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Saturday, December 11, 2010

Brenda Stanley's I AM NUCHU

Several weeks ago a reader wrote to ask if I'd seen Brenda Stanley's I Am Nuchu. I hadn't, and that reader sent me a copy. I've read it and am sharing thoughts today. I apologize up-front for the disjointed qualities of this review. I had a hard time reading the book, following threads, making notes...  That difficulty is evident in my review. The book itself feels very superficial. And it feels like I'm reading a movie script (kind of like when I read Crowley's Starfish) or when I read a student paper... the ones that feel like a rush-job... Leaps, gaps, mistakes.  Anyway... here goes. I've tried to put description in regular type and my own thoughts/comments in italics.

The cover and design

On the front cover is a photograph of a young man who, I presume, is meant to be Cal, the protagonist. He's got long brown hair and is wearing a white t-shirt. He appears to be leaning on something that is chest-high because his arms are crossed in front of him, up high. On his wrists are several beaded bracelets. Behind him is a beautiful, sweeping vista. Overlaid on that vista is what I think are two layers of an artists rendering of petroglyphs. One is in brown, the other is in blue-gray. Layered on that in large white letters outlined in black is the title of the book I AM NUCHU.

There are 21 chapters in the book. The text for each one begins partway down the page. The upper portion of the page has the chapter number (in the same font as the title) and six petroglyphs.

My thoughts: There's too much on the cover. The petroglyphs only clutter the scene. I think they're meant to signal that this is a story about American Indians. I guess the publisher/designer decided the photograph of the guy wasn't enough of a signal. "Nuchu" is the spelling Stanley used in her book. The book doesn't list sources, but I found that spelling in the 1907 Handbook of American Indians, published by the Smithsonian's Bureau of American Ethnology. Tribal members use "Noochew". Both would likely be pronounced the same and some might say its a small detail. I think it does matter and would have liked to see Noochew. 

The characters
The protagonist is a 17 year old boy named Cal Burton. He's got two younger teen sibs: Doran and Rachel. Their mother is Mona. She's Ute, born and raised on the "Fort Duchesne reservation."  She's married to David. He's white and lived in Roosevelt, a town near "the Fort." Mona's father, Raymond, is an elder.  His wife, Dorothy, is long-dead and so is Raymond's other daughter, Jackie.  The non-Native characters include teenager Mitch, who Cal gets into a couple of fights with, and Mitch's dad, the sheriff. Cal calls him "Silver Hair" because of the way he wears his hair (slicked back, shiny gray). His actual name is Franklin Grayson.

The Native characters are teen boys: Fly, Johnny, Puck, and Jackie's older son who has fetal alcohol syndrome.

My thoughts: Stanley's character's say "on the Fort" a lot. I don't know if people who live there say "on the Fort" or "on the reservation" or something else entirely. I called out to the library there to ask about it and librarians I spoke with couldn't recall anyone saying "on the Fort." My conclusion: It is possible, but not probable. 

Setting
In chapter one, we read "It was the fall of 2009, and the war in Iraq was entering its seventh year" (p. 7). In terms of place, the family in the story has moved from "the crystal clean, lush foothills of the Spokane Valley" to "barren, insipid" (p. 7) Eastern Utah, specifically, the "Fort Duchesne Indian Reservation." To get to their grandfather's house (where they're going to live), they turn at a large cluster of triangular shaped adobe buildings" that "bore an obvious semblance to a gathering of teepees."

My thoughts: Based on photos I've seen, I don't think its barren or insipid, but, those sorts of judgments are relative. Stanley is trying to make a stark contrast in Cal's life before this move, and she is using geography to help with that contrast. 

I don't think the Utes call it the "Fort Duchesne Indian Reservation." From all that I've seen, it is the Uintah and Ouray Reservation. Fort Duchesne, an old army fort, is on the reservation, and its the location of the tribal offices.

I was surprised to see "adobe" in Stanley's description of the buildings. I think she was referring to the Bottle Hollow Resort, which was torn down in 2009. Some of the buildings looked like teepees, but I don't think they were made of adobe. They were wooden structures, built in the 1970s. The photo at left is from a March, 2009 news story about the demolition.



There is an interview of Stanley on Bethany Hegedus's LiveJournal. There, Stanley says that she wrote the book nearly thirty years ago when she was 17 and living near the Fort Duchesne reservation. Reading that helped me understand why Cal and his friends would be listening to "More than a Feeling" by the rock group Boston---- a song I recall from my teen years. It seemed a little odd that Cal and his friends would be listening to it.  Reading about the demolition of the resort's history in the 70s and 80s makes me think that when Stanley revised the manuscript for publication, she added the Iraq war and year in her opening pages but didn't go through the rest of the manuscript to update things like music and place.

They drive into "town" where the street is lined with "paltry little homes." In the yards, "Indian men and women sat on mismatched patio furniture, each of them with a tall bottle of beer resting somewhere close by" (p. 16).  The next morning, Cal and Doran head into Roosevelt (that's where they meet "Silver Hair") and when they return at 10:00 in the morning, there are three "shiny new pick-ups" in the driveway. Inside are an Indian man and two Indian women in the kitchen with Mona. When Cal walked in, Mona turned toward the sink, trying to hide a beer from him.  Cal yells at her for drinking in the morning. On page 48, Cal and Doran are talking about their mother and Cal says that she's different and that she "never drank back home" (p. 48).  His first morning at his new high school, his first-hour teacher (subject is not specified) assumes that because he's Indian, he's behind academically. The students giggle and whisper about him because he's Indian. We read:
It embarrassed him to think about the pride he used to feel in his dark skin and black hair, his Indian blood, how the girls had loved it. The images of fierce warriors, their bodies sculpted and strong, were what he'd always pictured his ancestors to be. Not the unemployed alcoholics he saw around his kitchen table every night.

My thoughts: Alcohol is referenced many times in the book. Beer cans are everywhere, the Indian teens drink, the adults drink, and eventually, Cal drinks, too. There is a lot of alcohol in Alexie's The Absolutely True Diary of A Part-Time Indian, too, but not as much as Stanley works into her book. To me, Alexie's references are more contextualized and sad, while Stanley's are superficial and judgmental. 

I think that observation applies to the way poverty is presented, too. 

I'm also not sure that the people who actually live in those houses would call it a "town." It sounds to me like a subdivision much like the one at Nambe---or on many reservations. The houses are, in some cases, run-down. Though Stanley tries to blame the Indians for the condition of the houses, the fact is that too many of them are poorly constructed HUD houses that are hard to maintain no matter who you are. This housing is part of treaty obligations that the U.S. government fails to adequately fulfill.

When they first drove into "town," Cal and Doran saw brand new cars and trucks and wonder why, if the Indians can afford those cars, they stay in their "diseased looking houses" (p. 48).  Later, Cal tells Doran that Mona told him they "get money from the oil that comes off the reservation. So they buy all these killer cars and let their houses turn into slums."

My thoughts: I did a bit of research and found that there's a lot of oil and gas on the Ute's land and in the Uintah Basin and that there was a boom period in the 70s and 80s.     

Plot
I Am Nuchu is being characterized as a mystery because everyone seems to be keeping something from Cal. If you pay attention, you'll know part of the "mystery" pretty early via some not-so-subtle foreshadowing. Cal's father is not actually David, the man Mona (his mother) married when she left the reservation. Instead, Cal's father is the sleazy, racist sheriff who, as a young man, had sex with lot of Native girls and got three different ones pregnant. That bit of info is revealed near the end of the book. Throughout the book he utters ugly racist statements about the Utes.

