Overall, I thought that this course, TE 448, was an appropriate supplement to TE 348. After taking both courses, I now feel much more educated and informed about children’s literature. This semester, the insider/outsider debate was one of the most poignant things I learned. I am not on one side or the other, but I do think that if someone is going to write a book about something, he or she needs to be well educated about the topic and portray it accurately and authentically. After discussing this topic in class, however, it has become clear that it can be difficult to classify someone as an insider or outsider and determine who has ownership over a topic. I know that when I select books for my students in the future, I will make sure to find this information out and determine whether or not it changes one’s reading of the book.
Another insight I had this semester is the capability children have to discuss controversial literature. For example, reading Little House on the Prairie by Laura Ingalls Wilder may be a good book to use with students when discussing representations of Native Americans. One could not only talk about the stereotypes portrayed, but why they were portrayed. A question I have, however, is how to broach this topic with young children. Ideally, I would like to work with children in kindergarten through second grade. Next semester, I will be student teaching in a preschool lab with children age’s two to five. My thoughts are that it is enough to introduce this type of literature to young children by reading it to them or having it in the classroom. Perhaps when they are in first or second grade, discussions can begin, but I am not quite sure how to execute something like that at this point.
From here, I am going to re-evaluate some of the diverse literature I have from my childhood library. I was planning on using some of this literature in my future classrooms, but now I need to make sure that it is authentic literature and not derogatory. If anything, this course has made me love children’s literature even more. And now I feel better equipped to find children’s literature and assess it. I’m excited to bring these new ideas into my future classroom and share them with the teachers and students that I will work with.
Saturday, December 8, 2007
Monday, December 3, 2007
Reflection Post
After exploring Native American Children's Literature, I came across a few themes. First, I noticed that there is a large amount of folklore or folk stories about Native Americans. However, if one wants to find a contemporary representation of Native Americans, he or she must "go digging" so to speak. One resource that I found extremely helpful for this assignment was the Oyate Catalog, which can be found at: http://www.oyate.org/catalog/index.html
This resource provides a list of books that is split up by grade level, media, or topic. It was through this source that I was able to find a few books that I thought would be quality ones to use. However, when looking for these books at the local library, I had a difficult time and had to make some changes to my book list.
Overall, I think that someone looking at my text set would learn that there are multiple ways to represent Native Americans in a modern light. Also, the blog about a professional resource brings up the question of insiders versus outsiders in Native American literature, and how it is a much more complicated line to draw in contrast to other "groups" or topics of literature. It is critical to express to students that Native Americans are not a thing of the past, they are very much in the present and we need to consider this when discussing this cultural group with children.
This resource provides a list of books that is split up by grade level, media, or topic. It was through this source that I was able to find a few books that I thought would be quality ones to use. However, when looking for these books at the local library, I had a difficult time and had to make some changes to my book list.
Overall, I think that someone looking at my text set would learn that there are multiple ways to represent Native Americans in a modern light. Also, the blog about a professional resource brings up the question of insiders versus outsiders in Native American literature, and how it is a much more complicated line to draw in contrast to other "groups" or topics of literature. It is critical to express to students that Native Americans are not a thing of the past, they are very much in the present and we need to consider this when discussing this cultural group with children.
Sunday, December 2, 2007
Native American Literature: Analyzing through a Professional Resource
Stewart, Michelle P. "Judging Authors by the Color of Their Skin? Quality Native American Children's Literature." Multi-Ethnic Children's Literature 27 (2002): 179-196. JSTOR. 2 Dec. 2007.
After spending a large portion of time looking for Native American books for this assignment, I noticed a reoccurring theme. It was extremely difficult to find non-traditional or non-folklore representations of Native Americans at the East Lansing Public Library, especially in terms of children’s literature. Most of the books focused on Native American tales, heroes, or biographical information. When reading a critical review on Native American literature, I found a quote that expressed this idea: “Some authors continue to depict American Indian culture as foreign, as something “other” that must be brought into the fold of American culture rather than celebrated for its distinction,” (Stewart 181). The author of the article also discussed the insider/outsider debate in terms of Native American literature. Since hundreds of tribes exist, where does one draw the line of an outsider? For example, is it appropriate for a member of an Iroquois tribe to write about someone from the Chippewa tribe? Another interesting discussion that arises from this article is the fact that the Native American population is not growing; thus, who is going to represent the voices of Native Americans as the tribes grow smaller?
