Showing posts sorted by relevance for query american indian month. Sort by date Show all posts
Showing posts sorted by relevance for query american indian month. Sort by date Show all posts

Thursday, October 25, 2012

Coming up: Native American Month 2012


We're about a week away from the month that the President of the United States designates as Native American Month. Below are suggestions on how you might get your library ready for parents, teachers and students who come into your library looking for materials on American Indians.

In this post, you'll find links to ALA's READ posters that feature Sherman Alexie, author of THE ABSOLUTELY TRUE DIARY OF A PART TIME INDIAN. You'll also find links to the Indigenous Languages Development Institute, where you can buy a wall clock with numerals in a Native language, and READ posters in Indigenous languages, available from the Tulsa American Indian Resources Center:

Creating a Library Atmosphere that Welcomes American Indians:
http://americanindiansinchildrensliterature.blogspot.com/2012/10/creating-library-atmosphere-that.html

In these posts, you'll find recommended books about American Indians, by age group:

Top Board Books
http://americanindiansinchildrensliterature.blogspot.com/2011/04/top-board-books-for-youngest-readers.html
Top Ten Books for Elementary School
http://americanindiansinchildrensliterature.blogspot.com/2010/07/top-ten-books-recommended-for.html
Top Ten Books for Middle School
http://americanindiansinchildrensliterature.blogspot.com/2010/07/top-ten-books-recommended-for-middle.html
Top Ten Books for High School
http://americanindiansinchildrensliterature.blogspot.com/2010/07/top-ten-books-recommended-for-high.html

If you want some guidance on how to help students do research on American Indians, using encyclopedias and websites, see
Resources for Projects on American Indians
http://americanindiansinchildrensliterature.blogspot.com/2007/03/resources-for-american-indian-research.html

If you're looking for books and materials about boarding schools for American Indians, here's some:
Boarding Schools for American Indians
http://americanindiansinchildrensliterature.blogspot.com/2008/02/as-more-resources-and-books-are.html

If you want guidelines on how to evaluate the content of a Native site, here's an excellent page about that:
Guidelines for Evaluating American Indian Web Sites
http://www.u.arizona.edu/~ecubbins/webcrit.html

And, if you want to develop your understandings of the ways that American Indians are not "multicultural" or "people of color", see:
We Are Not "People of Color"
http://americanindiansinchildrensliterature.blogspot.com/p/we-are-not-people-of-color.html

If you're looking for a Question/Answer book about American Indians, this one by the National Museum of the American Indian is outstanding:
Do All Indians Live In Tipis?
http://americanindiansinchildrensliterature.blogspot.com/2007/10/do-all-indians-live-in-tipis.html

Did you know that "papoose" is not the American Indian word for baby?
Papoose?
http://americanindiansinchildrensliterature.blogspot.com/2008/02/papoose.html

Did you order Louise Erdrich's newest book in the Birchbark House series? If not, do it today! Chickadee is terrific!
Louise Erdrich's Chickadee

http://americanindiansinchildrensliterature.blogspot.com/2012/08/louise-erdrichs-chickadee.html

I'll close with this:

Too many people think that American Indians died off, due to warfare and disease. When the emphasis in library displays is American Indians of the past, you inadvertently contribute to that idea. Librarians are a powerful group of people. You can help Americans be less-ignorant about American Indians.  

Research studies show that American Indian students drop out at exceedingly high rates. Scholars attribute this, in part, to their experience with curricular materials in school. Materials set in the past, materials that stereotype American Indians, and materials that are factually incorrect or highly biased against American Indians, cause Native students to disengage from school. Libraries can interrupt that disengagement, or, they can contribute to it...

As human beings, we love to see reflections of ourselves and our hometowns. They can a source of pride or a boost to the self-esteem. But---that is only true if they are accurate. Native people want that, too, but American society has a long way to go to get there. 

Libraries can get us there, but we'll need your help year-round, not just in November. I hope the resources I shared in this post will be ones that you spread out, all year long.

See also Creating a Library Atmosphere that welcomes American Indians

Saturday, November 02, 2013

Presidential Proclamation: National Native American Heritage Month, 2013

Let me preface my sharing of President Obama's proclamation by saying (again) that I don't think teachings about any particular group ought to be done in a specific month. American Indians are part of that "We the People" all year long and ought to be in the curriculum year-round. Emphasizing American Indians in November--the same month as Thanksgiving--generally means that teaching about us is done in the context of Thanksgiving, which means romantic laments about Indian of long-ago-and-far-away rather than the ones of us that are in the here-and-now-and-in-your-backyard.

So---how can you (parent, teacher, librarian) turn President Obama's proclamation into a here-and-now activity that can use anytime of the year?

In the first paragraph, President Obama says "When the Framers gathered to write the United States Constitution, they drew inspiration from the Iroquois Confederacy..." Do you know what he means by that? Take a look at House Concurrent Resolution 331, passed in October 1988. For information about one of the Native nations that comprise the Iroquois Confederacy, visit the website of the Onondaga Nation. If you work with middle school students, get copies of Eric Gansworth's If I Ever Get Out of Here. He's Onondaga, and his novel is outstanding.  

In the second paragraph, President Obama says "we must not ignore the painful history Native Americans have endured..."  You probably know about wars between the U.S. and American Indian nations, but did you know universities had research studies in which they sterilized Native people? To learn about that, read Joseph Bruchac's Hidden Roots.  Update on Sep 30 2023: I (Debbie Reese) no longer recommend Bruchac's work. For details see Is Joseph Bruchac truly Abenaki? Did you know that in Alaska, Native children at boarding schools were used as guinea pigs for radioactive research? Take a look at Debby Dahl Edwardson's My Name Is Not Easy

In the third paragraph, President Obama says "In March, I signed the Violence Against Women Reauthorization Act, which recognizes tribal courts' power to convict and sentence certain perpetuators of domestic violence, regardless of whether they are Indian or non-Indian." To read about that, pick up a copy of Louise Erdrich's The Round House

In the fourth paragraph, President Obama invites Americans to "shape a future worthy of a bright new generation, and together, let us ensure this country's promise is fully realized for every Native American." Most books about American Indians are inaccurate and biased. As such, they shape ignorance in non-Native people. Let's set those ones aside and work towards that bright new future for all of us.