Because of those statements, Cal is convinced that Silver Hair killed Mona and her near-term baby. An investigation at the time of her death came up empty, which Cal attributes to a corrupt sheriff's department.

We eventually learn that Mona killed Jackie because Mona wanted the sheriff to marry her, not Jackie.

In the final chapters, Mona, having confessed to Cal that she killed her sister, manages to run off to the lake where she killed her. Cal finds her there with a gun and persuades her not to commit suicide.  Later she runs away from the courthouse where she's gone to give a statement. They find her again at the lake, but this time, she's dead, having driven her car into the lake.

My thoughts: All the high drama throughout the story reminds me of some of the celebrity TV programs people watch today. Like Keeping up with the Kardashian's! The Wikipedia entry for that show reads 
Tabloid protagonist Kim Kardashian and her colorfully blended family, which includes step-dad Bruce Jenner, are the subjects of this reality series that chronicles their often chaotic domestic life together. Although the family members frequently are at odds, especially Kim and sisters Kourtney and Khloé, they always support one another in the end.
That paragraph could be about the Burtons! Cal storms about, declaring loudly what younger sister Rachel can and cannot do, making judgments on her makeup and clothes. Mona is always yelling or shouting. And she must be drunk most of the time because at one point Cal notes that at least she is sober. All the sexual activity that sets the plot in motion... All the beer.... Flashy cars...   

Sovereignty
It was quite a surprise to see this word appear on page 144. Cal is worried that the sheriff will come after him on "the Fort" but Fly, one of the Ute teens, tells him that the sheriff has no power on the reservation because "We're a sovereign nation." Fly goes on to tell Cal that the sheriff has no jurisdiction on the reservation, and that the B.I.A. (Bureau of Indian Affairs) enforces laws on the reservation.

My thoughts: That's accurate but I imagine readers might wonder why the Utes (or any tribe, for that matter) is sovereign. Sovereignty is at the heart of our standing as Native Nations. It is very important. The BIA website has an accessible definition explanation:
The United States has a unique legal and political relationship with Indian tribes and Alaska Native entities as provided by the Constitution of the United States, treaties, court decisions and Federal statutes. Within the government-to-government relationship, Indian Affairs provides services directly or through contracts, grants, or compacts to 565 Federally recognized tribes with a service population of about 1.9 million American Indian and Alaska Natives. While the role of Indian Affairs has changed significantly in the last three decades in response to a greater emphasis on Indian self-governance and self-determination, Tribes still look to Indian Affairs for a broad spectrum of services.
Later on Cal, Doran, Fly, Johnny, and Puck drive out to Bitter Creek to hunt "Deer, elk, whatever" (p. 146) they want to, Puck says, because Bitter Creek is part of the reservation and because they're a sovereign nation. Johnny says "On the reservation, we have the right to hunt whenever we need the food" (p. 147). Johnny tells him a Ute creation story, and where he learns that they prefer to be called "Nuchu." On their next hunting trip out there a few days later, they see Mitch and his friends down in the valley painting the petroglyphs there. Cal shoots to get their attention and make them stop, which makes Mitch climb up to the ridge, where he shoots and kills Doran.

My thoughts: Again, Stanley is correct. Native people do have hunting and fishing rights on our lands, but it isn't quite the "whenever" she suggests. We do have hunting seasons, too, that we observe. Mitch and his friends have guns, too, though Stanley doesn't say they're there to hunt.

Inconsistencies/Errors
In the first chapter, Doran asks Cal why he isn't curious about "the Indians" especially since, growing up in Spokane where they stand out as not-white, the boys have been asked about their identity all their lives.  As the book progresses, however, we learn that Mona told them a lot about their Ute heritage.  For example, on page 21, there's this:
"When Cal was a child, his mother sat in his room at night and told him stories about the tribe and the teachings of the Creator. [...] And while his interest in the Utes teachings faded, the appeal of being Ute was exciting. Cal's distinctive dark skin and hair made him different and he liked it. He often talked about his Ute blood as a way to draw even more attention to his unique characteristics."
And this is on page 23:
"He'd heard Mona talk many times about the ceremonies and beliefs of the Ute people. Her dark eyes sparkled as she told about the Bear Dance and the summer night rituals."
The family moves to Utah during the fall. On page 23, Mona tells Cal that Raymond is an "Elder of the tribe" and that he is goes to meetings "to make decisions about the reservation and stuff." That evening he's going to be at a meeting "to prepare for" the Bear Dance which they will do the next day.  I think that is an error.  Information provided by the tribe says that they do the Bear Dance in the spring, as shown on this 2009 poster. In one of the last chapters, several months have passed. It is winter again, and Cal is back from college. He told the school he needed to be back on the reservation for the Bear Dance. (Again, wrong season!)

Some closing thoughts
I could keep going...  But I think I'll stop. As I said to a colleague on Facebook, I wish with all my heart that this was a book I could recommend, but I can't. I said to another colleague that it screams outsider perspective. Stanley tried hard, and having spent her teen years there, she could have given us something really well-informed, but she doesn't.

Monday, November 08, 2010

"Bestsellers in Children's Native American Books"

A colleague wrote to ask if I know of a study of the most-assigned Native author in schools. I don't know of one, but will be looking for one, or, trying to figure out how to get the answer to the question, which is basically, "What book about American Indians is most-often taught/assigned in school?" Course, that would vary by grade level and school and other factors like state, public/private, etc.

One thing I (always) wonder about is best-selling books. One source of info is Amazon. In their "Bestsellers in Children's Native American Books" (time/date of list: 7:23 AM, Central Time, November 8, 2010) are the following titles. Some are on their more than once. In some cases, its clear that the duplicate is a Kindle edition, but others seem to just be repeats. There isn't, for example, a note that says it is an audio copy.

It is, overall, a disappointing list and it makes me grumpy on this Monday morning...  I'm glad to see Native authors on the list, but duplicates of some really problematic books like Touching Spirit Bear?! And it is pretty easy to see that Amazon's customers want works of historical fiction or "myths, legends and folktales."  


