A Critical Review of THE ABC OF IT: WHY CHILDREN'S BOOKS MATTER by Leonard Marcus

On Monday, March 4, 2019, I started a twitter thread as I read through The ABC of It: Why Children's Books Matter by Leonard Marcus. It is the companion book (also called a catalog) for the exhibit of that name that was in New York City, and is now in Minneapolis at the University of Minnesota's Elmer L. Anderson Library. It was put together from the children's literature research collections curated by Lisa Von Drasek, but especially from the Kerlan Collection, which is, according to the website, "one of the world's greatest children's literature archives." 

I did two more twitter threads on Tuesday, March 5th, and used Spooler, to combine them into this post. I've done some minor edits to fix typos. 

Update, April 9, 2019: I am inserting a few photographs I took of the catalog and making small revisions so that my critique flows a bit better here than it did on Twitter. I'm also changing the style I used on Twitter for book titles (cap letters) to italics. 

Monday, March 4, 2019
My copy of The ABC of It: Why Children's Books Matter by Leonard Marcus, arrived yesterday. I bought it because of the exhibit currently at the Elmer L. Anderson Library in Minnesota and concerns that the exhibit is lacking in context. 

By that, I mean that the exhibit itself seems to be avoiding critical conversations about racism of some authors, like Dr. Seuss. 

Sometimes, people object to critiques (like mine) that point out omissions. Their idea is that you should review what you have in front of you (in the book) rather than what you wish was there. I don't know what theoretical framework that idea comes from, but...

...I think that idea protects the status quo. It helps everybody avoid things that make them uncomfortable... that remind them of racism, for example. 

Or facts like this one: You can call Europeans who came to what is currently known as the Americas "explorers" but from a Native point of view, they were invaders. 

"Visions of Childhood" is the first section of The ABC of It. Its first subsection is "Sinful or Pure? The Spiritual Child." It begins with the Puritans. Cotton Mather. The book: The New England Primer. Obviously, I can't fault Marcus for what the Puritans left out of that book. 

But it is fair, I think, to ask for more than what he offers in his description of the book (see below). What would it feel like, for example, if he included something about the Native Nations and people whose lands the Puritans were invading?

In the last sentences (of the description), Marcus noted that later editions were changed "to make note of changing worldly concerns." He notes, specifically, changes to the "K" rhyme:

1727 edition: "Our King the Good/No Man of Blood"

1791 edition: "The British King/Lost States Thirteen."

Marcus is able to address specific "changing worldly concerns." He notes revisions that actually got done from the 1727 to the 1791 editions. 

Couldn't he insert something in his description about Native peoples? or slavery? 

Without that, he is giving readers of the catalog (and if the actual exhibit is similar to the book) his version of the All White World of Children's Books. 

Have you been to the exhibit at the Anderson library? Does it have the New England Primer on display? The "sinful or pure" section includes William Blake's Songs of Innocence on the next two pages. 

Next is "A Blank Slate: The Rational Child." Marcus begins by writing about Orbis Pictus by Comenius and Some Thoughts Concerning Education by John Locke. 

Those of you in children's lit know that, in 1989, the National Council of Teachers of English established the Orbis Pictus Award to honor Comenius's book. You can see Orbis Pictus, online.

Marcus's book, The ABC of It, has two photos of interior pages of Comenius's book. Each takes up half a page. One is the title page and image of Comenius; the other is "Fruits of Trees." The description for the two pages is: 

"Although spiritual matters received due attention in Comenius's "pictured world," his most famous book gave pride of place to worldly matters--geography, weather, place [...] among others."

I wish the pages about spiritual matters received attention by Marcus! It would have let readers/exhibit visitors see Comenius's point of view of those spiritual matters. Go here to see. He wrote: "Indians, even to this day, worship the Devil." 

Including that page would have made for some really interesting conversations there at the exhibit. Lest you try to wave Comenius's words away as a "product of his time," missionaries are still at work, today. 