_________________________________________________

NATIONAL NATIVE AMERICAN HERITAGE MONTH, 2013
- - - - - - -
BY THE PRESIDENT OF THE UNITED STATES OF AMERICA
A PROCLAMATION
From Alaskan mountain peaks to the Argentinian pampas to the rocky shores of Newfoundland, Native Americans were the first to carve out cities, domesticate crops, and establish great civilizations. When the Framers gathered to write the United States Constitution, they drew inspiration from the Iroquois Confederacy, and in the centuries since, American Indians and Alaska Natives from hundreds of tribes have shaped our national life. During Native American Heritage Month, we honor their vibrant cultures and strengthen the government-to-government relationship between the United States and each tribal nation.
As we observe this month, we must not ignore the painful history Native Americans have endured -- a history of violence, marginalization, broken promises, and upended justice. There was a time when native languages and religions were banned as part of a forced assimilation policy that attacked the political, social, and cultural identities of Native Americans in the United States. Through generations of struggle, American Indians and Alaska Natives held fast to their traditions, and eventually the United States Government repudiated its destructive policies and began to turn the page on a troubled past.
My Administration remains committed to self-determination, the right of tribal governments to build and strengthen their own communities. Each year I host the White House Tribal Nations Conference, and our work together has translated into action. We have resolved longstanding legal disputes, prioritized placing land into trust on behalf of tribes, stepped up support for Tribal Colleges and Universities, made tribal health care more accessible, and streamlined leasing regulations to put more power in tribal hands. Earlier this year, an amendment to the Stafford Act gave tribes the option to directly request Federal emergency assistance when natural disasters strike their homelands. In March, I signed the Violence Against Women Reauthorization Act, which recognizes tribal courts' power to convict and sentence certain perpetrators of domestic violence, regardless of whether they are Indian or non-Indian. And this June, I moved to strengthen our nation-to-nation relationships by establishing the White House Tribal Council on Native American Affairs. The Council is responsible for promoting and sustaining prosperous and resilient Native American communities.
As we observe Native American Heritage Month, we must build on this work. Let us shape a future worthy of a bright new generation, and together, let us ensure this country's promise is fully realized for every Native American.
NOW, THEREFORE, I, BARACK OBAMA, President of the United States of America, by virtue of the authority vested in me by the Constitution and the laws of the United States, do hereby proclaim November 2013 as National Native American Heritage Month. I call upon all Americans to commemorate this month with appropriate programs and activities, and to celebrate November 29, 2013, as Native American Heritage Day.
IN WITNESS WHEREOF, I have hereunto set my hand this thirty-first day of October, in the year of our Lord two thousand thirteen, and of the Independence of the United States of America the two hundred and thirty-eighth.
BARACK OBAMA

Wednesday, October 28, 2015

Debbie Reese at Chicago Public LIbrary, Edgewater Branch, November 7, 2015

I am pleased to be the keynote speaker at the Chicago Public Library, Edgewater Branch, on November 7, 2015, as the library system there kicks off its programming for Native American Heritage Month.


Della Nohl took that photo of me a few years ago when we were both at a Culture Keepers gathering. Do hit that link and see what Culture Keepers is all about. You'll learn a lot about working with Native people and you'll come to know people like Omar Poler of the Sokaogon Chippewa Tribe of Wisconsin, who was named as one of Library Journal's Movers and Shakers in 2014. And, check out Della Nohl's page. Right now (October 28, 2015) the photo at the top of her page is of the Indian Agency House in Portage, Wisconsin.

Knowing about Culture Keepers and knowing about Della Nohl's work is part of my world. Earlier today, I submitted a comment to Betsy Bird's blog post at School Library Journal. There, she is making the argument that people have to read a book in its entirety to say anything meaningful about the book. I disagree.

I don't, for example, need to read every page of Meg Rosoff's Picture Me Gone to say I don't recommend it. My reason? I got to the page where her main character is in a coffee shop with unusual decor. As her character looks around, she describes what she sees, including:
A painting in a big gold frame of an Indian squaw kneeling by a fire needs dusting.
Rosoff's Picture Me Gone is not about Native people. It is, however, a best selling book, and part of what I do is read some of those bestsellers so that I stay abreast of the happenings, so to speak, in children's and young adult literature.

Rosoff used "Indian squaw" -- a term most people view as offensive. Did Rosoff know it is offensive? Did Rosoff's editor know it is offensive? My guess is no. I speculate that they don't know because they don't step over into the world that I am in.

So many Native children don't do well in school. Might they do better if the textbooks they read were ones that honestly presented their nations, past and present? Might they do better if they didn't come across terms like "squaw" as a matter of course, in the literature they read?

As I write this blog post and think about what I'll say in Chicago, I'm thinking about Rosoff's book, and I'm thinking about troubling books that are being discussed as possible winners of prestigious children's literature awards: Laura Amy Schlitz's The Hired Girl and Emily Jenkins and Sophie Blackall's A Fine Dessert troubling. And Rae Carson's Walk On Earth a Stranger has, perhaps, some of the most damaging content that I've seen in a very long time. It was on the long list for the National Book Award.

I do--of course--know of some terrific books that accurately and beautiful present Native peoples, and I will share those, too, on November 7th. I shared some--for teen readers--in a column that went live a few hours ago at School Library Journal. And I shared even more, there, two years ago. Here's the graphics SLJ's team put together, using the book covers for the books I recommended in that column:




My guess is that people who come to my talk on the 7th will be people who care about Native peoples, our histories, our cultures, and our lives. They will likely want me to talk about good books. It isn't enough, however, to know about books that accurately portray who we are; people have to know the others, too, because in the publishing world, they take up a lot of space.

Please put this day of events on your calendar! Bring your friends! Step into my world, and help me bring others into it, too, so that the status quo changes... So that best selling writers and books deemed worthy of awards are not ones that denigrate Native people.