#1 - The Absolutely True Diary of a Part-Time Indian, by Sherman Alexie.
#2 - Island of the Blue Dolphins, by Scott O'Dell
#3 - One Little, Two Little, Three Little Pilgrims, by B. G. Hennessy
#4 - Island of the Blue Dolphins (Kindle), by Scott O'Dell
#5 - Squanto's Journey: The Story of the First Thanksgiving, by Joseph Bruchac
#6 - Touching Spirit Bear, by Ben Mikaelsen
#7 - North American Indians, by Douglas Gorsline
#8 - Tapenum's Day: A Wampanoag Indian Boy in Pilgrim Times
*#9 - Encounter, by Jane Yolen
#10 - Sing Down the Moon, by Scott O'Dell
#11 - The Rough-Face Girl, by Rafe Martin
#12 - Paddle-to-the-Sea, by Holling C. Holling
#13 - Diamond Willow, by Helen Frost
#14 - Red Fox and His Canoe (I Can Read Book), by Nathaniel Benchley
#15 - The Sign of the Beaver, by Elizabeth George Speare
#16 - The Legend of the Indian Paintbrush, by Tomie de Paola
#17 - Arrow to the Sun: A Pueblo Indian Tale, by Gerald McDermott
#18 - Touching Spirit Bear (Kindle) by Ben Mikaelson
#19 - Julie of the Wolves, by Jean Craighead George
#20 - Touching Spirit Bear, by Ben Mikaelsen
#21 - Indian Captive: The Story of Mary Jemison, by Lois Lenski
#22 - Mountain Top Mystery (Boxcar Children), by Gertrude Chandler Warner
#23 - Grandmother's Dreamcatcher, by Becky Ray McCain
#24 - On Mother's Lap, by Ann Herbert Scott
#25 - Horse Diaries #5: Golden Sun, by Whitney Sanderson
#26 - The Indian in the Cupboard, by Lynn Reid Banks
#27 - Sacagawea: American Pathfinder, by Flora Warren Seymour
#28 - Code Talker: A Novel about the Navajo Marines of World War II, by Joseph Bruchac
#29 - The Heart of a Chief, by Joseph Bruchac
#30 - Little Runner of the Longhouse (I Can Red Book 2) by Betty Baker
#31 - Paddle-to-the-Sea, by Holling C. Hollins
#32 - Love Flute, by Paul Goble
#33 - Soft Rain: A Story of the Cherokee Trail of Tears, by Cornelia Cornelissen
#34 - The Journal of Jesse Smoke: A Cherokee Boy, Trail of Tears, 1838, by Joseph Bruchac
#35 - The Absolutely True Diary of a Part-Time Indian, by Sherman Alexie
#36 - The Birchbark House, by Louise Erdrich
#37 - The Legend of the Bluebonnet, by Tomie dePaola
#38 - Buffalo Woman, by Paul Goble
#39 - Cheyenne Again, by Eve Bunting
#40 - Where the Broken Heart Still Beats: The Story of Cynthia Ann Parker, by Carolyn Meyer
#41 - Julie, by Jean Craighead George
#42 - Children of the Longhouse, by Joseph Bruchac
#43 - Sacred Fire, by Nancy Wood
#44 - Island of the Blue Dolphins, by Scott O'Dell
#45 - Mama, Do You Love Me, by Barbara J. Joosse
#46 - The Year of Miss Agnes, by Kirkpatrick Hill
#47 - Sweetgrass Basket, by Marlene Carvell
#48 - Sitting Bull: Dakota Boy, by Augusta Stevenson
#49 - The Talking Earth, by Jean Craighead George
#50 - Rainbow Crow, by Nancy Van Laan
#51 - The Girl Who Loved Wild Horses, by Paul Goble
#52 - The Polar Bear Son: An Inuit Tale, by Lydia Dabcovich
#53 - The Girl Who Loved Wild Horses, by Paul Goble
#54 - Song of the Seven Herbs, by Walking Night Bear
#55 - Ten Little Rabbits, by Virginia Grossman
#56 - The Lost Children: The Boys Who Were Neglected, by Paul Goble
#57- Moccasin Trail, by Eloise Jarvis McGraw
#58 - Thunder Rolling in the Mountains, by Scott O'Dell
#59 - Meet Kaya: An American Girl, by Janet Beeler Shaw
#60 - When the Legends Die, by Hal Borland
#61 - Sacajawea, by Joseph Bruchac
#62 - Knots on a Counting Rope, by John Archambault
#63 - The Porcupine Year, by Louise Erdrich
#64 - Star Boy, by Paul Goble
#65 - Jim and Me, by Dan Gutman
#66 - Kaya: An American Girl: 1764/Box Set, by Janet Beeler Shaw
#67 - Between Earth and Sky: Legends of Native American Sacred Places, by Joseph Bruchac
#68 - Touching Spirit Bear, by Ben Mikaelsen
#69 - Weasel, by Cynthia Defelice
#70 - When the Shadbush Blooms, by Carla Messinger
#71 - On Mother's Lap, by Ann Herbert Scott
#72 - The Captive Princess: A Story Based on the Life of Young Pocahontas
#73 - Powwow's Coming, by Linda Boyden
#74 - The Gift of the Sacred Dog, by Paul Goble
#75 - Streams to the River, River to the Sea, by Scott O'Dell
#76 - Weetamoo: Heart of the Pocassets, Massachusetts - Rhode Island, 1653 (Royal Diaries) by Patricia Clark Smith
#77 - Indian Trail (Choose Your Own Adventure) , by R. A. Montgomery
#78 - Arrow Over the Door, by Joseph Bruchac
#79 - At Seneca Castle, by William W. Canfield
#81 - Pocahontas, by Joseph Bruchac
#82 - Squanto's Journey: The Story of the First Thanksgiving, by Joseph Bruchac
#83 - Christmas Moccsains, by Ray Buckley
#84 - The Game of Silence, by Louise Erdrich
#85 - Encounter, by Jane Yolen
#86 - Beyond the Ridge, by Paul Goble
#87 - Death of the Iron Horse, by Paul Goble
#88 - The Last of the Mohicans, by James Fenimore Cooper
#89 - Island of the Blue Dolphins (illustrated) by Scott O'Dell
#90 - Frozen Fire: A Tale of Courage by James Houston
#92 - Blood on the River: James Town 1607, by Elisa Carbone
#92 - The Give-Away: A Christmas Story in the American Tradition, by Ray Buckley
#93 - Mystic Horse, by Paul Goble
#94 - Eating the Plates: A Pilgrim Book of Food and Manners, by Lucilee Recht Penner
#95 - Mysteries in Our National Parks: Cliff Hanger, by Gloria Skurzynski
#96 - Jim Thorpe, Olympic Champion, by Guernsey Van Riper Jr
#97 - Good Hunting, Blue Sky (I Can Read Book) by Peggy Parish
#98 - Guests, by Michael Dorris
#99 - Hiawatha and Megissogwon by Henry W. Longfellow
#100 - Sing Down the Moon, by Scott O'Dell


Observations? Books by four Native authors are on the list: Sherman Alexie, (Update on Sep 30 2023: I no longer recommend Bruchac's work. For details see Is Joseph Bruchac truly Abenaki? Joseph Bruchac, Louise Erdrich, and Michael Dorris.  I'll return to this list later to share analyses and observations. Right now, I gotta head to class. The class? American Indian Studies 101, where, over the course of the semester, students gain insight and skills in recognizing problematic depictions of Native peoples. It is encouraging to see that development in them. I wish everyone in the US could take an Intro to American Indian Studies course. Then maybe there'd be some CHANGE in what they buy.

Wednesday, September 29, 2010

Scholastic, Joseph Bruchac, and the out-of-print status of HIDDEN ROOTS

Update on Sep 30 2023: I (Debbie Reese) no longer recommend Bruchac's work. For details see Is Joseph Bruchac truly Abenaki?

A few weeks ago, I posted news that Joseph Bruchac was going to bring his out-of-print Hidden Roots back into publication by publishing it with his own press.

Earlier today I learned from him that Scholastic will not revert rights to him so that he can reprint Hidden Roots. He was told that Scholastic will continue to make it available to the school market through book clubs, but that means you and I can't get it (unless we have access to a school book club and the book is actually listed in the new catalog each month.)

From Joe, I also learned that his previously positive relationship with Scholastic has changed drastically. This happened when the editor he worked with for years left Scholastic. Since then, Scholastic has been slow to respond to his questions and has not kept him informed of the status of his books as had been done in the past. He was not told, for example, that Hidden Roots or Geronimo were out of print and that Scholastic has no plans to reprint them.

How to make sense of this, I wonder... 

Were those two books not money-makers for Scholastic? Scholastic is, after all, a business that wants to be profitable, and, it wants books that will sell.  So.... what does Scholastic offer in the way of books about American Indians? Or books written by American Indians?

I went to their site and searched. I found these books when I searched on "Native American."