And, children's books that are read today--like Little House on the Prairie--have characters with that point of view, too. Here's Pa (who so many people think is the good guy, sympathetic to Native ppl):

Excerpt from Little House on the Prairie

One thing that many of us (scholars) ask is "who edited this book" because we think editors should catch problems (in this case, an editor with an eye towards whitewashing and racism might have asked Marcus to provide a more critical description of some of these books). I'm wondering that as I page through Marcus's The ABC of It. Who was his editor?  

The next subsection is "From Rote to Rhyme." In it, there are 4 illustrations of McGuffey's Reader. Here's the first double-paged spread, with three of the illustrations on the right side:

And here's the second double-paged spread:

As you can see, on the left is a full page image of one page from inside a McGuffey reader. Facing it is a page with the cover of the Indian readers by Ann Nolan Clark (Singing Sioux Cowboy; see "To Remain an Indian" for a Native POV on the readers), and the covers for Bowwow Powwow and the English and Ojibwe covers for When the White Foxes Came. Marcus includes a description of the Clark book (here's an enlarged copy of the description beneath the cover of Singing Sioux Cowboy):

See? He describes the white-authored book, but includes nothing other than the citation information for the Native-authored books on that page. 

Those three covers are books by Native writers. I have lot of questions. Why are they in this "From Rote to Rhyme" section? Here's the opening paragraph for Brenda Child's Bowwow Powwow:

See? There's no rhyme there. Did Marcus read the book? Did he make a judgement about the contents about the book because the title rhymes? 

Bowwow Powwow is excellent, by the way, and if I was doing that ABC book, I'd have cut some of the McGuffy pages so it could have more space. 

The other Native-authored book on that page is When the White Foxes Came.  I don't know that bk, but I do know some of the people (Margaret Noodin and Mary Hermes) who put it together. Marcus included the English and Ojibwe covers, which is good but I'd rather see less of McGuffey and more of Native writers. 

Next in that section is page 28, about Theodor Geisel (Dr Seuss). There's a photo of him and the covers of The Cat in the Hat and The Cat in the Hat Comes Back. Those bks rhyme, so it makes sense that they'd be in this section of Rote and Rhyme. But, in the accompanying text, there is no mention of Seuss's racist cartoons. 

Seuss is in the news a lot of late because of this article: The Cat is Out of the Bag: Orientalism, Anti-Blackness, and White Supremacy in Dr. Seuss's Children's Books. If you listen to NPR you heard abt it. If you read People (the news and entertainment magazine), you saw it there. 

If you see the exhibit at the Elmer L. Anderson Library, what do you notice about its POV? Its whiteness? I welcome your observations.

Tuesday, March 6, 2019

Starting Day 2 of my review of Leonard Marcus's The ABC of It: Why Children's Books Matter. I read up to page 29 yesterday. 

The next subsection of "Visions of Childhood" is "The Work of Play: The Progressive Child." It begins with Lucy Sprague Mitchell's Here and Now Story Book. In my doctoral studies, I read abt her, the Bank Street school, and her ideas about what children need, in their bks. 

Mitchell said that kids need "here and now" rather than fairy tales. In The ABC of It, Marcus includes the cover of Mitchell's book, the intro (which says the stories in the book are "experiments in content and form"), and "Marni Takes A Ride in A Wagon."

You can see Mitchell's Here and Now Story Book here (in original format) and here (transcribed). It was published in 1921.

On page 290 is "Five Little Babies." It is racist, as you'll see. The intro to it says: 

"This story was originally written because the children thought a negro was dirty. The songs are authentic. They have been enjoyed by children as young as four years old."

Screen cap of Five Little Babies

In his description of Mitchell's book, Marcus doesn't mention its racist contents. Yesterday's thread on his bk, The ABC of It, is meant to ask questions about what gets put into books about children's books--and what is left out. 