Below is the press release Chicago Public Library is sending out.
_____________________


CHICAGO PUBLIC LIBRARY CELEBRATES NATIVE AMERICAN HERITAGE MONTH IN NOVEMBER

FOR IMMEDIATE RELEASE
October 20, 2015

Chicago Public Library is "Celebrating Diversity," with its annual observance ofNative American Heritage Month. Throughout November, the Library offers a variety of programs highlighting the history, culture, traditions, and contributions Native Americans have made to Chicago, the state of Illinois, and to the U.S.  In addition, a selected bibliography and the Library’s 2015 Native American Heritage Month Calendar of Events are available at chipublib.org.

The opening program for Native American Heritage Month takes place on Saturday, November 7, at 11:00 a.m., at the Edgewater Branch, 6000 N. Broadway St.  Debbie Reese, author, lecturer, and blogger will be the keynote speaker. Ms. Reese is tribally enrolled at Nambe Pueblo and has a PhD in Education from the University of Illinois and an MLIS from San Jose State University. Her research articles and book chapters on American Indians in Children’s Literature are used in Education, Library Science, English, and Creative Writing courses in the U.S. and Canada. Andrea Perkins and the Chi-Nations Youth Council will provide drum performances. A film screening of, From Old to Modern, which focuses modern activism will also be presented by the Chi-Nations Youth Council.

During Native American Heritage Month, the Library will present interesting, entertaining and informative programs for all ages, including storytelling and crafts for children, lectures, film screenings, art exhibitions and workshops, and adult book discussions.

Here are some highlights from the 2015 Native American Heritage Month Celebration:

  • Archery for Beginners
Al Eastman, a certified archery coach with the Olympic Committee’s USA Archery program will teach the ten-step form of safety techniques for a hands-on archery demonstration with Olympic-style recurve bows. Eastman started the archery program at the American Indian Center in 2010 to help youth learn about math, science and history through archery.

  • Ehdrigohr: A Role-Playing Experience
Allen Turner, creator of Ehdrigohr—a table top role-playing game—will present this fun and challenging game that incorporates Naïve American themes. Turner has been involved in storytelling, games, play design, and education for most of his adult life. His work includes coordinating youth and adult programs focusing on literacy, storytelling, role-playing, and team dynamics for developing inference and problem-solving skills.

  • Create a Dreamcatcher
Artist and musician Dan Pierce will explore the meanings Dreamcatcher components and instruct participants in how to use materials to craft Dreamcatchers that they can take home. Pierce has taught music and art in the Chicago Public Schools for more than 20 years.

  • Film Screenings
The Library presents five selected feature films spotlighting Native American culture including:
·         The Exiles by Kent Mackenzie
·         Up Heartbreak Hill by Erica Scharf
·         Sun Kissed by Maya Stark and Adi Lavy
·         In the Light of Reverence by Christopher McLeod and Malinda Maynor
·         Stand Silent Nation by Suree Towfighnia and Courtney Hermann

For more information about the film series, or for the complete listing of Native American Heritage Month events, dates and locations, please visit chipublib.org.

Throughout every calendar year, Chicago Public Library “Celebrates Diversity” and its importance to a sustainable society, during all of its ethnic heritage and diversity month celebrations including: African-American History Month, Women’s History Month, Asian and Pacific Islander Heritage Month, LGBT Pride Month, Hispanic Heritage Month, Polish American heritage Month and Native American Heritage Month.

Friday, February 27, 2015

Seed beads, Indian Camps, and Black Indians in Cynthia Leitich Smith's RAIN IS NOT MY INDIAN NAME

A request for a blurb about a favorite book with a Native teen character prompted me to re-read Cynthia Leitich Smith's Rain Is Not My Indian Name. I've recommended it several times, here on AICL and elsewhere, but I haven't done an in-depth review essay about it yet.

Smith is a citizen of the Muscogee (Creek) Nation. "Citizen" means that she is amongst the people the Muscogee Nation counts as a citizen. Their page on Citizenship has a lot of useful information.

A lot of people don't know that each Native Nation has its own way of determining who its citizens or tribal members are. A lot of people claim they're Native but don't know what Nation. For them, it is more of a romantic idea based on a family story about an ancestor who someone in their family said was Indian. Often, that ancestor was "a princess." A common experience for me--indeed, for a lot of Native people--is the well-meaning person who approaches me at a lecture (or online) and tells me they are part Indian. If they reference an Indian princess, I--as gently as I can--tell them there was no such thing, that the idea itself is rooted in European's who erroneously viewed Native peoples with a European lens in which royalty was the rule. There's a lot to read about Native identity. I suggest Eva Marie Garroutte's Real Indians: Identity and the Survival of Native America. 

Quick! What comes to mind when you hear "American Indian" or "Native American"? Chances are, the image you have is one of Native peoples of the past, not present. And, that image in your mind is likely one that reflects a stereotype, not reality, in terms of who we were and who we are. Smith's book can interrupt that stereotypical imagery. Set in the present--not the past--it is a terrific story.

Let's take a look, together, at some parts of it that stand out to me.

The Subtle

Cassidy Rain Berghoff is the main character in Rain Is Not My Indian Name. When the story opens, it is New Year's Eve. Rain is minutes away from being 14. She's out with Galen--a childhood friend--but they're tentatively moving from friendship to a romantic relationship. He's got a birthday gift for her: a pouch that she immediately recognizes (p. 6):
I remembered seeing it last June, displayed on a Lakota trader's table at a powwow in Oklahoma City. Aunt Georgia had taken Galen and me on a road trip to visit family, and he had trailed after me down crowded aisle after aisle.
Later that day at the powwow, Galen had gone off to get popcorn, but clearly--he'd been observing Rain as they walked down those aisles and seen her linger over that pouch. Sweet! In her description of that pouch, Smith tells us it has seed beads. Most readers probably won't notice that detail, but Native ones do! There's a huge difference in a pouch made by a Lakota person and one you'd buy at a tourist shop that sells "Indian" beaded items. The one with seed beads is exquisite. The one from the tourist shop is tacky. Rain knows the difference; Native readers of Rain Is Not My Indian Name will know the difference, too.