The Journal of Jesse Smoke, A Cherokee Boy. Hmm... No author listed on the website. I dug around and found out the author's name: Joseph Bruchac! The Journal of Jesse Smoke is in the "My Name is America" series of historical journals that Scholastic has been publishing for several years now.  It was preceded by the "Dear America" series of historical diaries that featured female protagonists. (The "My Name is America" series is historical fiction journals featuring male protagonists.) Anyway, when the Dear America series first got started, Scholastic did not include the author's name prominently on the books. Many readers thought they were actual diaries. The reading community wasn't happy with being misled that way, and so, Scholastic started adding author's names to the book spine (not sure about the covers).  I guess they didn't think it necessary to do that on the website? Or, did they revert back to the misleading style of packaging the books? I haven't read The Journal of Jesse Smoke.

A Single Shard, by Linda Sue Park. I don't think there is anything in it about American Indians. I don't know why it came back in the search.

The Starving Time: Elizabeth's Jamestown Colony Diary. As with Jesse Smoke, no author's name is provided on the website, but the author's name (Patricia Hermes) IS on the cover.  I haven't read it, but given its setting, I'm guessing Elizabeth had some run-ins with Indians... 


Greetings from the Fifty States: How They Got Their Names, by Sheila Keenan and Selina Alko. This book was probably scooped up in the search because a lot of states' names are Native words.

The Girl Who Loved Wild Horses, by Paul Goble. Originally published by Simon & Schuster. This won the Caldecott when it came out in 1979. Goble is not Native, but has published a great many books about American Indians. Some---especially his Iktomi stories---have been met with strong objections from Elizabeth Cook-Lyn and Doris Seale. I've got to look into The Girl Who Loved Wild Horses. From everything I can find (online), there is no mention of a tribe. This is a generic "Native American" story. And, on the Scholastic website, on the Discussion Guide, one suggestion is to "Have the class leaf through the book's illustrations to find symbols that they readily associate with Native Americans (e.g., arrows, feathers as hair ornaments, tipis, men with long, braided hair, etc.). Wow! Children can, in fact, associate all those things with "Native Americans"----but if the kids come to think (as many do) that all Indians live in tipis, then, that exercise is a problem, and, it points to the problems with a generic "Native American" story...

Dear America: The Diary of Remember Patience Whipple, by Kathryn Lasky. I haven't read this book, but maybe I should! The description on the Scholastic page says that the protagonist wants "more than anything" to meet and befriend a Native American...  And then "Her wish comes true when she meets Squanto..."

The Absolutely True Diary of a Part-Time Indian, by Sherman Alexie. Native story, Native writer, award-winning book.

The First Thanksgiving, by Garnet Jackson. This looks like one of those wonderful (not) stories that doesn't name the tribes (Wampanoag, for example) who encountered the Pilgrims. Instead, it is "Native Americans" and Pilgrims...

If You Were at the First Thanksgiving, by Anna Kamma. Based on description provided, it's the same-old-same-old lovely (not) story...

Saving the Buffalo, by Albert Marrin. His previous books about American Indians were a mess.

Of all those, I'd order two (Jesse Smoke and Diary) if I was interested in Native stories by Native writers.

But consider how many Pilgrim/Indian stories are in this set! And, how many non-Native writers presenting---explicitly and implicitly---outsider perspectives on Native Americans! It really seems to me that Scholastic ought to bring Hidden Roots and Geronimo back into print. I'm guessing, though, that they're catering to the public, that they are after the dollars that those Thanksgiving stories bring into their coffers...

Come on, Scholastic!  Bring Hidden Roots back into print! Or, give Bruchac the rights to do it! The book is discussed in several children's literature textbooks. It won the award given by the American Indian Library Association!

I'm going to write to Scholastic and ask why they aren't going to keep it in print. They've got an online form to use, if you're interested in writing as well.


Sunday, September 12, 2010

Sherman Alexie on THE SNOWY DAY

Editors Note on Feb 25, 2018: Please see my apology about promoting Alexie's work. --Debbie

~~~~


Earlier this year, in "I come to school for this class," I wrote about a terrific project in Arizona through which students at Westwood High School in Mesa, Arizona read literature by American Indian writers. The project was developed by James Blasingame and Simon Ortiz at Arizona State University.

I was pleased to see more about the project in "The Answer Sheet" --- a blog in the Education section of the Washington Post. Blasingame was their guest blogger. His wide ranging "An unusual introduction to Native American YA lit" touches on the writing of Joseph Bruchac and Sherman Alexie.

In his post, Jim points to one of his articles published in the Winter 2008 volume of The ALAN Review. Titled "From Wellpinit to Reardan: Sherman Alexie's Journey to the National Book Award, the article includes a lot of extensive quotes from Alexie. Here's one:

I have a vivid memory of when I was six years old and pulled The Snowy Day, by Ezra Jack Keats, off the shelf in the elementary school library. On the cover was a dark boy in a red coat out in the snow. I instantly figured he was Indian, he wasn't, but I thought he was. I connected to that main character almost instantly in a lot of ways.
Alexie won the National Book Award for The Absolutely True Diary of a Part-Time Indian. There's a lot in the book that I really like because I connect with the character, the setting, the experiences...  It is real and brutally honest. In one sense, I find it a bit too real, and I wonder if it didn't need to be quite that way...  I'm thinking of his character's use of "faggot." I hear kids back home at Nambe toss that word around and I look at the young boys and wonder how that feels to those who may be gay?

Anyway, I am glad to learn that Alexie identified with the little boy in The Snowy Day and that he shared that memory with Jim. At the start of each semester, I ask students to bring in a book they remember. Tomorrow, I'll let them know about Alexie and his memory of The Snowy Day.

Wednesday, July 28, 2010

2010: Best Books Recommended for High School

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If I was starting a library in a high school, these are the first ten books I'd buy.  In reading these books, students would be reading stories Native writers create about Native people and places.  The books I list here include fiction, historical fiction, poetry, short stories, and, prose.

Update on Feb 24, 2018: I am doing a strike-thru on Alexie's book. Given the news reports about harassment, I no longer recommend his book. When news stories break, I will be back to post the links here.

  • Alexie, Sherman. The Absolutely True Diary of a Part-Time Indian
  • Broker, Ignatia. Night Flying Woman: An Ojibway Narrative
  • Carlson, Lori Marie (ed.). Moccasin Thunder: American Indian Stories for Today
  • Deloria, Ella C. Waterlily
  • Kenny, Maurice (ed.). Stories for a Winter's Night: Fiction by Native American Writers
  • King, Thomas. One Good Story, That One
  • Ortiz, Simon J. Men on the Moon: Collected Short Stories
  • Tapahonso, Luci. Blue Horses Rush In: Poems and Stories
  • Taylor, Drew Hayden. The Night Wanderer
  • Van Camp, Richard. The Lesser Blessed

For annotations, see my Native Voices article in School Library Journal.

See also:
Top Ten Books for Middle School
Top Ten Books for Elementary School

Download a pdf with all three lists:
Selecting Children's and Young Adult Literature about American Indians






Sunday, June 28, 2009

Jeff Berglund's response to "Desecrations and Desires: White Male Fantasy in Will Hobbs' BEARSTONE


Jeff Berglund, a friend and colleague at Northern Arizona University, wrote this essay in response to Jane Haladay’s essay, “Desecrations and Desires: White Male Fantasy in Will Hobbs’ Bearstone.” Jeff is an Associate Professor in the Department of English.

_________________________

Jeff Berglund's Response to Jane Haladay’s essay, “Desecrations and Desires: White Male Fantasy in Will Hobbs’ Bearstone"

I bring in young adult novels in all of my Native literature courses, particularly because many of my students are English Education majors, but also because it recalls for students so many of the previous renderings of Native peoples and cultures in books they read in junior high and high school, books like Bearstone, Touching Spirit Bear, Sign of the Beaver, Sing Down the Moon, and so forth.

Thanks, Jane, for doing (and recording) the real-world sort of work many of us are called to in our local communities. What I like about Jane's work is that it provides a model to all of us of how we might engage in these debates *and* set the terms of our participation.

So many teachers have basic questions and limited time and resources for doing ground-up investigations on their own. I ask my college students to consider donating copies of Birchbark House and The Absolutely True Diary of a Part Time Indian so I can donate, on their behalf, reading sets (5-7 books) to schools. In paperback, these books are between $7-10 and give back barely $1-2 in sellback at the bookstore, so many students are willing to donate these.

A few weeks ago I had the pleasure of guest-lecturing in Jennifer Denetdale's graduate course at Dine College for Dine' educators. In the group of 15 students, all of whom are practicing teachers, not one, as a child, had read a book about the Navajo Long Walk. Two had seen the recent books by Dine' writers, but all were eager to find more. That's not surprising. What is surprising is that everyone had lots of basic questions: how do we figure out what books are the best quality? How can we trust authors to tell us the truth? Of course, Jennifer and I referred them to Debbie's blog, to Oyate, and we then proceeded to look at a number of books with evaluative criteria, such as those listed below in order to remind everyone that we all have to engage in the evaluative/comparative process of critical reading:

Questions to Consider When Purchasing New Books:
  1. Does the author have a connection to Native peoples, communities, or is the author a member of a tribal culture? What stake does the writer have in the lives of indigenous children?
  2. When was this book written? Does the author reflect his or her own time period and contemporary thinking about cultural and ethnic diversity?
  3. Whose story is being told? Do the centering principles of the story reflect the diversity and complexity of this culture and honor this culture’s principles as a means of understanding history or traditions?
  4. Are Native people represented as fully human—full of joy, wonder, wisdom, beauty, sorrow, pain, pleasure? Or, are they rendered as anthropological subjects, distanced from the contemporary world or assumed to be separate from all implied readers?
  5. If different viewpoints could be represented, do the authors or illustrators make efforts to include these different ideas?
  6. If stories are retellings of traditional narratives, is there information about how the author has come to the source information or come into a position to represent such information?
These are starting points that lead to pretty involved discussions.

[Note from Debbie: See my review of Jennifer Denetdale's nonfiction book on the Long Walk.]

Tuesday, May 05, 2009

Brianne Grant's thesis on Education in YA Lit

Back on July 9th, 2007, I blogged about Brianne Grant's article "Opening the Cache of Canadian Secrets: The Residential School Experience in Books for Children."

Today, I point you to Grant's thesis: Where Hope Lives: An Examination of the Relationship Between Protagonists and Education Systems in Contemporary Native North American Young Adult Fiction.

She considers educational systems as portrayed in four novels:
  • The Absolutely True Diary of a Part-Time Indian, by Sherman Alexie
  • The Porcupine Year, by Louise Erdrich
  • Good for Nothing, by Michel Noel
  • No Time to Say Goodbye: Children's Stories of Kuper Island Residential School, by Sylvia Olsen, written with Rita Morris and Ann Sam
I'm partway through it (gotta stop and do some writing of my own) and look forward to sitting down with it when I have more time. Her thesis may prove perfect for my History of American Indian Education course next spring.

Saturday, April 25, 2009

News: Alexie working on sequel to ABSOLUTELY TRUE DIARY

Editors Note on Feb 25, 2018: Please see my apology about promoting Alexie's work. --Debbie