In the Five Little Babies (that Marcus didn't include), there's a "yellow" baby "in China", a "brown" baby "in India," a "black" baby "in Africa" and a "red baby" who was an "Indian baby" who lived "long, long ago" in America... And of course, a "white" baby that is "in your own country every day and he is a little American baby."

Screen cap of Five Little Babies

The physical descriptions for the babies are racist. "Slanted" eyes, "kinky" hair and wearing "a loincloth" or nothing at all. 

American babies have white skin, blue eyes, and gold hair. 

Mitchell wrote Native ppl out of existence, and placed all others, elsewhere on the globe (not in the U.S.). 

You know that Native people exist, today, right? Surely Mitchell knew that, too. 

And you know that in 1921, the US wasn't populated exclusively by people with white skin, blue eyes and gold hair. Surely, Mitchell knew that as well. 

So, how do we explain Mitchell's "Five Babies"?! And why did Marcus choose not to refer to that story in Mitchell's book?

These are the kinds of questions that an exhibit at an institution like University of Minnesota's Elmer L. Anderson library ought to engage with, in some way. 

In January, Lisa Von Drasek (the curator) gave an interview to Betsy Bird at Fuse 8 (Bird's blog at School Library Journal) about the exhibit. In the interview, Von Drasek said 

"U of M is a land grant university. This is important because our mission is to research, create, and disseminate knowledge." 

From what I see so far there seems to be a choice about what knowledge the exhibit disseminates. 

It seems like The ABC of It -- the physical exhibit and the book (catalog) of it -- are in that "warm fuzzy" space that is very white and best characterized as nostalgia. 

Why did Marcus avoid telling us that Geisel did racist work? And that Mitchell created racist stories? 

Obviously, THAT is not the point of the exhibit. 

So, what IS the point? 

The exhibit opened on February 27th. Over in a corner, there is a rack of articles that has a copy of the Seuss article by Ishizuka and Stephens, "The Cat is Out of the Bag: Orientalism, Anti-Blackness, and White Supremacy in Dr. Seuss's Children's Books" but...

... why can't excerpts from the article be part of the exhibit that has the Seuss books? 

Marcus tells us that Margaret Wise Brown was Mitchell's "literary protégée" (p. 30). On page 33, he gives us covers of three of her books (The Noisy Book; The Seashore Noisy Book; The Indoor Noisy Book). Pages 34-37 (four entire double-paged spreads) are devoted to Goodnight Moon. He could have shown us one of her racist books (David's Little Indian) but he didn't. 

Marcus writes that Maurice Sendak put Mitchell's ideas to work in his books. On page 38, he includes Ruth Krauss books that Sendak illustrated. Sendak is a towering figure in kidlit. But he also did lot of stereotypical Indians AND...

What was he doing with a feather on his head?! Go here for details. 

Next up in "Visions of Childhood" is "Building Citizens: The Patriotic Child." It starts w/ Noah Webster's The American Spelling Book. Marcus writes that Webster "yearned for an American English purged of what he believed to be the excesses of British aristocratic influence."

On p. 42 are the cover and two interior pages from The American Spelling Book and a print of Webster titled "The Schoolmaster of the Republic." So... what did that schoolmaster have to say about Native words? 

Webster didn't want British influence, and he didn't want "guttural sounds of the Natives" either. Marcus felt it important to note that Webster didn't want British influence but Marcus chose to ignore what Webster said about Native language. 

"gutteral sounds of the Natives" screen cap from Webster's spelling book.

On page 45, Marcus has Ann Nolan Clark's In My Mother's House. Its illustrations are by Velino Herrera of Zia Pueblo (published in 1941). Marcus writes that Clark worked for the Bureau of Indian Affairs and that her bks played a key role in the US governments "new, more culturally respectful approach to the education of Native American children." There are several of these books, most written by Clark and with illustrations by Native artists. (See "To Remain an Indian" for some discussion of the books.) 

