Indigenous Nations in Nonfiction

In 2021, the National Council of Teachers of English published Reading and Teaching with Diverse Nonfiction Children's Books: Representations and Possibilities. Edited by Thomas Crisp, Suzanne M. Knezek, and Roberta Price Gardner, it includes a chapter I wrote with Betsy McEntarffer that draws heavily from Simon Ortiz's The People Shall Continue. 

Betsy is a retired white librarian. I met her years ago, online, before she retired. I don't remember how, exactly, but she was doing terrific work on her library's efforts to be mindful of diversity in the collection. And so, we talked by email for years. When I was invited to write a chapter for nonfiction book, I asked her to work with me on it. The book came out in November of 2021. 

In 2016, Simon Ortiz (Acoma) invited me to give a talk in his lecture series at Arizona State University. I met him a long time ago and had been talking about his children's book The People Shall Continue in talks I gave here and there. He has been a source of strength and guidance for Native people -- through his writings but also with his advocacy. I was deeply honored by his invitation.  He follows what I do in children's literature. 

What he writes about in The People Shall Continue is the heart of the chapter Betsy and I wrote. Our chapter is "Indigenous Nations in Nonfiction." We came up with a set of guidelines that we call An Indigenous Peoples' Framework for Evaluating Nonfiction. One of the challenges for us all is a lack of time. Often we want a quick answer to a question but when we are trying to expand what we know about a people unlike ourselves, quick answers are not enough. In our chapter we provide some background information that helps you strengthen your critical lens. 

A mainstream default is to think of Native peoples as a cultural group. That is true, but the vital difference is that we are the original peoples of this land currently called North America. We are not "the first Americans." This land was called something else before it was called "America." When Europeans came here, there was conflict but they also engaged in treaties with us. 

Treaties don't happen between cultural groups. They happen between nations. Or, more specifically, between leaders of those nations. That, for me, is a starting place to understanding who we are. And so, I emphasize that we are nations. Sovereign nations. It is far more complicated that that but I think it is important to start with that idea. The word, nation, is in The People Shall Continue. As far as I know, it is the first time a children's book has that word in it. 

The word "people" is in the book title. Some of you may not notice it and to some of you it might seem unimportant---but it is deeply significant! Think about books you've read about us. Do you remember "people" in it? Or do you remember "Indian" or a similar word (Native American, etc.). Now--what image comes to your mind when you think about "people" and when you think "Indian." Different, right? The "Indian" is likely a stereotypical image and it is also likely an adult male or a group of adult males attacking some white pioneers that are depicted as courageous for venturing out onto "the frontier" or "the wilderness." I believe Simon used the word "people" to help you see us--not as aggressors but as mothers, fathers, aunts, uncles, grandparents, etc. The word "people" shifts the lens, significantly. 

With The People Shall Continue as our guide, our framework uses Simon's words to help you develop understandings that will help you evaluate a work of non-fiction. I think the content of our framework applies to fiction, too. In addition to the words "people" and "nation" there are nine additional points that we invite you to consider. I hope you're able to get a copy of Reading and Teaching with Diverse Nonfiction Children's Books: Representations and Possibilities. Request one at your library. I think you'll see that the book has many other excellent chapters, and perhaps, you may buy a copy for yourself. 

Update: Jan 5, 2022, 6:30 AM

You can get the book directly from NCTE: https://store.ncte.org/book/reading-and-teaching-diverse-nonfiction-childrens-books-representations-and-possibilities 

"Debbie, can you recommend some books about Thanksgiving?"

I get a lot of email during October and November, from people who are growing in their awareness that children's books about Thanksgiving:

• Misrepresent historical facts
• Stereotype Wampanoag people
• Erase the Wampanoag people by failing to name them (defaulting to the general "Pilgrims and Indians" or "Pilgrims and Native Americans") 

Invariably, the books as a whole depict a happy gathering. Some people want "the other side of the story" or what they imagine as a "balanced" depiction of "the First Thanksgiving." 

That might seem a reasonable thing to want, but it limits our presence to the past tense. You might be surprised to learn that a lot of Native people tell stories about how this or that person was shocked to learn that we are still here. 

