended Children?s Books: A Sampling (E- Elementary; M-Middle School; YA-Young Adult)
Alexie, Sherman. (1994) Tonto and the Lone Ranger Fistfight In Heaven. New York: Harperperennial. (YA)
Broker, Ignatia.(1983). Night Flying Woman. St. Paul: Minnesota Historical Society. (YA)
Bruchac, Joseph. (1998) Arrow Over the Door. New York: Dial. (E/M)
Bruchac, Joseph. (1997) Bowman?s Store. New York: Dial. (M/YA)
Bruchac, Joseph. (1996) Children of the Longhouse. New York: Dial. (E/M)
Bruchac, Joseph.(1998) The Heart of a Chief. New York: Dial. (E/M)
Campbell, Maria. (1973) Halfbreed. Lincoln: University of Nebraska Press
(M/YA)
Child, Brenda. (1995). Boarding School Seasons: American Indian Families 190040. Lincoln: U of Nebraska Press. (YA).
Culleton, Beatrice. (1992). April Raintree. Winnepeg: Peguis Publishers. (YA)
Deloria, Ella. (1988) Waterlily. Lincoln: University of Nebraska Press.
(M/YA).
Dorris, Michael. (1994) Guests. New York: Scholastic (E/M)
Dorris, Michael (1992) Morning Girl. New York: Scholastic (E/M).
Dorris, Michael. (1996). Sees Behind Trees. New York: Scholastic(E/M)
Erdrich, Louise. (1999). Birchbark House New York: Hyperion. (E/M)
Hale, Janet Campbell. (1993). Bloodlines. Tucson: University of Arizona Press.
(YA).
Harjo, Joy, and Gloria Bird. (1997). Reinventing the Enemy?s Language. New York: Norton. (YA)
Hungry Wolf, Beverly. (1980). The Ways of my Grandmothers. New York: Quill.
(YA)
LaFlesche, Francis. (1963)The Middle Five: Indian Schoolboys of the Omaha Tribe. Lincoln: U of Neb. Press. (M/YA)
McNickle, D?Arcy.(1988) Wind from an Enemy Sky. Albuquerque: University of New Mexico Press (YA)
Ortiz, Simon. (1988). The People Shall Continue. Children?s Book Press. (all ages)
Rockwood, Joyce. (1976) To Spoil the Sun. New York: Henry Holt (M/YA)
Roman, Trish Fox. (1994) Voices Under One Sky. Freedom, CA: The Crossing Press.
(M/YA)
Rose, LaVera. (1998). Grandchildren of the Lakota. Carolrhoda Books. (all ages)
Skolnick, Sharon. (1997) Where Courage is Like a Wild Horse. Lincoln: University of Nebraska Press. (YA)
Swamp, Jake. (1997) Giving Thanks: A Native American Good Morning Message. Lee & Low. (all ages)
Velarde, Pablita. (1993) Old Father Storyteller. Santa Fe: Clear Light Publishers. (all ages) Includes ?Turkey Girl.?
Wallis, Velma. (1993) Two Old Women. New York: HarperPerennial (M/YA)
Recommended Professional Resources. Books and websites listed here can help teachers and librarians locate books, do fact checking, and gain insight and awareness of issues related to Native culture and Native perspectives.
Aperture.(1995) Strong Hearts: Native American Visions and Voices. New York: Aperture.
Berkhofer, Robert E. (1978). The White Man?s Indian. New York: Vintage Books.
Bigelow, Bill. (1998). Rethinking Columbus: The Next 500 Years. Milwaukee: Rethinking Schools.
Caldwell-Wood, Naomi, and Lisa A. Mitten. (1991) ?I? IS NOT FOR INDIAN: THE PORTRAYAL OF NATIVE AMERICANS IN BOOKS FOR YOUNG PEOPLE.
.
Cubbins, E.M. (1999) Techniques for Evaluating American Indian Web Sites
.
Davis, Mary B. (1996). Native America in the Twentieth Century: An Encyclopedia. New York: Garland Publishing Inc.
Hoxie, Fred. (1996). Encyclopedia of North American Indians. New York: Houghton Mifflin.
Kuipers, Barbara. (1991) American Indian Reference Books for Children and Young Adults. Englewood: Libraries Unlimited.
Seale, Doris, Beverly Slapin, and Carolyn Silverman. (1998) Thanksgiving: A Native Perspective. Berkeley: Oyate.
Smithsonian Institution. (19) A CRITICAL BIBLIOGRAPHY ON NORTH AMERICAN INDIANS, FOR K.
Stedman, Raymond William. (1982). Shadows of the Indian. Norman: University of Oklahoma Press.
_________________________________ Debbie Reese, Doctoral Student Dept. of Curriculum and Instruction College of Education, University of Illinois Champaign, IL 61820
Telephone: 217$4?86 Fax: 217$4E72 Email: d-reese at uiuc.edu
Received on Fri 29 Oct 1999 11:47:57 AM CDT