I'm glad to see that Marcus included In My Mother's House but wonder what it looks like in the physical exhibit. Do people who see it know what preceded this more "respectful approach"? Do they know about the 'kill the Indian and save the man' philosophy of the US government schools for Native kids? 

I hope #DiversityJedi see the exhibit (or the book/catalog about it) and offer critiques of content for which they have expertise. There's a lot I don't know anything about. On page 48-49, for example, Marcus shows comic books published in Mumbai. 

Update on Thursday, March 7th: A colleague wrote to tell me that the Amar Chitra Katha stories that Marcus has in his book on page 48 and 49 are racist. She recommends an article in The Atlantic by Shaan Amin: The Dark Side of the Comics that Redefined Hinduism, published on December 30, 2017. About the series, Marcus's description says that these comics "introduced tens of millions of English-speaking predominantly middle-class Indian youngsters to their religious and cultural roots."

On page 52 is a new subsection, "Down the Rabbit Hole," which is about Alice in Wonderland. Marcus gives eight pages to it. 

A new section starts on p. 60: "In Nature's Classroom: The Romantic Child." On p. 67 is Sendak's Where the Wild Things Are. (Image below is from my blog post about the image and book.)

Pages 68-69 are about E.B. White. About Charlotte's Web, Marcus writes: "In the atomic age, he [White] recognized, the earth was perishable and in need of protection. What could save it? Wise leaders like Charlotte, or a world forum like this story's barnyard, where even a rat may realize the sense of keeping the web intact."

E.B. White did some stereotyping of Native people in Stuart Little and in Trumpet of the Swan (are you getting a good sense of how many esteemed and famous writers/people in children's literature held/hold stereotypical views?!):

Excerpt from Trumpet of the Swan

The remaining pages in this section are about Hans Christian Andersen and Gustaf Tenggren. Several years ago, Marcus did a book about the Little Golden Books, so he probably saw Tenggren's Cowboys and Indians, but he chose not to include it in The ABC of It. 

It may be that Cowboys and Indians isn't in The ABC of It because that art is not in the Kerlan. Marcus could have noted it, somewhere in the book. And, it could be noted in the physical exhibit. 

Tuesday, March 7 -- late afternoon

Day 2-late afternoon thread on The ABC of It: Why Children's Books Matter, a physical exhibit (and companion book/catalog) at the Anderson Library at the University of Minnesota.

I did a thread yesterday and one this morning and am doing this one because tomorrow (Wed) night, Shannon Gibney is on a panel, there, about the exhibit.

Shannon does some terrific work on issues of representation and misrepresentation. One of her areas of interest/expertise is about Native peoples. 

I was paging through The ABC of It and noticed the Wizard of Oz pages in the "Art of the Picture Book" section of Marcus's book. 

There are two pages on The Wizard of Oz. 

The accompanying text notes that L. Frank Baum had been an actor, a farmer, and ... a newspaper editor. Marcus knows that Baum was a newspaper editor. I am going to assume he knows about the newspaper editorials that Baum wrote. 

He doesn't mention the contents of Baum's editorials, but I think he should have. You may know about them if you listened to this NPR story in 2010. In one of his editorials, Baum called for "the total annihilation of the few remaining Indians."

Marcus and Lisa Von Drasek could have created a way for visitors to "speak back" to that editorial--if they had included it. 

These aren't abstract or academic concerns. Native people know about Baum's editorials. We don't have a warm fuzzy for Oz. 

Native people who come to the exhibit will see Baum, glorified. 

In many places (books/articles/online), there are conversations that tell ppl to keep the art and the artist separate. That's handy for some. It doesn't work for me, and it doesn't work for others, either. 

In her 2018 novel, Hearts Unbroken, Muscogee Creek writer Cynthia Leitich Smith takes up that "separate the art from the artist" idea. Her book is set in a high school that is doing an Oz play. Lou (the main character) and Hughie (Lou's brother) are citizens of the Muscogee Nation. 

Their mom is in law school and is especially interested in protecting the rights of Native children via the Indian Child Welfare Act. 