With their stories in mind, I offer something other than "books about Thanksgiving." I recommend books written by Native people. The topic is unimportant. What is important is that you--the adult reading the story--can use present tense verbs to talk about the author and book you have chosen to read. Using these books, you are interrupting the massive ignorance out there in so many people (the shock on learning that we're still here). 

Choose Josie Dances.  When you read it, you can say "Josie Dances is written by Denise Lajimodiere and illustrated by Angela Erdrich. Both of them are citizens of the Turtle Mountain Band of Ojibwe." 

As you read it you can point out the parts of the story that show readers it is set in the present day. You could draw attention to the page that talks about how Josie's family worked all winter long, to get her ready to dance. I especially love this page, of a woman at a sewing machine: 

There are a lot of terrific books you can use! I won't list them here. Instead, I recommend you spend time with the book lists we've got at AICL's Best Books page. It means stepping out of that quest you're on for a book about Thanksgiving. It means re-orienting yourself. It means thinking hard about the holiday itself. I think it also means that you care about your children or students and what they get from you. 

Highly Recommended: THE RANGE ETERNAL by Louise Erdrich

The Range Eternal

Written by Louise Erdrich

Illustrated by Steve Johnson and Lou Fancher

Published by University of Minnesota Press

Reviewed by Debbie Reese

Review Status: Highly Recommended

 
When I was a little girl on our reservation (Nambé Owingeh), I sat by my grandmother's wood stove and watched her cook and tend the fire in her stove. In The Range Eternal we see a mother and daughter standing at their stove, making soup. 

Here's a photo of that page. Look at the bottom right corner. See that dark rectangle next to that circle? That rectangle is a slot for a tool that lets you lift that circular cut-out of the stovetop so you can put wood right underneath that spot, to make the spot extra hot for your cooking. My grandmother would put a slice of bread just over that rectangle. As the bread toasted, a rectangular shape would emerge on my bread. I don't have a memory of talking about that rectangle. It is just something my grandmother did to my toast. In another spot on the stove, she used a copper bottom one-cup measuring cup to make my oatmeal. It is such a warm memory! 

But--there's also some scary memories, too. The ceiling of my grandmother's house was boards supported by beams. Those beams had once been trees. My grandfather cut the trees down, then cut the branches off, and then peeled the bark away, leaving a rough beam. In my childhood imagination, some of the spots where the branches had been cut away formed scary-looking faces. The nearness of my grandparents chased those frights away. 

Childhood imagination and the warmth of memory permeates The Range Eternal. The little girl standing with her mother by the stove imagines a Windigo, and deer, and bear, and horses, and the buffalo you see on the book cover. Time passes and the arrival of electrical wires means the stove is moved out of the house and an electric one takes its place. But--it is missed. More time passes and the little girl grows up and still, as an adult, feels like something is missing. One day she sees a Range Eternal in an antique store and knows what was missing. It is the stove. So, she gets it. The closing pages show us the woman and her children by their Range Eternal. 

It is a marvelous story that I absolutely adore! The Author's Note gives us something, too. The Range Eternal of this story was her grandmother's stove. Her mother talked about that stove, with affection. The illustration with the note is by Dr. Angela Erdrich--Louise Erdrich's sister. It is of their mother, standing in front of a Range Eternal. Dr. Erdrich's art adds layers of warmth to the story told in The Range Eternal. 

I've clearly made a personal connection to The Range Eternal. For me, it evokes a lot of memories. We had electricity in my grandmother's house but we did not have running water or gas, yet. Both would come before I was ten years old. Though they made life easier in some ways, other things are lost. Those things hold powerful feelings. On a low table, my grandparents had buckets of water that they'd get from the river each morning. I'd go with them, sometimes. In the wintertime, we'd have to chip away at the ice. Next to the buckets was a dipper to scoop water for cooking and cleaning. Sometimes, though, I'd drink right from that dipper.  Where is that dipper, now? 

I'd best bring this reminiscing to a close and say -- get a copy of The Range Eternal. First published in 2002, I'm thrilled that the University of Minnesota Press brought it out again. It is part history, part family story, and very Native. Spend time with it and your own memories!