After spending a large portion of time looking for Native American books for this assignment, I noticed a reoccurring theme. It was extremely difficult to find non-traditional or non-folklore representations of Native Americans at the East Lansing Public Library, especially in terms of children’s literature. Most of the books focused on Native American tales, heroes, or biographical information. When reading a critical review on Native American literature, I found a quote that expressed this idea: “Some authors continue to depict American Indian culture as foreign, as something “other” that must be brought into the fold of American culture rather than celebrated for its distinction,” (Stewart 181). The author of the article also discussed the insider/outsider debate in terms of Native American literature. Since hundreds of tribes exist, where does one draw the line of an outsider? For example, is it appropriate for a member of an Iroquois tribe to write about someone from the Chippewa tribe? Another interesting discussion that arises from this article is the fact that the Native American population is not growing; thus, who is going to represent the voices of Native Americans as the tribes grow smaller?
Saturday, December 1, 2007
Native American Literature: Book Three
Joseph, Bruchac. Eagle Song. New York: Dial Books for Young Readers, 1997.
Eagle Song, by Joseph Bruchac, deals with an adolescent Native American growing up in Brooklyn after recently moving there from Upstate New York. The main character, Danny, lives with his father, Richard, and his mother, Salli. Throughout the book, Danny struggles to build relationships at school as he feels different from everyone else.
Bruchac covers a host of sensitive issues within Eagle Song. Many of the situations that arise are ones that young readers will be able to relate to. For example, one of Danny’s friends joins a gang. Danny struggles with this issue as he realizes the volatile nature of gangs. Bruchac also brings up the idea of presentism: viewing the present as better than the past because of all the resources we have available today. In the book, Danny’s father comes into Danny’s class to share a Native American story. Before he shares his story, Danny’s teacher comments, “Because I want you all to know that Native American people are not just part of the past, I have invited our special guest to come to class today,” (Bruchac 41). This is an important concept to teach to children, as many Native American representations are historically presented.
The book Eagle Song would be an appropriate addition to elementary classrooms. It introduces a young Native American character in a contemporary light. In class, we discussed the importance of including books that show a variety of characters from diverse backgrounds. Bruchac’s book does this and more as it opens up a host of discussions that young students will be eager to talk about.
Eagle Song, by Joseph Bruchac, deals with an adolescent Native American growing up in Brooklyn after recently moving there from Upstate New York. The main character, Danny, lives with his father, Richard, and his mother, Salli. Throughout the book, Danny struggles to build relationships at school as he feels different from everyone else.
Bruchac covers a host of sensitive issues within Eagle Song. Many of the situations that arise are ones that young readers will be able to relate to. For example, one of Danny’s friends joins a gang. Danny struggles with this issue as he realizes the volatile nature of gangs. Bruchac also brings up the idea of presentism: viewing the present as better than the past because of all the resources we have available today. In the book, Danny’s father comes into Danny’s class to share a Native American story. Before he shares his story, Danny’s teacher comments, “Because I want you all to know that Native American people are not just part of the past, I have invited our special guest to come to class today,” (Bruchac 41). This is an important concept to teach to children, as many Native American representations are historically presented.
The book Eagle Song would be an appropriate addition to elementary classrooms. It introduces a young Native American character in a contemporary light. In class, we discussed the importance of including books that show a variety of characters from diverse backgrounds. Bruchac’s book does this and more as it opens up a host of discussions that young students will be eager to talk about.
Native American Literature: Book Two
Erdrich, Louise. The Range Eternal. New York: Hyperion Books for Children, 2002.
The Range Eternal, by Louise Erdrich, derives from her memories of her grandparents’ home on a reservation in North Dakota. In the book, Erdrich brings to life a stove – the Range Eternal – that epitomizes her memories of her grandparents’ home. Within her recollection, she weaves the stove into a metaphor, since soon after the family begins to use a furnace they get rid of the stove. In some ways, Erdrich is comparing the loss of the stove to the loss of land felt by the Native Americans.
The illustrations in this book, by Steve Johnson and Lou Fancher, add a special piece to the story and may help young readers to understand the story. In addition, the story is lyrically written. Since the story is essentially about a young girl and her memories of her grandparents’ house, many readers will be able to relate to the message of the story.