Their mom knows about the Baum editorials. 

When Hughie (Lou's brother) learns about them, he has a hard time deciding what to do. Go ahead and do the play? What is the cost to him, emotionally, if he goes ahead? 

Smith lays all that out in her book. 

The ABC of It book/catalog for the exhibit avoids Baum's editorials. It looks the other way. The exhibit is in Minnesota. It looks away from racism, on land that once belonged to Native people. 

There are eleven tribal nations located in Minnesota. 

There is an American Indian Studies department at the University of Minnesota. 

What does this exhibit's treatment of Oz/Baum tell the faculty, their students, their children?

****

I may continue my review of The ABC Of It but wanted to bring what I've done so far on Twitter, here, because AICL is where I publish most of my writing. 

Winners of 2018 American Indian Library Association's Youth Literature Award!

Every two years, the American Indian Library Association's Youth Literature Award committee selects books to receive its awards in three categories: Picture Book, Middle Grade Book, and Young Adult Book. From books published in 2016 and 2017, these are the winners! 

An important note: every single one is from a small press--where editors know what they're doing. In 2016 and 2017, "the Big Five" published a lot of books that purport to be about Native peoples, but they are not written by Native people. In one explicit or subtle way or another, they fail to provide Native children with mirrors. 

Books presented here, however, are exquisite. I highly recommend you get them for your classroom, school, or home library. Some of the books are ones where several people were involved. Look up each name! Get to know what they do! Visit the websites of these publishers! Promote and share their work, wherever you see it.