After Rain and Galen say goodnight and head for their homes, Galen is struck by a car and dies on his way home. Rain learns about it the next morning (her birthday). The phone rings, waking her. She stretches, beneath her star quilt. She's devastated when her grandpa tells her about Galen. Of course, she doesn't say more about the quilt, but it is another point that Native readers will notice. Star quilts figure prominently in Native culture. Here's one (to the right) made by a dear friend, Chantelle Blue Arm.

I chose this one (Chantelle has done many beautiful quilts) because she titled it Cotton Candy. In the moments before Galen gives Rain the pouch, she thinks back to second grade field trip when Galen had persuaded her to leave the group with him in search of turquoise cotton candy.


The Explicit

Understandably, Galen's death is a blow to Rain. She pretty much retreats from life for six months, which moves the story to the end of June. Her aunt, Georgia, is coordinating an Indian Camp. Her brother, Fynn, has been hinting that he wants her to sign up for it (p. 12):
But Indian Camp? It sounded like the kind of thing where a bunch of probably suburban, probably rich, probably white kids tromped around a woodsy park, calling themselves "princesses," "braves," or "guides."
My guess is that many of you--especially if you are regular readers of AICL--are nodding your head. Indian-themed camps are a mainstay of American culture that feed stereotypes! Rain's aunt, however, is not doing a camp for white kids. This one is for Native kids. Rain speculates that her aunt is thinking about what Native kids learn in school (p. 13):
At school, the subject of Native Americans pretty much comes up just around Turkey Day, like those cardboard cutouts of the Pilgrims and the pumpkins and the squash taped to the windows at McDonald's. And the so-called Indians always look like bogeymen on the prairie, windblown cover boys selling paperback romances, or baby-faced refugees from the world of Precious Moments. I usually get through it by reading sci-fi fanzines behind my textbooks until we move on to Kwanza.
Rain's got some attitude--and I love it!

See the baby-faced refugee to the right?! Rain is obviously indignant at having to deal with this sort of thing year after year.

She has a way to cope, but let's step into reality for a moment. Native kids in today's schools have to deal with this every year. Why should they have to deal with that at all?!

What Rain did was check out. She disengaged. I'm using "disengaged" deliberately. The word is in a 2010 report from the Civil Rights Project at UCLA, about Native youth and their experiences in school.


And the complexities of African American and American Indian history

Now let's take a look at a racial issue Rain struggles with.

The character, Queenie, is African American. Prior to the time of the story, Rain and Queenie were good friends. That started to shift when Rain learned that Galen and Queenie were interested in each other, romantically. In one of her journal entries (they open each chapter), Rain recounts a conversation she and Galen had about dating African Americans (p. 28):
Galen's bangs fell forward: "Would you go out with a black person?" he asked.
Somewhere in my memory, I'd been told it was okay to be friends with black people, but not more than friends. "I guess," I answered. "Worried about your mom?"
Later (but still in the time before the story opens), Rain and Queenie's friendship ends when Rain learns that Queenie has hurt Galen.

Rain ends up going to Indian Camp--not as a participant--but as a journalist. Her assignment is to take photos of the camp for a news story about the camp.  She is surprised to see Queenie there. The reporter, Flash, asks Queenie a question (p. 69):
"What brings you here?"
Queenie squared her shoulders and asked, "Don't you mean 'Why is an African-American girl at a Native American program?"
"Sure," the Flash answered, pen perched, "that's exactly what I meant."
The three Native kids at the camp and Rain observe this interaction, which suggests they have the same--but unspoken--question (p. 70):
Queenie spoke clearly, like she wanted to make sure the Flash didn't misquote her--like she'd have a lot to say about it if he did. "My aunt Suzanne has been tracing our family tree for the reunion next month at her place in Miami," she explained, "and, come to find out, one of my great-grandfathers was a Native American."
The word cousin sneaked onto my tongue, and I didn't like the way it tasted. As if stealing Galen hadn't been enough, now Queenie was barging in on my cultural territory. Granted, she was no guru-seeking, crystal-wearing, long-lost descendent of an Indian "princess," but still... 
Then, Flash asks her (p. 70):
"What tribe, Nation, or band?" 
We'll come to find out that Queenie's great grandfather was Seminole. The Black Indian thread in Rain Is Not My Indian Name is important. It speaks to Black readers with similar family stories, but it does so with integrity. Rain could so easily have been dismissive of Queenie, but Smith went elsewhere, smoothly describing what-to-do with that family story: research. Queenie's aunt is doing research.

More and more stories about Black Indians are appearing in the news media and taken up in museums and documentaries. Read, for example, Gyasi Ross's Black History Month, Indian Style: Natives and Black Folks in This Together Since 1492. See, too, the National Museum of the American Indian's exhibition, Indivisible: African-Native American Lives in the Americas.

All of this makes the Black Indian thread in Smith's book especially important in today's society.

Coming out this year (2015) are two books in which writers take on Black Indians. I read--and love--Gone Crazy in Alabama--by Rita Williams Garcia. I'm waiting for the published copy to review it.

Already out is The Case for Loving: The Fight for Interracial Marriage by Selina Alko and Sean Qualls. I haven't read it yet, but what I can see online indicates that Mildred Jeter is identified as "part African-American, part Cherokee."