~~~~


Fans of Sherman Alexie's The Absolutely True Diary of a Part Time Indian will be happy to know that he is working on a sequel. I read this in an April 21st interview of Alexie published at a website called failbetter.com.

Some of you may know that he is working on another YA novel called Radioactive Love Song. In the interview, he says he set that book aside to work on a sequel to Diary. In the sequel, Arnold is a sophomore, and there's a romance with Penelope.

The interview is packed with information. He writes about the death of his sister and father. Here's an excerpt, about his appearance on the Colbert show:

You were on the Colbert Report in October—one of the only guests who’s ever been able to make Stephen Colbert speechless. What was it like being on the show?
It was great, but it’s funny because Indians are so invisible and because my career has gotten so big that I think people…they don’t forget that I’m Indian, but it becomes very secondary to the success. When I was on Colbert I had a double consciousness or triple consciousness about it…I was in the moment but then I was also thinking that this is really revolutionary for Indians…a rez boy holding his own verbally with one of the best in the business. It was big. I was proud that I also have that artistic ability. It was fun. He was a great guy. He came into the green room afterwards and congratulated me, which was very decent of him.

Alexie also talks about poetry, his love of writing poetry, and about his new book of poems, Face. Do head over to the site and read the interview.

Disclosure: Readers of American Indians in Children's Literature know I've written a lot about Alexie's Diary and that it is on my lists of recommended books. Recently, a couple of friends have found it problematic for its use of the word 'faggot.' In light of that and the recent suicides of two 11 year old boys who were taunted as gay, I'm going to reread the novel.



Digg!

Tuesday, March 31, 2009

Research Study on Effects of Subtle Discrimination

Yesterday, a comment was submitted to "Jan Brett and Sherman Alexie" posted here on December 31, 2007. In that post, I compared Brett's The Three Snow Bears to Alexie's The Absolutely True Diary of a Part-Time Indian. Both were on the New York Times best seller list. Brett's book objectifies and dehumanizes American Indians; Alexie's book does not. In his book, readers come to know the life of a Native teen, with its ups and downs, its richness and its hardships. Beautiful, brutual, honest.

Teresa (the person who submitted the comment yesterday) did not like the critique of Brett's book. Here's what she said:

You mention, "in The Three Snow Bears, we have another book in which an author/illustrator puts Native clothing on animals, effectively de-humanizing American Indians." Animals and cartoon characters are constantly pictured in clothing worn by Americans of all races. I don't feel dehumanized by animals in children's books wearing jeans and t-shirts. Nor do I think you would even blink if you saw a book in which animals were dressed in traditional European, African, or Asian clothing. I'm a big fan of Sherman Alexie's books and also of Jan Brett's beautiful illustrations. Your over-sensitivity loses me here.


Her comments reflect how difficult it is to recognize subtle forms of racism. I hasten to say that I don't think Teresa is racist. She is not able to see what I am trying to help her see, but that does not mean she is racist.

This morning in ScienceDaily I read an article about a study on subtle discrimination that may help understand why it is hard for some to see problematic depictions of American Indians as inappropriate or hurtful. The article is called "Racism's Cognitive Toll: Subtle Discrimination is More Taxing on the Brain." It summarizes research done by Jessica Salvatore and J. Nicole Shelton, two psychologists at Princeton. Here's a couple of key excerpts:

The problem is that we have limited cognitive resources, so when we are solving one problem, we have difficulty focusing on another at the same time. Some psychologists reason from this that subtle racism might actually be more, not less, damaging than the plain antipathy of yesterday, sapping more mental energy. Old-fashioned racism--a "No Negroes Allowed" sign, for example--is hateful and hurtful, but it's not vague or confusing. It doesn't require much cognitive work to get it. But if you're the most qualified candidate for a job, and know it, and still don't get the job for some undisclosed reason--that demands some processing.


That last line, about being qualified for a job, points to the research study itself. Participants in the study were either black or white. The researchers created a situation in which participants observed fair and unfair hiring decisions and then took the Stroop test that tests capacity for mental effort. Salvatore and Shelton's research question was to see if experiencing subtle racism interfered with mental capacity:

It did, at least for blacks, and more than the overt racism did. As reported in the September issue of Psychological Science, black volunteers who had witnessed unfair but ambiguous hiring decisions did much less well on the Stroop test, suggesting that they were using all their mental resources to make sense of the unfairness.