Here they are, in one image. Twelve books, but the creative work of almost 100 different Native people! 

~~~~

Best Picture Book is Shanyaak'utlaax: Salmon Boy (2017), published by the Sealaska Heritage Institute. The book is edited by Tlingit speakers Johnny Marks, Hans Chester, David Katzeek, and Nora Dauenhauer and Tlingit linguist Richard Dauenhauer and illustrated by Michaela Goade. (Please see "A Watery World" -- an interview of illustrator, Goade.)

Picture Book Honors went to:

Black Bear Red Fox (2017), written and illustrated by Julie Flett (Cree/Métis). Native Northwest.

I'm Dreaming of...Animals of the Native Northwest (2017), written by Melaney Gleeson-Lyall (Musqueam, Coast Salish) and illustrated by First Nations artists. Native Northwest.

All Around Us (2017), written by Xelena González (Tap Pilam Coahuiltecan Nation) and illustrated by Adriana M. Garcia. Cinco Puntos Press.

Mission to Space (2016), written and illustrated by John Herrington (Chickasaw). White Dog Press.

Fall in Line, Holden! (2017), written and illustrated by Daniel W. Vandever (Diné). Salina Bookshelf, Inc.

Best Middle Grade book is Tales of the Mighty Code Talkers, Volume 1 (2016), published by Native Realities, edited by Arigon Starr (Kickapoo) and featuring the work of Theo Tso (Las Vegas Paiute), Jonathan Nelson (Diné), Kristina Bad Hand (Sičháŋǧu Lakota/Cherokee), Roy Boney Jr. (Cherokee), Lee Francis IV (Laguna Pueblo), Johnnie Diacon (Mvskoke/Creek), Weshoyot Alvitre (Tongva), Renee Nejo (Mesa Grand Band of Mission Indians), and Michael Sheyahshe (Caddo).

Middle Grade Honor Book is The Wool of Jonesy, Part 1 (2016) written and illustrated by Jonathan Nelson (Diné). Native Realities.

Best Young Adult Book is #Not Your Princess: Voices of Native American Women (2017), published by Annick Press, edited by Lisa Charleyboy (Tsilhqot’in) and Mary Beth Leatherdale. Art, poems, stories, and photographs by Aza Erdrich Abe (Turtle Mountain Ojibwe), Claire Anderson (Taku River Tlingit), Joanne Arnott (Métis/mixed blood), Monique Bedard Aura Last (Haudenosaunee Oneida), Gwen Benaway (Anishinaabe and Métis), Nathalie Bertin (Franco-Métis), Stephanie Big Crow (Tsuu T'ina Nation), Maria Campbell (Métis), Tenille Campbell (Dene/Métis), Imajyn Cardinal (Cree/Dene), Adrianne Chalepah (Kiowa/Apache), Lianne Marie Leda Charlie (descendant of the Tagé Cho Hudan, Northern Tutchone-speaking people of the Yukon), Chief Lady Bird - Nancy King (Potawatomi and Chippewa from Rama First Nation with paternal ties to Moose Deer Point), Dana Claxton (Hunkpapa Lakota), Clear Wind Blows Over the Moon (Cree First Nations), Francine Cunningham (Cree/Métis), Danielle Daniel (Métis), Jessica Deer (Mohawk), Rosanna Deerchild (Cree), Sierra Edd (Diné), Kelly Edzerza-Bapty (Tahltan Nation of Telegraph Creek), Ka'ila Farrell-Smith (Klamath/Modoc), Melanie Fey (Dine), Isabella Fillspipe (Oglala Lakota), Julie Flett (Cree/Métis), Nahanni Fontaine (Anishinaabe), Karlene Harvey (Tsilhqot'in, Carrier, and Okanagan nations), Hazel Hedgecoke (Sioux/Hunkpapa/Wendat/Métis/Cherokee/Creek), Rayna Hernandez (Lakota), Linda Hogan (Chickasaw), Wakeah Jhane (Penatuka and Yaparucah bands of Comanche, and Blackfeet and Kiowa), Helen Knott (Dana Zaa and Heniyawak from Prophet River First Nation), Brigitte Lacquette (Ojibwe, Cote First Nation), Winona LaDuke (Anishinaabe/Ojibwe), Cecilia Rose LaPoint (Ojibway/Métis), Gloria Larocque Campbell Moses (Sturgeon Lake Cree Nation), Winona Linn (Meskwaki), Shelby Lisk (Tyendinaga Mohawk Nation), Ashton Locklear (Lumbee), Darian Lonechild (White Bear First Nation), Lee Maracle (Sto:lo Nation), Madelaine McCallum (Cree/Métis), Tiffany Midge (Hunkpapa Lakota), Saige Mukash (Cree), Pamela J. Peters (Navajo), Ntawnis Piapot (Piapot Cree Nation), Natanya Ann Pulley (Diné), Zondra Zoey Roy (Cree/Dene/Métis), Shoni Schimmmel (Umatilla), Leanne Betasmosake Simpson (Michi Saagiig Nishnaabeg), Janet Smylie (Cree/Métis), Tasha Spillett (Cree/Trinidadian), Patty Stonefish (Lakota/German/Russian/French/Polish/Mexican/HUMAN), DeLanna Studi (Cherokee), Jen VanStrander (Western Band of Cherokee), Tania Willard (Secwepemc Nation), Tanaya Winder (Southern Ute, Shoshone, and Paiute Nations), and AnnaLee Rain Yellowhammer (Hunkpapa/Standing Rock Sioux). 

Young Adult Honor Books are:

The Marrow Thieves (2017), written by Cherie Dimaline (Métis). DCB (submitted by Orca Books).