In my initial research about Jeter, I saw her described as Cherokee, but I also saw her described as Rappahannock. In my second round of research, I read a chapter about her in That the Blood Stay Pure: African Americans, Native Americans, and the Predicament of Race and Identity in Virginia by Arica L. Coleman, an assistant professor in Black Studies at the University of Delaware. I'll say this for now: in that chapter, Coleman chronicles the way that race and racial identity are put forth, used, and manipulated by the justice system and the media. It is astonishing.

~~~~~

I opened this post by noting that someone's question prompted me to re-read Rain Is Not My Indian Name. I read it when it came out in 2001. It won Smith distinction from Wordcraft Circle as one of 2001 Writers of the Year in Children's Prose.

That same year, Smith wrote an article for Book Links that offers incredible insights about developing Rain and Queenie, and about insider/outsider perspective. It is online at ALA: Native Now: Contemporary Indian Stories. In 2011, Smith wrote a reflection on the books tenth anniversary: 10th Anniversary of Rain Is Not My Indian Name.

Rereading it now--14 years after I first read it--I want to shout from the rooftops to everyone about Rain Is Not My Indian Name. If you don't already have it on your shelves, get a copy and read it. And share it. It is exquisite and has something in it for every reader.

Updating to include books I'll use as I research this topic more:

  • Chang, David. The Color of the Land
  • Forbes, Jack. Africans & Native Americans
  • Krauthamer, Barbara. Black Slaves, Indian Masters
  • Littlefield, Daniel. The Cherokee Freedmen; Africans & Creeks; Africans & Seminoles
  • Miles, Tiya. Ties that Bind
  • Miles, Tiya and Sharon Patricia Holland (Eds). Crossing Waters, Crossing Worlds: Diaspora in Indian Country
  • Naylor, Celia. Africans Cherokees in Indian Country*
  • Purdue, Theda. Slavery & the Evolution of Society
  • Saunt, Claudio. Black White & Indian
*Thanks to Gibson Wirth for letting me now I did not have the correct title of Naylor's book. Please do let me now when you see errors!

Sunday, November 04, 2007

Stereotypes, Children's Books, and the Mental Health and Well Being of ALL Children

Earlier this morning I listened to a speech (on the radio) given by a clinical psychologist to an audience in Indiana. He was there to talk about the mental health and well-being of children.

Right after he was introduced, he said something like "I'm glad to be here... Just for you, I'll put on my Cleveland Indians baseball cap." His remarks were greeted with laughter and applause.

I understand his gesture, an effort to connect with his audience, but that particular gesture indicated that he has not considered the effects of these mascots on American Indian people. It was especially troubling because, as I listened to his speech, he spoke of the need for mental health workers to become culturally competent so they are better prepared to serve diverse populations.

I can be cynical and label him a hypocrite, but I don't think he is a hypocrite. I think that he---like most Americans---has never critically looked at stereotypes of American Indians, nor has he considered the effect of those stereotypes on American Indian children.

The American Psychological Association, and the American Sociological Association, both issued statements calling for an end to the use of American Indian imagery in sports mascots.

The APA's statement reads, in part:

Self-esteem is an important ingredient in resiliency and positive mental health adjustment. It is important that a group does not feel compromised in this important area of psychological functioning, as impairment of self-esteem can contribute to negative behaviors such as substance use and abuse, self-harming, and interpersonal violence (Witko, 2005; Cook-Lynn, 2001; Coombs, 1997).

It also reads:

For American Indian people, whose history is not often portrayed accurately in public education systems, the stereotypes that mascots, symbols, images, and personalities portray become the norm and miseducate American Indians and non-American Indians about American Indian culture, society, and spirituality (Gone, 2002; Connolly, 2000; Moses, 1996; Churchill, 1994, Nuessel, 1994; Banks, 1993).

And here's part of the statement by the American Sociological Association:

WHEREAS the American Sociological Association recognizes that racial prejudice, stereotypes, individual discrimination and institutional discrimination are socially created phenomena that are harmful to Native Americans and other people of color;

WHEREAS the American Sociological Association is resolved to undertake scholarship, education, and action that helps to eradicate racism;

WHEREAS social science scholarship has demonstrated that the continued use of Native American nicknames, logos and mascots in sport reflect and reinforce misleading stereotypes of Native Americans in both past and contemporary times;

WHEREAS the stereotypes embedded in Native American nicknames, logos and mascots in sport undermine education about the lives of Native American peoples;


These statements are issued by professional associations, and both address stereotypes in the form of mascots. I think it necessary for we, as educators, to look at stereotypes of American Indians in children's books. They are rampant this month, in the children's books about Thanksgiving, in the lesson plans about "Pilgrims and Native Americans," in the bulletin boards teachers are putting up this month, and in the decorations going up in your local grocery stores.

It is easy to feel defensive if you're using stereotypical materials. It may feel like a personal attack on your decisions. Please know that I view us all as products of a society that "did this" to us all---not in an intentionally harmful way---but in an unthinking way. There is no one place to lay blame for this massive lack-of-knowing, and laying blame is not the purpose of my writing on this blog.

Instead, my purpose is to provide a different perspective on American Indians as taught by books, schools, and society. I ask you to set aside that book, or that lesson plan, or that bulletin board display, and provide your students with solid information about American Indians.
.


Friday, October 19, 2012

Creating a Library Atmosphere that Welcomes American Indians

Eds. Note: Updated on October 6, 2015.

Recently on LM-NET, a librarian asked what she can do to make her library's atmosphere culturally sensitive towards Native children. One way to think about doing this is to work to "indigenize your library."


The librarian poses an excellent question, especially right now, with November a few weeks away. November is usually designated as American Indian Month. I don't like the heritage months because I'd rather that children in all libraries and all grade levels and all classrooms be reading about American Indians all year long. Limiting it to, or emphasizing it only, in November--the month of Thanksgiving--automatically frames us in a past tense.

So! How to make the library more culturally sensitive towards Native children...  What makes anyone---generally speaking---feel comfortable in a place? Most people, I think, love reading books set in places they know. When their hometown is the setting of a book, it gives them a charge and a sense of pride, but only if the setting and characters accurately reflect their town. I don't mean positive reflections, I mean accurate ones. Every town has good and not-so-good qualities. When an author gets something wrong, people roll their eyes, and they don't feel like that author cares enough to get it right.

Let's think about a Native child coming in to your library.