Interestingly, white volunteers were more impaired by overt racism than by the more ambiguous discrimination. Salvatore and Shelton figure this is because whites rarely experience any racism; they do not even notice the subtle forms of racism, and are thrown off balance when they are hit over the head by overt acts. Many blacks, by contrast, have developed coping strategies for the most hateful kinds of racism; it's the constant, vague, just-below-the-surface acts of racism that impair performance, day in and day out.


So. Let's go back to Teresa's comment, and let's think about children in classrooms, observing racism in books, classroom materials, etc.

Teresa can't see the problems in Jan Brett's book. It takes work to subtle forms of racism. Again, this is not an attack on Teresa. Her comments are representative of a lot of people (I'd say the majority of people) who resist critiques like those found on this site.

Racism, whether it is overt or subtle, is costing us in ways we may not realize. Research studies like the one by Salvatore and Shelton may help us revisit and rethink our views about books like The Three Snow Bears.

What does this mean for the classroom?

A lot of people argue that we should teach books like Little House on the Prairie because it allows us to talk about attitudes people had "at that time." I think that is a good use of the book, but only with students who are much older. I suggest that book be read in high school and college, not elementary school. And I will also note that the majority of lesson plans on LHOP do not address the racist attitudes in the book.

I do wonder, though, if upon the conclusion of a discussion of LHOP, the Stroop test were given, how the students would fare?

UPDATE, MARCH 31, 2009 - 4:30 CST
Mitali Perkins has an article about race in the April issue of School Library Journal. Anticipating push-back on her article, she blogged about it today, referencing my post. If her article is accessible online, I'll link to it here.

Saturday, January 24, 2009

News from the American Indian Library Association

The Winter 2009 newsletter of the American Indian Library Association is out. I want to share some of it with you...

Chief Joseph Medicine Crow, author of Counting Coup: Becoming a Crow Chief on the Reservation and Beyond, was awarded the U.S. Bronze Star and the French Legion of Honor on June 25, 2008. Also in June, he was nominated for the Congressional Medal of Honor.

Naomi Caldwell, chair of their Youth Literature Awards committee said that Alexie's The Absolutely True Diary of a Part-Time Indian will be coming out in paperback, and that its publisher (Little, Brown and Company) will provide free copies to every tribal library in the United States.

Friday, October 24, 2008

Books by and about American Indians: 2007

According to the Cooperative Children's Book Center (CCBC) at the University of Wisconsin...

In 2007, approximately 5000 children's books were published. CCBC received approximately 3000 books for review. Here are stats:

Forty-four of the 3000 books they received were about American Indians. Of those 44, 6 were written by Native authors. Looking at stats they compile by year:


Year---Number of bks---About Amer Ind---By Native writer
2002--------3,150--------------------64-----------------------6---------------
2003--------3,200--------------------95----------------------11--------------
2004--------2,800--------------------33-----------------------7--------------
2005--------2,800--------------------34-----------------------4--------------
2006--------3,000--------------------41----------------------14-------------
2007--------3,000--------------------44-----------------------6--------------


If you go here you can see stats I laid out above, and stats for other groups, too: African/African Americans, Asian Pacific/Asian Pacific Americans, and Latinos.

One of the publications you can get from CCBC is CCBC Choices. You get it by becoming a Friend of the CCBC. In the 2007 essay (included in the 2007 CCBC Choices) is this:

These statistics represent only quantity, not quality or authenticity. Additionally, a significant number—well over half—of the books about each broad racial/ethnic grouping are formulaic books offering profiles of various countries around the world.

The statistics, of course, tell only one part of the story. Throughout the year, it wasn’t the numbers but individual books that made a profound impact on us— compelling, vivid works that represent some of the finest creative output of authors and artists in 2007: The Absolutely True Diary of a Part-Time Indian by Sherman Alexie...

As readers of this blog know, I've written about Alexie's book several times. It's a huge hit and is being used in literature classes across the country, from high schools to universities.