Love Beyond Body, Space, and Time: An Indigenous LGBT Sci-Fi Anthology (2016), edited by Hope Nicholson, including stories by Anishinaabe authors Grace L. Dillon, Niigaan Sinclair, and Nathan Adler; Richard Van Camp (Dene/Tłı̨chǫ), Cherie Dimaline (Métis), David A. Robertson (Swampy Cree), Daniel Heath Justice (Cherokee), Darcie Little Badger (Lipan Apache), Gwen Benaway (Annishinabe/Mètis), Mari Kurisato (Ojibwe Nakawē), and Cleo Keahna (Ojibwe/Meskwaki). Bedside Press.

Fire Starters (2016), written by Jen Storm (Ojibway); illustrated by Scott B. Henderson and colorist Donovan Yaciuk. HighWater Press.

Members of the committee: 
Naomi Bishop, Chair (Akimel O'odham/Pima)
Sunny Real Bird (Apsaalooke Crow Tribe)
Linda Wynne (Tlingit/Haida)
Ofelia Zepeda (Tohono O'oodham)
Janice Kowemy (Laguna Pueblo)
Janet Mumford
Lara Aase

A Native Response to Sophie Gilbert's Article "In Defense of Pocahontas"

Yesterday (June 23, 2015), I read Sophie Gilbert's article in The Atlantic, "In Defense of Pocahontas: Disney's Most Radical Heroine."

My first reaction to Gilbert's article was anger. I was incensed at her because she said this:

The main problem with Pocahontas--as expressed by several Native American groups, including the Powhatan Nation, which traces its origins back to Pocahontas herself--is that over time, she's come to embody the trope of the "Good Indian," or one who offers her own life to help save a white settler.

In short, Gilbert dismissed Native views. In her article, she quotes from the Powhatan Nation's statement on the film. I trust that she read the second paragraph, which says:

Our efforts to assist Disney with cultural and historical accuracy were rejected. Our efforts urging him to reconsider his misguided mission were spurred.

She's done the same thing Disney did. The thrust of her article is "in defense" of the film. To her, it doesn't matter what the Powhatan Nation said. She doesn't say who the other "Native American groups" she referenced are, or what they said about the film. But again, whatever they said doesn't matter, because she sees fit to write "in defense" of Disney.

I tweeted at her about that dismissal. She replied. Here's a screen capture of that exchange:

And then she followed up with "I was talking about the narrative of the movie, just to clarify." I don't understand her clarification, because the narrative in the movie is what the Powhatan Nation was talking about, too. At the end of their statement is this:

It is unfortunate that this sad story, which Euro-Americans should find embarrassing, Disney makes "entertainment" and perpetuates a dishonest and self-serving myth at the expense of the Powhatan Nation. 

Gilbert is doing the same thing Disney did. She is promoting this dishonest and self-serving myth at the expense of the Powhatan Nation and all the people who are led astray by the narrative of that film.

By focusing on "female agency" and an "environmentalist message," Gilbert is throwing millions of people under the bus. She's not alone in doing that, though. It happens a lot in literature, with people defending books like Touching Spirit Bear. It has inaccuracies, too, but people think its message about bullying is more important that those inaccuracies. Or, Brother Eagle Sister Sky, which has problems, too, but people think its environmentalist message is more important than its inaccuracies.

Something else is always more important than getting the facts right when Native people are being misrepresented. That's where Gilbert stands. She's getting called out by people for the article. Take a look at her Twitter account: Sophie Gilbert.

One thing she was criticized for was her use of 'tundra' to describe the setting for The Lion King. In response, she changed it to 'savanna' and said "sorry for the embarrassing lack of geographical knowledge."

Based on her response to others who criticized her defense of the movie, I doubt that we're going to see a tweet from her that says "sorry for the embarrassing lack of respect for Native voices."

Gilbert objected to one person's tweet that suggested she was speaking from within a white privilege space. She called that a personal attack. What, I wonder, shall we call her dismissal of Native voices?

_______________

For further reading:
Pocahontas' First Marriage: The Powhatan Side of the Story, by Phoebe Farris
The Pocahontas Paradox: A Cautionary Tale for Educators, by Cornel Pewewardy.
Who Was Pocahontas: Frightened Child or Exotic Sexual Fantasy?, by Steve Russell.

Update, 5:14, 6/24/2015: The complete name of the Powhatan Nation is "Powhatan Renape Nation." It is recognized by the state of New Jersey.

Library Displays for Native American Heritage Month

I received a question yesterday from a librarian who wants to create a display of books for Native American Heritage Month. This post is my thoughts on one option for doing that kind of display.