How likely is it that the child (and her parents, if they read together) are going to find books that accurately reflect her specific tribal nation, or (more broadly speaking), American Indians?

Will that child be able to find Native authors on your shelves? If you're a regular reader of American Indians in Children's Literature, you know that I've got lists of recommended books.

Do you, at any time in the year, prominently feature books by Native authors? When you do a display about music, you could include the picture book biography of Robbie Robertson, and Eric Gansworth's MG/YA novel, in which the main character loves the Beatles and wants to go to a Paul McCartney concert in Toronto:



Do you have any posters that depict Native authors? Here's one from the ALA site (no longer available):



Here's another one, featuring Tim Tingle's Crossing Bok Chitto. Get it, and the bookmarks, too, from the ALA site (poster no longer available).


And here's another one that is sure to appeal to readers who like graphic novels and super heroes. The character shown is Super Indian, from the creative mind of Arigon Starr:



Some years ago, I visited a high school English class with primarily African American students. They were enthusiastic about books that accurately portrayed their history, but they were also experiencing a bit of fatigue and wanted some light-hearted books by African American writers. In the US, there's such a tendency to romanticize and lament the history of American Indians, but the fact that we're still here, that we persevered--and persevere--is important. We have many stories to tell, and not all of them are specifically about our Native experiences. Consider setting up a display that shows the range of writing done by Native authors.

For example, Cynthia Leitich Smith has a lot of terrific books. Some, like Jingle Dancer and Indian Shoes and Rain is Not My Indian Name feature Native protagonists, but introduce readers to her other books too.  Santa Knows , her picture book--written with her husband--Greg, is terrific!



And teens looking for gothic fantasy will love her Tantalize series: Here's a montage of them from her site:




Here's another suggestion: Do some research on your locale. Are you near a reservation? If not, what nations were in your locale prior to removal? Find out, and then see if you can find a wall clock with a Native language spoken there. The Indigenous Languages Institute in Santa Fe already has clocks available in several different languages. Here's one with Tewa (my language):



Along these lines, consider the READ posters created at the American Indian Resource Center at the Tulsa City Council Library. You can get a simple READ poster, with the word READ in several different languages:



Or, you can get one that features a person from a specific tribe and the word READ in their specific language: Here's the ones featuring Mvskoke and Ponca:




Aren't they gorgeous? You can download pdfs of them, and if you want ones with a higher resolution, you can write to Teresa Runnels to get them (that's what I would do).

Those are some suggestions on what you can do to make the library more visibly welcoming to Native patrons. The suggestions affirm the lives of Native peoples, but they also impart a lot of information to non-Native patrons who tend to romanticize Native peoples and who don't realize that a lot of what they "know" is inaccurate.

I'd love to hear your suggestions. What have you done? What have you seen elsewhere?

See Coming Up: Native American Month for more suggestions.

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Your suggestions:

Newspapers
Vicky in Maine recommends subscribing to Native newspapers. While serving as director in her library, she subscribed to Native American Times and had it amongst all the other newspapers her library subscribed to. That is an excellent idea, Vicky. I don't know if Native American Times offers a print copy any more. Here's a link to their site: Native American Times. You can definitely get a print subscription to Indian Country Today from the Indian Country Today Media Network (subscribe to paper copy using box on right side of page). There are a lot of tribal newspapers. If you're located near one of them, or if there is a significant population of that tribe in your area, consider subscribing to their newspaper. One example is the Navajo Hopi Observer

_____________________
Update, October 6, 2015

See this article and links in it: Indigenizing Library Services in Canada's Prairie and Pacific University Libraries. 

Friday, September 01, 2006

LeAnne Howe, American Indian Studies at UIUC

Since the late 1980s, Native American students at the University of Illinois at Urbana-Champaign have lobbied for the establishment of a Native American cultural house and an American Indian Studies program, and we've called for the retirement of "Chief Illiniwek."

With the support of former chancellor Nancy Cantor, UIUC opened its Native American House and American Indian Studies program in 2003. UIUC has yet to rid itself of "Chief Illiniwek," but I am confident its end as the officially sanctioned symbol of UIUC's sports program is near. (Some think UIUC's support of our program is an effort to buy us off or shut us up, but a glance at our website and public statements we have issued calling for its retirement indicates otherwise. )

In 2004, I was hired to be an assistant professor in American Indian Studies (AIS). Since then, we've hired four American Indian professors and will hire more.

Among our faculty is LeAnne Howe. Perhaps you've read her novel, Shell Shaker. It received an American Book Award in 2002. That year, Wordcraft Circle named LeAnne as Writer of the Year. Her collection of poetry and prose, Evidence of Red, came out last year. It won a 2006 Oklahoma Book Award. Later this month, her documentary Indian Country Diaires: Spiral of Fire will be broadcast nationally on PBS. Her books and poems can be used in high school junior and senior English classes.

Take a moment to visit our Native American House website. Encourage high school and college students to look over our pages. We have a lot to offer. UIUC is an exciting place to be.

Saturday, July 21, 2018

Dear Charlesbridge: It's not too late! Please do not release BEYOND THE GREEN

Editors note: On Tuesday, July 24, 2018, Charlesbridge tweeted their decision to cancel publication of this book. Thank you to all who shared this Open Letter. Speaking up makes a difference to the well-being of Native and non-Native children. 



Their tweets say:


After careful consideration, Charlesbridge has decided to cancel publication of the middle-grade novel BEYOND THE GREEN. We are grateful to those who have given us the chance to learn, grow, and apply these lessons to the future. We apologize to everyone affected by this situation. 

Below is the Open Letter I wrote on Saturday, July 18. 


__________

Saturday, July 18, 2018

Dear Charlesbridge,

It's not too late for you to make a decision about releasing Sharlee Glenn's Beyond the Green. From what I see, it is scheduled to come out on October 2, 2018.

This is an Open Letter, which means that I hope others will read it and think hard before publishing stories about fostering or adoption of Native children. Let me explain why I think you need to take this action.

In Beyond the Green, Sharlee Glenn is telling a story about her own life. When she was a child, her family took in a Ute baby. In her author's note, Glenn tells readers that the baby (Gina) was five months old. She doesn't give us details about how social services selected Glenn's family as a placement for Gina. And she doesn't tell us how Gina left their home to rejoin her Ute mother.