Wednesday, June 18, 2008

Another award for Alexie's YA Novel

Editors Note on Feb 25, 2018: Please see my apology about promoting Alexie's work. --Debbie

~~~~


Roger Sutton, editor at Horn Book, just posted to the child_lit listserv, that Sherman Alexie's The Absolutely True Diary of a Part Time Indian has won the 2008 Boston Globe-Horn Book Award for Fiction and Poetry. Roger's post says:

"Novelist Sherman Alexie is new to young adult literature but not to acclaim. A 1995 PEN/Hemingway Award recipient for his first collection of short stories for adults, he is also a poet, a film director, and a standup comic. Last fall, The Absolutely True Diary of a Part-Time Indian won the National Book Award for Young People’s Literature."
The award will be presented October 3rd in Boston. Acceptance speeches are printed in the The Horn Book Magazine.

Congratulations, again, to Sherman! I look forward to his work in progress, which is another YA novel: Radioactive Love.

Consider handing Alexie's DIARY to students that are enthralled with Meyer's TWILIGHT saga. His realistic depictions of Native youth in Washington are way better than hers.

Sunday, June 15, 2008

2008 Children's Literature Association Conference

I spent the last couple of days at the 2008 Children's Literature Association (ChLA) Conference. I met many people (professors) with whom I've had email with over the last ten or so years. Among them are Michael Joseph, Tammy Mielke, Kara Keeling, and June Cummins. A lot of people there read this blog and encourage their students to read it, too. It was terrific, too, to meet Tom Crisp, a student in Teacher Education at Michigan State, and talk with Ben Smallwood, at Illinois State.

There were several presentations on Sherman Alexie's YA novel, and one on Bruchac's Dark Pond and Skeleton Man. Ben Smallwood talked about Tim Tingle's books. All were thoughtful papers, not romanticizing the writers or their books, but posing good questions. I am intrigued by Adrienne Kertzer's challenge over whether or not the illustrations in The Absolutely True Diary of a Part Time Indian support the text, and will return to the book to consider her challenge.

In my presentation, I talked about three books I've written about on this blog (McDermott's Arrow to the Sun, Pollock's Turkey Girl, and Rodanas Dragonfly's Tale,) none of which I recommend.

Conferences are time well-spent. Meeting people, hearing others thoughts in person. Next year's conference is in Charlotte, North Carolina. A special thanks to Linnea Hendrickson for encouraging me to attend ChLA.

Thursday, April 24, 2008

Presentation of American Indian Library Association Youth Lit Award

If you're attending the American Library Association's Annual Conference this summer (June 26-July) in Anaheim, get a ticket for the American Indian Library Association's Youth Literature Award presentation. It'll be on Monday, June 30, 5:30 to 7:00. Tickets are $25.

Accepting awards there will be:

Joseph Medicine Crow, for Counting Coup: Becoming a Crow Chief on the Reservation and Beyond

Sherman Alexie, for The Absolutely True Diary of a Part-Time Indian

Tim Tingle and Jeanne Rorex Bridge, for Crossing Bok Chitto: A Choctaw Tale of Friendship and Freedom

To order tickets, send a check or money order made out to:

Lisa Mitten
32 Stewart Street
New Britain CT 06053

Tuesday, March 25, 2008

Wordcraft Circle Awards








Today, I point you to the awards given by Wordcraft Circle of Native Writers and Storytellers. Native Wiki describes the organization and its history here. It was established in 1992 at the first Returning the Gift gathering of Native writers, held in Norman, Oklahoma. When I started this blog, Wordcraft was off-line. It's back, now. In 1997, Wordcraft began giving awards. Among their categories is an award for children's books. (Note: Some years they specify a title; other years they do not.)

1997
Cheryl Savageau (Abenaki)

1999
Richard Van Camp (Dogrib)

2000 
Louise Erdrich (Turtle Mountain Anishinaabe)

2001 
Joy Harjo (Muscogee) for The Good Luck Cat
Cynthia Leitich Smith (Muscogee) for Rain is Not My Indian Name

2002 
Joseph Bruchac (Abenaki)

2002-2003
Linda Boyden (Cherokee)


2005
Deborah Duvall, (Cherokee) Rabbit and the Bears

2005-2006 
Simon Ortiz (Acoma Pueblo) for The Good Rainbow Road
Marge Bruchac (Abenaki) for Malian's Song

2006-2007
James Blue Wolf (Cherokee) for Speaking for Fire
Sherman Alexie (Spokane/Coeur d'Alene) for The Absolutely True Diary of a Part-Time Indian

_________________________
Two weeks ago, I was at the Returning the Gift meeting held at Michigan State University. I was invited to talk about children's books.

Prior to heading up there, I received a wonderful surprise from Kimberly Roppolo, Director of Wordcraft. The work I do on this blog was recognized with a "Writer of the Year Award." Thank you, Wordcraft, for this honor.

2008
Debbie Reese (Nambe Pueblo) - Writer of the Year, Blog

Monday, March 03, 2008

Lois Lenski Lecture

Last semester, I was invited to give the Lois Lenski Lecture at Illinois State University (ISU). The Lenski lecture series began in 1994, in honor of Lois Lenski, author of a great many books for children.

Last week, ISU's radio station did an interview of me, to run today (Monday) in advance of the lecture itself.

I talked about problematic texts like Little House on the Prairie, providing historical context for the book (some of which I've posted here in the last two weeks). And I talked about books I recommend, specifically Sherman Alexie's The Absolutely True Diary of a Part-Time Indian, and Cynthia Leitich Smith's Jingle Dancer.

At the outset of the interview, the interviewer asked me about UIUC's mascot, what I think of it, and what I think of the student referendum last week. The referendum was on the UIUC student ballot last week. It asked if students want the mascot to be reinstated. It passed, 7000 or so in favor, 2000 or so opposed. UIUC is a large campus, with over 42,000 undergraduate and graduate students.

We went on to talk about the subject of my lecture, which is children's books. I talked about problematic texts like Little House on the Prairie, providing historical context for the book (some of which I've posted here in the last two weeks). And I talked about books I recommend, specifically Sherman Alexie's The Absolutely True Diary of a Part-Time Indian, and Cynthia Leitich Smith's Jingle Dancer.

I tuned in this morning to listen to the interview. It was all of a minute long, but an interesting minute it was. Centered on the mascot. I was more than a bit perturbed with the pieces they used. I was surprised, too. I've done interviews about the mascot in the past, and about Y-Indian programs, and Boy Scouts, and I learned that media people selectively edit what I say. I've never been pleased with that editing. It is generally done in a way to make me sound a bit loony, or, like I hate all white people, or that I think they're all racist...

So I stopped doing those kinds of interviews. I thought the interview with ISU was about my study of children's books and I let my guard down. That was a mistake.

The interview is important, though, because it provides a window into all manner of human behavior and human action. The radio station is a media outlet. They're after a story. The one they think more of their listeners will want. So they went for the mascot angle.

Between now and 7:00 this evening, I'll be revising my remarks for the lecture, incorporating this episode.

Monday, January 14, 2008

2008 American Indian Youth Literature Award







The American Library Association announced its awards today. Affiliated with the ALA is the
American Indian Library Association. They, too, announced their awards today.

Picture book...
Tim Tingle's Crossing Bok Chitto: A Choctaw tale of Friendship, published by Cinco Puntos Press, illustrated by Jeanne Rorex Bridge.

Middle School...
Joseph Medicine Crow's Counting Coup: Becoming a Crow Chief on the Reservation and Beyond, published by National Geographic

Young Adult...
Sherman Alexie's The Absolutely True Diary of a Part-Time Indian, published by Little Brown, art by Ellen Forney

These are TERRIFIC books, and I hope that every school and public library in the United States and Canada order multiple copies right away. And if you're not bound by specific agreements to buy books from a jobber, please order them from Oyate.

Congratulations to the all those involved in bringing these wonderful books to us!

Monday, December 31, 2007

Jan Brett and Sherman Alexie

Editors Note on Feb 25, 2018: Please see my apology about promoting Alexie's work. --Debbie

Update on Sep 30 2023: I (Debbie Reese) no longer recommend Bruchac's work. For details see Is Joseph Bruchac truly Abenaki?




~~~~


Today is December 31, 2007. We’re ending one year and starting another. Looking over the NY Times list of best selling children’s books, I note two books that are on the lists. These two books capture all that is good, and all that is not good, about books by and about American Indians.

On the picture book list is Jan Brett’s The Three Snow Bears. It represents all-that-is-not-good. I would not buy it.

On the chapter books list is Sherman Alexie’s The Absolutely True Diary of a Part-Time Indian. It represents all-that-is-good. I recommend it, and I give it as gifts. It is astounding on so many levels.

Before I start this discussion, I want to state clearly that I do not believe Jan Brett (or anyone who likes her new book) is racist or misguided. Mis-informed, or maybe, mis-socialized, mis-educated…. That is the root of the problem.

Both books have been on the best selling list for 14 weeks. As of today The Three Snow Bears is ranked at #4; Absolutely True Diary is ranked at #5.

The accompanying NYT blurb for The Three Snow Bears:
"Aloo-ki and the Three Bears: the Goldilocks tale goes to the Arctic Circle."

The blurb for Absolutely True Diary:
"A boy leaves his reservation for an all-white school."

Jan Brett is not an indigenous person. But like many writers, she has written (and illustrated) a book in which Native imagery figures prominently. A lot of writers retell Native stories, changing values and characters in such a way that the story can no longer be called Native. Pollock disneyfied The Turkey Girl, a story told among the Zuni people. Brett didn’t try to retell a Native story. She told an old favorite classic, and set her story in the Arctic. Her Goldilocks is an Inuit girl she named Aloo-ki.
The book flap for the hardcover copy says that Brett went to the Nunavut Territory in northern Canada, I gather, to climb to the Arctic Circle marker. While there she visited a school and according to the flap (note: authors don’t generally write the material on book flaps), “Jan saw the many intelligent, proud faces that became her inspiration for Aloo-ki.”

Why is “faces” modified with “intelligent” and “proud”? Is it Inuit faces that need these modifiers? Do you see such modifiers about the faces of any-kids in any-school? (I also want to say at this point that Brett's inspiration reminded me of Rinaldi's inspiration when she saw the names of Native kids on gravestones at Carlisle Indian School. Rinaldi was so moved by their names that she used the names, creating characters to go with them.)

The flap also says that she visited a museum where she “marveled at images of Arctic animals in Inuit clothes and felt a door had opened.”

My colleague, Theresa Seidel, addresses problems with the story (and the flaps) in her open letter to Jan Brett. She points out that in The Three Snow Bears, we have another book in which an author/illustrator puts Native clothing on animals, effectively de-humanizing American Indians.
Yes---Beatrix Potter did that in her Peter Rabbit stories, and nobody is making a fuss over that, but there is a difference

The humanity of the people Potter’s bunnies represent is not questioned. Those people are recognized as people. Regular people. Not people (like indigenous peoples of the US and Canada) who are adored and romanticized. And, they're not a people who most others think vanished. Some people might put Princess Di on a pedestal and swoon over who she was, and they might swoon over some part of English culture, but they don’t do that to all of the English people. 