Create one of a student or patron asking a question. Create one of those speech bubbles that has the question in it: "Native American?" Or "American Indian? Which one should I use?" You could replace the figure below with a photo of yourself to show that it is a question you, yourself, had, too.

Put Mission To Space by John Herrington in the display. If you have two copies (and you should!), use both. Show the cover, and, have the second copy open to this page (below). Beside it, on a poster board, call attention to the text in the book about his identity. Here's how that could look:

And here's how that same idea could look, using Cynthia Leitich Smith's Jingle Dancer:

Then you could have another poster that says something like:

"I think these writers are telling us to use the names of specific tribal nations!" 

I'd like to hear from librarians, and others, about this idea. Your thoughts?

Recommended: Daniel W. Vandever's FALL IN LINE, HOLDEN

I love Daniel W. Vandever's Fall In Line, Holden! 

Published this year (2017) by Salina Bookshelf, it is a terrific picture book about a Navajo boy. Here's the description from the publisher's website:

Fall in Line, Holden! follows Holden, a young Navajo boy, through his day at boarding school. Although Holden is required to conform to a rigid schedule and strict standards of behavior, his internal life is led with imagination and wonder. Whether he is in art class, the computer lab, or walking the hall to lunch, Holden’s vivid imagination transforms his commonplace surroundings into a world of discovery and delight.

Explore the world through Holden’s eyes. Join him for the day, and celebrate the strong spirit of a boy who rises above the rules surrounding him.

In an interview at the Salina Bookshelf Youtube channel, you can hear directly from Vandever about the book and how it came to be. He cites statistics, too, about the lack of books that can function as mirrors for Native kids. My hunch is he saw CCBC's data. 

Holden--the little boy in the story--is a combination of the author, his dad, and his nephew. Three things that especially appeal to me are...

First, that the little boy's imagination is the heart of the story. Turning the pages, you'll see what Holden sees--and what the rest of us miss--when we stand in rigid spaces. I could easily see teachers using it and alongside John Herrington's Mission to Space.  

Second, the art! When people think "American Indian" (or "Native American") a certain imagery or style comes to mind. Vandever blows that expectation away with his own graphic style. Studying it, I'm reminded of Phil Deloria's book Indians in Unexpected Places. We are, and do, so much more than mainstream society knows. In that regard, Vandever's book is outstanding. 

Third, Vandever's notes provide teachers with important context about Native peoples and education. 

I hope he writes another book, and of course, I highly recommend that you get a copy of Fall in Line, Holden! for your classroom or library!  

Teaching for Change's Busboys and Poets Bookstore

Earlier this week, Don Allen at Teaching for Change asked if I'd be interested in having my recommended book lists on their bookstore website. Of course, I'm interested in calling as much attention as possible to excellent books by Native authors, so I said yes. The bookstore link on their site goes to the awesome Busboys and Poets bookstore... Correction (Jan 7, 2011, 12:20 PM): Teaching for Change's bookstore is inside the Busboys and Poets restaurant.

A couple of years ago, I was in Washington DC for meetings of the Reading is Fundamental Multicultural Advisory board. While there, I went to Busboys and Poets. If you're ever nearby, stop in. Here's their mission statement:

Busboys and Poets is a community where racial and cultural connections are consciously uplifted... a place to take a deliberate pause and feed your mind, body and soul... a space for art, culture and politics to intentionally collide... We believe that by creating such a space we can inspire social change and begin to transform our community and the world.

In addition to terrific food (restaurant and coffee shop) they have a bookstore and a full calendar of events that includes lectures by authors. Given the mission statement, it is not surprising that Teaching for Change has a professional relationship with Busboys and Poets, and I'm glad to be part of that progressive network. If you can, attend one of the many events Teaching for Change schedules. 

Update, Jan 7, 2011, 12:20 PM: For details on that relationship, read the About Us page.