What she does tell readers is that "Before 1978, children like Dori [Dori is the fictional Ute child in Beyond the Green] who were removed from their homes because of neglect or abuse..."

Here's why that sentence is a problem. Some children are removed from their homes because of neglect or abuse. In every demographic in the US, there are parents who are neglectful or abusive of their children. For their safety, those children are appropriately removed from their parents homes.

But!

Prior to 1978, Native children were being taken from their homes at astonishing rates. Were Native parents worse than others? Of course not. A four year investigation into these removals led Congress to pass the Indian Child Welfare Act.

In her author's note, Glenn tells readers a little bit about the law. I imagine that she thinks her note is helpful...

But!

Those readers will have read 230 pages of a White child's pain. Who causes that pain? ICWA and the Ute mother and grandmother.

The scant information in that author's note is not just thin--it is also incorrect. The most helpful action I can take right now is to ask people to read about the law from people who know what it says.

To start, take a look at the website of the National Indian Child Welfare Association. There, you will read that ICWA's intent was to protect the best interests of Native children, and to promote the stability and security of Indian tribes and families.

You can also read the section on ICWA in Matthew Fletcher's Federal Indian Law (2016). Fletcher is a lawyer, and a law professor at Michigan State University. Because his book is written in a way that I think is accessible to people who aren't trained as lawyers, I highly recommend it. Here's an extensive passage from the section about ICWA:
Congress enacted the Indian Child Welfare Act (ICWA) in 1978, after more than four years of hearings, deliberation, and debate, in order to alleviate a terrible crisis of national proportions—the “wholesale separation of Indian children from their families….” Hundreds of pages of legislative testimony taken from Indian Country over the course of four years confirmed for Congress that many state and county social service agencies and workers, with the approval and backing of many state courts and some federal Bureau of Indian Affairs officials, had engaged in the systematic, automatic, and across-the-board removal of Indian children from Indian families and into non-Indian families and communities. State governmental actors following this pattern and practice removed between between 25 and 35 percent of all Indian children nationwide from their families, placing about 90 percent of those removed children in non-Indian homes. 
In a 1973 federal case involving children arising out of the Hannahville Indian Community, Wisconsin Potawatomies v. Houston, a tribal expert witness, Dr. James Clifton, “testified that the assumption of jurisdiction in forced adoption by white courts is a matter of great bitterness among the Indian community.” Michigan Indians grow up with oral traditions and stories about the day that a state or church authority figure would show up at the family’s house to take away Indian children. In 1974, a representative of the Native American Child Protection Council, based in Detroit and serving urban Indians, alleged before Congress that state officials had engaged in the “kidnapping” of urban Indian children. By the 1970s, one out of 8 Indian children in Michigan were adopted out of their families and communities, a rate 370 percent higher than with non-Indians.
A critical aspect to the legislative history of ICWA is the “wholesale” and automatic character of Indian child removal by state actors nationally. As the Executive Director of the Association on American Indian Affairs, William Byler, testified, the “[r]emoval of Indian children is so often the most casual kind of operation….” During the 1974 hearings, witness after witness would testify to the automatic removal of Indian children, often without due process. Byler testified that at the Rosebud Sioux Reservation, state social workers believed that the reservation was, by definition, an unacceptable environment for children and would remove Indian children without providing services or even the barest investigation whatsoever. State actors made decisions to remove Indian children with “few standards and no systematic review of judgments” by impartial tribunals. A member of the Sisseton-Wahpeton Sioux Tribe in South Dakota testified that state actors had taken Indian children without even providing notice to Indian families, with state courts then placing the burden on the Indian parent to prove suitability to retain custody. The President of the National Congress of American Indians testified that a state caseworker came to an Indian woman’s house without warning or notice and took custody of an Indian child by force. Senator Abourezk, chairman of the Subcommittee on Indian Affairs, stated after hearing much of this testimony: 
"[W]elfare workers and social workers who are handling child welfare caseloads use any means available, whether legal or illegal, coercive or cajoling or whatever, to get the children away from mothers they think are not fit. In many cases they were lied to, they given documents to sign and they were deceived about the contents of the documents."
More insidiously, state officials often arrived to take Indian children away from their families without any paperwork whatsoever. And then those children often were adopted by non-Indian families far from Indian Country, literally without a scrap of paperwork to conclude the deal. 
To remedy the problem, Congress enacted the Indian Child Welfare Act, a statute designed to guarantee minimum procedural safeguards for Indian tribes and Indian families in non-tribal adjudicative forums and to clarify jurisdictional gray areas between state and tribal courts. 

Because Beyond the Green is a semi-autobiographical story, Glenn and her publisher must think it is ok to put this book--with an alcoholic mother who leaves a five month old in a car while that mother gets "drunk as a skunk"--into the world, but I think it ultimately does more harm than good. It exploits a tremendous harm that was done to Native children and their parents. And, Beyond the Green foregrounds the pain of a White child and her family over the harm that was--and is--done to Native children and their families, at the hands of White people.

I have a lot more to say about this book, and may be back to do that. The parts about alcoholism and the part where Dori asks "what's a squash" are only two parts that I find very troubling. I've ordered Glenn's previous telling of this same story. In 1998, it was published as Circle Dance. 

For now, I am pleading with you, Charlesbridge, don't release Beyond the Green. 

Sincerely,
Debbie Reese
American Indians in Children's Literature

_________

Update: Sunday, July 22, 2018

Several people have asked me to append my Twitter review of Beyond the Green to this letter. After looking into options to do that (I used to use Storify but that's gone), I've settled on "Spooler." To use it, you take the last tweet in your thread, paste its URL into the Spooler window, and wait for the app to run. Then, you've got the tweets and images or gifs, compiled like what I've pasting below (I've inserted returns to separate the tweets because they appeared as long paragraphs, and I'm removing the gif because the animation didn't work). I started this numbered twitter review thread on July 15 (Spooler removed the numbering). The last tweet in that thread was yesterday (Jul 21) after I received the 1998 version of Beyond the Green. Here you go!