A concern that I have is that readers may not know this story is about Native Americans or written by a Native American unless they read the About the Author section or the author’s biography. On one hand, this is a benefit of the story as it expresses the notion that ethnicity does not always need to he high lighted or blatantly displayed. However, since this book touches on the idea of Native Americans losing their land and the feelings that went along with this ordeal, it may be important for teachers to discuss this in their classroom if using it as a representation of Native American literature.
Upon reflection, The Range Eternal has both benefits and drawbacks. I would think carefully about how I wanted to use this book in my classroom. In essence, however, it provides a story that young readers may be able to relate to and appreciate.
The Range Eternal, by Louise Erdrich, derives from her memories of her grandparents’ home on a reservation in North Dakota. In the book, Erdrich brings to life a stove – the Range Eternal – that epitomizes her memories of her grandparents’ home. Within her recollection, she weaves the stove into a metaphor, since soon after the family begins to use a furnace they get rid of the stove. In some ways, Erdrich is comparing the loss of the stove to the loss of land felt by the Native Americans.
The illustrations in this book, by Steve Johnson and Lou Fancher, add a special piece to the story and may help young readers to understand the story. In addition, the story is lyrically written. Since the story is essentially about a young girl and her memories of her grandparents’ house, many readers will be able to relate to the message of the story.
A concern that I have is that readers may not know this story is about Native Americans or written by a Native American unless they read the About the Author section or the author’s biography. On one hand, this is a benefit of the story as it expresses the notion that ethnicity does not always need to he high lighted or blatantly displayed. However, since this book touches on the idea of Native Americans losing their land and the feelings that went along with this ordeal, it may be important for teachers to discuss this in their classroom if using it as a representation of Native American literature.
Upon reflection, The Range Eternal has both benefits and drawbacks. I would think carefully about how I wanted to use this book in my classroom. In essence, however, it provides a story that young readers may be able to relate to and appreciate.
Native American Literature: Book One
Hucko, Bruce. A Rainbow At Night: the World in Words and Pictures by Navajo Children. San Francisco: Chronicle Books, 1996.
A Rainbow at Night: the World in Words and Pictures by Navajo Children is a non-fiction children’s book written by Bruce Hucko. Hucko taught art on the Navajo Reservation in Utah for over ten years. The book is written in a reader friendly manner. Each page shows a piece of artwork, a photo of the child who made the art, some background information by Hucko on the art, the child’s description of his or her art, and lastly some questions to use in a classroom that relate to the piece of art.
One of highlights of this book is that contains a contemporary viewpoint on Native Americans and their culture. Furthermore, this viewpoint is told through the eyes of Native American children. An element of this book that I found to be extremely appealing is the questions listed at the bottom of the page. These questions allow non Native American students a way to relate Native American students. Furthermore, it supports the idea of cultural universals: emphasizing similarities between cultures and communities before discussing differences. For example, one set of questions asks, “What is your family’s story? Where did you come from? Ask your parents and grandparents, and listen. Draw the most important parts of the story large on your paper…” (Hucko, p. 6)
Overall, I find this book appealing and would use it in a classroom library. It is essential to represent Native American people in a modern light, rather than the traditional folklore students are used to. Also, the art and stories of the children in the book create a peer teaching environment that can be carried over into the classroom.
A Rainbow at Night: the World in Words and Pictures by Navajo Children is a non-fiction children’s book written by Bruce Hucko. Hucko taught art on the Navajo Reservation in Utah for over ten years. The book is written in a reader friendly manner. Each page shows a piece of artwork, a photo of the child who made the art, some background information by Hucko on the art, the child’s description of his or her art, and lastly some questions to use in a classroom that relate to the piece of art.
One of highlights of this book is that contains a contemporary viewpoint on Native Americans and their culture. Furthermore, this viewpoint is told through the eyes of Native American children. An element of this book that I found to be extremely appealing is the questions listed at the bottom of the page. These questions allow non Native American students a way to relate Native American students. Furthermore, it supports the idea of cultural universals: emphasizing similarities between cultures and communities before discussing differences. For example, one set of questions asks, “What is your family’s story? Where did you come from? Ask your parents and grandparents, and listen. Draw the most important parts of the story large on your paper…” (Hucko, p. 6)
Overall, I find this book appealing and would use it in a classroom library. It is essential to represent Native American people in a modern light, rather than the traditional folklore students are used to. Also, the art and stories of the children in the book create a peer teaching environment that can be carried over into the classroom.
Subscribe to:
Posts (Atom)