In contrast, far too many people think we (American Indians, Inuits, First Nations) no longer exist. We (or rather, some semblance of who we were/are) do, however, make frequent appearances in fiction, as mascots on sports fields, as inspiration for troops whose helicopters and battleships and missile’s named after Native tribes, and on products from tobacco to automobiles to foodstuffs. For too many, we are an idea, not a living, breathing people whose kids go to the same schools as yours do.

Brett had good intentions. She was inspired by the people, their art, their world. And she she wrote and illustrated this book that subtly and directly affirms problematic notions of who we are. It is a beautifully illustrated book. (As a work of low fantasy, we must suspend our disbelief so we buy into the polar bears living as humans do. Look closely, though... The polar bears wear their parkas when they go out, but leave their boots behind.)

Aloo-ki is surprised to come upon “the biggest igloo she had ever seen.” That’s worth a challenge, because it suggests that Aloo-ki is accustomed to seeing smaller igloos. Problem is, most people think that igloos are cute dwellings, about the size of dog houses. They’re actually quite large. If you saw the film, Atanarjuat (Fast Runner), you saw just how big igloos are. (Go to the movie’s website and view the galleries http://www.atanarjuat.com/galleries/movie.php).

In sum, Brett’s book is pretty to look at, a trinket, a decoration, but Native peoples are not trinkets or decorations. 

Turning now, to Alexie’s book…

Alexie is Spokane. He grew up on his reservation. His book is largely autobiographical. It is HIS story, his LIVED story, that he gives us in Absolutely True Diary. He doesn’t retell a traditional story. He gives us a story of a modern day Native boy, living life in these times, not some far-off, exotic place, distant in time and location. His story is note cute or charming. It is gritty.

We can agree that children who read picture books have different needs than those who read chapter books. But it IS possible to write picture books about present day Native kids. Native authors who’ve written precisely this kind of book are Joseph Bruchac, Joy Harjo, and Cynthia Leitich Smith.

Today, Diane Chen (a blogger at School Libray Journal) wrote about the need for discussion and growth, so that the children’s book world (and American society) can move beyond the place we are STILL at, where problematic books about American Indians are written, published, favorably reviewed, bought, and read by kids across the country.

We can do better, but the Jan Brett’s and their editors, their publishers, and reviewers, teachers, librarians, parents, booksellers, all have to listen to our concerns. This is not, from my point of view, an issue of racism. It is an issue of not-knowing, and being unwilling to admit errors.
With a new year upon us, can we give it a try?
.


Friday, December 28, 2007

Christians and Indians: Comenius and Alexie

Over on the email discussion list for YALSA-BK (an ALA listserv for people who work with young adult literature), there is a discussion going on about Alexie's The Absolutely True Diary of a Part-Time Indian.

Specifically, the discussion is about Alexie's inclusion of masturbation. I gather that librarians in Christian-based schools are considering not ordering the book. Most of the discussion suggests that the librarians in those schools should let kids make their own decisions. Masturbation is a very real part of teen life.

I don't think it is a Christian versus American Indian situation. I do think we're past that.

There was a time, though, way back when (and maybe not so way-back), Christians called us pagans and heathens with no morals... Take, for example, Orbis Pictus.



Back in 1657, John Amos Comenius wrote Orbis Pictus, an encyclopedic picture book for children that is now commonly identified as the first picture book for children. The National Council of Teachers of English (NCTE) established a nonfiction book award, and named it the Orbis Pictus Award for Outstanding Nonfiction for Children.

Comenius was, according to The Oxford Encyclopedia of Children's Literature, a Czech educational reformer, a Protestant minister.

In his book, Comenius includes a section about religion. Therein he says

The Indians, 10. even at this day, worship the Devil, 11.

The numeral 10 refers to the illustration, shown here, that accompanies this section. It corresponds to a figure meant to be an Indian. Likewise, the numeral 11 corresponds to a figure meant to be the Devil.

The illustration of the Gentiles is in two parts. The larger of the two is an indoor setting. It looks like a gallery of statues, each one in its own arched enclosure. The smaller illustration is set outside. I draw your eye to the figures on the right side of the smaller illustration. To the building with a shingled, pitched roof, in front of which sits the devil. The Indian is on his knees in front of the devil. The devil's right arm is raised over the Indians head, and its left arm is touching the Indians shoulder.

Here, in Comenius's words is the text that begins on page 185 of the book published in 1887 (viewed at Amazon using the "search inside" option):

Hence are divers Religions
whereof IV. are reckoned
yet as the chief.

Gentilism.

The Gentiles feigned
to themselves near upon
XIIM. Deities.

The chief of them were

Jupiter, 1. President, and
petty-God of Heaven;

Neptune, 2. of the Sea;

Pluto, 3. of Hell;

Mars, 4. of War;

Apollo, 5. of Arts;

Mercury, 6. of Thieves,
Merchants,
and Eloquence;

Vulcan, (Mulciber)
of Fire and Smiths;

Aeolus, of Winds;

and the most obscene of
all the rest, Priapus.

They had also
Womanly Deities:
such as were Venus, 7.
the Goddess of Loves,
and Pleasures, with
her little son Cupid, 8.

Minerva
(Pallas), with
the nine Muses of Arts;

Juno, of Riches and Wed-
dings; Vesta, of Chastity;

Ceres, of Corn;

Diana, of Hunting,
and Fortune;

and besides these Morbona,
and Febris her self.

The Egyptians,
instead of God
worshipped all sorts
of Beasts and Plants,
and whatsoever they saw
first in the morning.

The Philistines offered
to Moloch, 9. their Children
to be burnt alive,

The Indians, 10. even to
this day, worship the
Devil, 11.

I said, above in parens, "maybe not so way-back" because there are still plenty of Christian missionaries out there, moving amongst Native people on the reservations, trying to get them to church.

When I was in first grade, I think, I went to catechism, memorized prayers, and made my "First Holy Communion." Course, in the summer, we'd all pile into the very cool VW bug and bus driven by the Baptist folks who took us to summer day camp. I don't recall it being called Bible School, but that is what it was. I loved it. I don't recall learning prayers or teachings from the Bible. What I loved was the crafts we did. Those plaster of paris items that we'd paint... Were they of Jesus? Mary? I don't recall. It was the activity itself that I remember. I had a good time. In contrast, I hated catechism. I really liked the watch I got as a present when I did the "First Holy Communion." It was a Cinderella watch, sold on a ceramic Cinderella figurine. That figurine, and those plaster casts.... I can almost feel their cool smooth surfaces. But am I a Christian? No.

This post is a bit meandering... What is swimming through my thoughts are Christian perceptions of what is good, what is right. In Alexie's book, fear of sex. In Comenius and in my childhood, a perceived need to Christianize us, to stop our ways of worship.

As someone who studies and writes about images of Indians in children's books, Comenius is an important work to note and think about. If his book is the first book for children, then his image of an Indian is the first non-Native produced image of an Indian in a book for children. As such it stands as a book-end of sorts that I will be thinking of as I continue my research.
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Sunday, November 25, 2007

Alexie on Charlie Rose, 1998

Editors Note on Feb 25, 2018: Please see my apology about promoting Alexie's work. --Debbie

Knowing teachers spend a fair amount of time developing background to teach certain novels, I'm providing this interview of Sherman Alexie. He was on Charlie Rose, 1998, talking about his then-released film SMOKE SIGNALS. If you're going to teach Alexie's book, The Absolutely True Diary of a Part-Time Indian, you may consider viewing SMOKE SIGNALS, too. Preview it first, though. Make sure it will fare well in your school's video policy.