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Re: Personal Boundaries/Professional Responsibilities
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From: Debbie Reese <debreese_at_illinois.edu>
Date: Sat, 25 Sep 2010 05:46:18 -0500
It seems to me that the force behind "professional responsibilities" is one that subtly (or maybe not so subtly) affirms the status quo.
I think most adults think children's works of historical fiction that portray American Indians as primitive, nomadic, uncivilized, etc. ---
especially in comparison to Europeans who eventually occupied/settled lands once held by American Indians (specific tribes) --- are
excellent books about America's history.
American Indians were not, in fact, primitive, nomadic, or uncivilized. Framing them that way is an ideological move. It helped justify treating them as unworthy of that land, and of course, that became the framework for that land becoming owned by citizens of what would become the United States. As professionals, we know (I hope) all of this. I doubt that most Americans know it.
So as librarians select new books that portray American Indians as savage, primitive, uncivilized Indians, or, replace older books in disrepair (like LITTLE HOUSE ON THE PRAIRIE), is that an affirmation of ignorance and the status quo?
Ordering/replacing books like that may be a professional responsibility, but does it also affirm ignorance and uphold the commonly held (but erroneous) ideology of primitive Indians? And in the end, doesn't that leave a real (I hate to use that word, but it is necessary) Indian out of "We the People"?
I think what I'm asking is when and how does the dominant ideology shift to accuracy? At one point in time, according to dominant ideology, a woman's place was in the home. Most children's books affirmed that ideology. That isn't the case today. Those books are still there, but they're balanced by ones that show women as smart, strong, as capable as men. How did that shift happen? What was the role of the professional librarian in helping that shift? Maybe that's not a good example because of the balance in demographics (number of men and number of women), but do you see what I mean?
Debbie
Visit my Internet resource: American Indians in Children's Literature
Debbie A. Reese (Nambй O'-ween-ge') Assistant Professor, American Indian Studies University of Illinois at Urbana-Champaign Native American House, Room 2005 1204 West Nevada Street, MC-138 Urbana, Illinois 61801
Email: debreese_at_illinois.edu TEL 217-265-9885 FAX 217-265-9880
Received on Sat 25 Sep 2010 05:46:18 AM CDT
Date: Sat, 25 Sep 2010 05:46:18 -0500
It seems to me that the force behind "professional responsibilities" is one that subtly (or maybe not so subtly) affirms the status quo.
I think most adults think children's works of historical fiction that portray American Indians as primitive, nomadic, uncivilized, etc. ---
especially in comparison to Europeans who eventually occupied/settled lands once held by American Indians (specific tribes) --- are
excellent books about America's history.
American Indians were not, in fact, primitive, nomadic, or uncivilized. Framing them that way is an ideological move. It helped justify treating them as unworthy of that land, and of course, that became the framework for that land becoming owned by citizens of what would become the United States. As professionals, we know (I hope) all of this. I doubt that most Americans know it.
So as librarians select new books that portray American Indians as savage, primitive, uncivilized Indians, or, replace older books in disrepair (like LITTLE HOUSE ON THE PRAIRIE), is that an affirmation of ignorance and the status quo?
Ordering/replacing books like that may be a professional responsibility, but does it also affirm ignorance and uphold the commonly held (but erroneous) ideology of primitive Indians? And in the end, doesn't that leave a real (I hate to use that word, but it is necessary) Indian out of "We the People"?
I think what I'm asking is when and how does the dominant ideology shift to accuracy? At one point in time, according to dominant ideology, a woman's place was in the home. Most children's books affirmed that ideology. That isn't the case today. Those books are still there, but they're balanced by ones that show women as smart, strong, as capable as men. How did that shift happen? What was the role of the professional librarian in helping that shift? Maybe that's not a good example because of the balance in demographics (number of men and number of women), but do you see what I mean?
Debbie
Visit my Internet resource: American Indians in Children's Literature
Debbie A. Reese (Nambй O'-ween-ge') Assistant Professor, American Indian Studies University of Illinois at Urbana-Champaign Native American House, Room 2005 1204 West Nevada Street, MC-138 Urbana, Illinois 61801
Email: debreese_at_illinois.edu TEL 217-265-9885 FAX 217-265-9880
Received on Sat 25 Sep 2010 05:46:18 AM CDT