Wow. I'm reading an ARC of a story for middle grade readers that has a Ute mother that is an alcoholic. She loses custody of her baby, who she has left in the car while she's in a bar "drunk as a skunk."

The baby is placed with a Mormon family. When she turns 4, the Native mother wants her back. ICWA has been passed, so, the White family has to give her up. But, they make terms. One is that it take place gradually. 

The second term is that the Native mother joins Alcoholics Anonymous so that she stays sober. Honestly--I'm furious that this author and this publisher are doing this book. It is due out later this year. 

It reminds me of Alexie telling people that if there's not a Native alcoholic in the story, then, it isn't authentic. That's such a destructive thing for him to say. It gives cover to writers who do crap like this. 

When the White family takes in this baby, they give her a new name: Dorinda, and call her Dori for short. That's another WTF moment for me. Was that a norm in the 70s? For white people to just up and rename a child they were fostering? 

The author either has no idea that there's a dark history of Native children being given White names at boarding/mission schools, or else knows but doesn't realize that her White characters doing this is not going to be well-received by Native readers who know that history. 

Another unsettling point is when the 4 year old starts to spend time with her Ute mother and grandmother (she doesn't know these two women are her family). She returns to the White family after an outing and asks what a "squash" is. 

Irene's mother, the 4 yr old says, lives with someone named "Did She Wash It Yet" who is a squash. Britt (main char) figures out that 4yr old is trying to say "squaw."

Irene's mother had told the 4 yr old that she is "an old squaw who loves you very much."

Would a Ute woman call herself a squaw? I doubt it. Why did the author of this book create that?!

Oh! Realizing I haven't identified author/book title. The author is Sharlee Glenn; the book is BEYOND THE GREEN. 

I have lot of notes on the book but am pausing for now. @charlesbridge really ought to pull it before it comes out. 

It sounds just like Sharlee Mullins Glenn's CIRCLE DANCE, published in 1998 by Deseret Book Company. 

Before I pause... The author's note says that before 1978, children like Dori (4 yr old) were removed from homes due to neglect or abuse. Some, yes, but ICWA came about because of nefarious removals. This author is misinforming the public. 

That author's note is incomplete. It mentions culture and language but not a word about sovereignty. What is the publisher's rationale for bringing it out? They expect it to sell, but, on what basis?! This is terrible. 

Back on Jul 21 to add to my Jul 15 thread on Glenn's BEYOND THE GREEN. I finished the ARC. Today, I wrote an Open Letter (and tweeted it to the publisher): (…ansinchildrensliterature.blogspot.com/2018/07/dear-c…)

In my mail this afternoon was a copy of CIRCLE DANCE, which is the 1998 version of BEYOND THE GREEN. I'm reading through it now. Some minor changes but pretty much the same story. 

In my Open Letter, I did not note all the problems I've noted in this thread, or the others that I found as I read BEYOND THE GREEN. I may do a follow up blog post, later. 

One thing I noted that is different: In the 1998 CIRCLE DANCE, the Ute mother is named Irene Uncasam. In the 2018 BEYOND THE GREEN, her name is Irene Uncarow. 

In CIRCLE DANCE on p. 64, the Ute child, Dori, meets her birth mother (Irene) but doesn't know that's her real mother. She's introduced to her as "Miss Uncasam." Dori says "Your hair is pretty, Uncle Sam."

Of course, the Mormon family corrects what Dori said. But that stands out to me because on p. 98 of BEYOND THE GREEN, Dori talks about a "squash" Irene lives with, that is named "Did She Wash It Yet". 

Glenn uses a 4 year old Ute child's spoken words to mock the Ute names that she (Glenn) gave to the Ute child's mother and grandmother. That is... messed up. 

The Mormon family corrected the 4 yr old when she said "Uncle Sam" and that happens again. Britta (main char) tells the child not to use the word squaw. I skimmed reviews on Goodreads & NetGalley. Frightening that they don't note these problems! 

In BEYOND THE GREEN, after Dori has spent a lot of time with Irene and is back with the Mormon family, Dori takes the Mormon mother's face in her hands and says "Mama, you're a white person." In CIRCLE DANCE, it is "Mama, you're a honky."

Another change from CIRCLE DANCE to BEYOND THE GREEN is name of an elderly Ute man who Britta (main char) thinks is a drunk. In CD his name is Red Ant Colorow. In BtG his name is Red Hawk Samawop. 

Some of these changes will strike some people as indicative of growth on author's part, from 1998 to 2018, but the things that are in BtG are so bad that the changes strike me as similar to what Drake did in THE CONTINENT: superficial.

Friday, October 12, 2007

DO ALL INDIANS LIVE IN TIPIS?


Are you a teacher wondering if all Indians live in tipis? If so, order a copy of the book Do All Indians Live in Tipis?: Questions and Answers from the National Museum of the American Indian. It isn't a children's book, per se, but its content is certainly accessible to upper elementary readers, and, it will prove useful to teachers developing lesson plans about American Indians.

In the foreword, founding director Rick West (Southern Cheyenne and member of the Cheyenne and Arapaho Tribes of Oklahoma) writes:

Before I became the founding director of the National Museum of the American Indian, I was a practicing attorney, and sometimes, when I hear the odd--and even offensive--questions that almost every Indian must bear, I want to rise up and shout, "I object!"


The introduction is by Wilma Mankiller (Cherokee). She writes:

In 1963 President John F. Kennedy said, "for a subject worked and reworked so often in novels, motion pictures, and television, American Indians are the least understood and the most misunderstood of us all." Regrettably, this statement is as true today as it was more than forty years ago. Many negative stereotypes persist.

She goes on to say that summer visitors to the Cherokee Nation include tourists who wanted to know "Where are all the Indians?" To which she'd reply "They are probably at Wal-Mart!"

West and Mankiller's words set the state quite nicely for a volume consisting of about 100 questions, grouped into these categories:

  • Identity
  • Origins and Histories
  • Popular Myths
  • Clothing, Housing, Food, and Health
  • Ceremony and Ritual
  • Sovereignty
  • Animals and Land
  • Language and Education
  • Love and Marriage
  • Art, Music, Dance, and Sports

Here's a sample of the questions:

  • Why was the Navajo language chosen for military code in World War II? Were all Indian "code talkers" Navajo?
  • Did all tribes have totem poles? Does anyone still carve them?
  • How many Indians lived in the Western Hemisphere when Columbus arrived?
  • Why is the word Eskimo sometimes offensive?

Published by the Smithsonian's National Museum of the American Indian and HarperCollins, I paid $14.95 for the book at Pages for All Ages, our local independent bookstore. With "Native American Month" approaching in November, you will find it a useful volume.

And, as always, consider moving your lesson plans about American Indians OUT of November; teaching about American Indians only during that month contributes to the mistaken idea that we are only a people of the past, long vanished. That is not the case. We are still here.

Get your copy at the National Museum of the American Indian giftshop, or, from Louise Erdrich's independent bookstore, Birchbark Books.