Culturally Responsive Curriculum For & About Indigenous Children
Culturally Responsive Curriculum For & About Indigenous Children Dr. Cathy Gutierrez-Gomez, UNM ACEI 4-10-14 Vancouver, Canada
Teachers working with American Indian, Alaskan, Hawaiian or other indigenous children need to be knowledgeable of the cultures and be adequately prepared to teach responsively. Teachers need to oppose curriculum that perpetuates negatively biased or stereotypical beliefs that harm children and their families in any way.
What we don’t want to see in children’s books about Indigenous people: • Negative images of Indigenous people • Children’s books that perpetuate negative or misleading stereotypes • Children’s books with WRONG or misleading information (one tribe used to represent another) • Children’s books that disrespect or misrepresent a traditional or sacred practice.
What we do want to see : • • • • • •
Authenticity, true information & images Respectful representation of the culture More Indigenous authors & illustrators Real life events & everyday living Indigenous people of yesterday & today More positive role models
Examples of what we don’t want to see in EC curriculum about Indigenous people: Children or Adults dressed up as “Indians” for school functions or for Halloween activities.
Examples of what we don’t want to see: The stereotypical Thanksgiving feast – half the children are pilgrims & half are Indians (Wampanoags?)
Examples of what we don’t want to see in EC curriculum about Indigenous people: • The Hollywood over-generalized Indian • Loaded words or phrases – sit Indian style, walk in Indian file, bunch of wild Indians • Children playing Indian, whooping & hollering around a makebelieve fire • Worksheets or coloring books on the “Indian” or “I is for Indian” • Isolated activities without an objective – making a headpiece, a drum, an Indian outfit (because its November?)
Examples of what we DO want to see in EC curriculum about Indigenous people: • • • • • •
Authenticity – historical & present day A social justice approach Relevant to community or location Projects & activities with a purpose Opportunities for critical thinking People resources from the community or elsewhere • Lots of positive literature & materials • Lots of positive images & role models
There are over 500 federally recognized tribes in the US, these are some: Navajo Cherokee Sioux Abenaki Acoma Algonquin Anishinaabe Apache Arapaho Assiniboine Athabascan Aztec Blackfeet Blackfoot Caddo Cayuga Cheraw Cheyenne Chickasaw Chicora Chinook Chippewa Choctaw Chumash Coeur d'Alene Comanche Costanoan Cree Creek (Muskogee) Crow Dakota Delaware Dene Edisto Euchee Flathead Gros Ventre Gwitchan Haida Haudenosaunee Havasupai Hidatsa Ho-Chunk Hopi Huron Iowa Iroquois Kaw Kawaiisu Kickapoo Kiowa Lakota Lenape Lumbee Maliseet Mandan Mattaponi Maya Menominee Metis MicMac Mojave Mohawk Mohegan Mohican Mo nacan Muscogee Nanticokes Narragansett Nez Perce Nipmuc Odawa Ohlone Ojibwe Omaha Oneida Onondaga Osage Paiute Pima Ponca Potawatomi Powhatan Pueblo Q uapaw Sac Salish Seminole Seneca Shawnee Shinnecock Shoshone Tsalagi Tuscarora Ute Wea Wichita Winnebago Wyandot Yavapai Yokut Zuni
There is no one tribe that can be used to represent ALL the others. Each is unique.
Marjorie Tahbone Miss Indian World 2011
Tony Duncan National Hoop Dance Champion
Where to begin? • Set realistic goals – Why do you want to study this group? – What do you want to accomplish? – What are the desired outcomes for students? • Do some research – What do you know? What do you need to find out? – What resources are available? (people, library, websites, …) • Plan and organize – Find out what the students know? Are there any stereotypes or misinformation that needs to be addressed?
Criteria for Selecting Good Children’s Books on Indigenous People • Debbie Reese: Does the author/illustrator specify a tribal nation? What is the time period? Is the history accurate? How does the author/illustrator present gender? Does the author's word choice indicate bias against Native peoples?
Examples of Problematic Books • • • • • • •
Brother Eagle, Sister Sky Ten Little Rabbits Knots on a Counting Rope Coyote Brave Bunny Arrow to the Sun Popcorn (A Frank Asch Bear Story)
Brother Eagle, Sister Sky • •
•
Picture on cover is not Chief Seattle. It is Chief Two Moons (Cheyenne). Readers are led to believe that these are Chief Seattle’s (Duwamich, northwest pacific coast) actual words – they are not. Represents Plains culture (large feathered headdresses and fringed buckskin, lived in tipis, and rode horses)
Ten Little Rabbits • Indian people are “objectified” • Pueblo dances are NOT depicted correctly • Information on the Pueblos is wrong
Knots on a Counting Rope • Navajo setting, yet mix of cultures is used. Example, men’s hair includes Pueblo & Blackfeet culture. • People at horse race are in traditional ceremonial wear, not appropriate for daily use. • Plains Indians, braids like Mandan, Blackfeet and others, Cheyenne style earrings • Child interrupting grandfather
Brave Bunny • Perpetuates the image of the one-feathered Indian • The Indian – – – – –
steals away picks up an eagle feather sits by the fire beats his drum crawls into his tepee
Misrepresentation Misrepresents the Pueblo Kiva
A Kiva is a sacred place on Pueblo reservation. They are used for traditional ceremonies and for instruction.
Coyote • Descriptions of book have changed. • Claims to represent the Zuni – I would want to know what they think. • Children call the birds “Indians” & imitate them dancing around a fire
Perpetuating inappropriate practice • One-feathered Indian, too often misleads children to believe ALL American Indians wear the one feather. • Dressing up like an Indian for Halloween
What do you see? What does the child see? What is the message conveyed?
Recommended by Debbie Reese: •Campbell, Nicola. Shi-shi-etko (leaves for residential school) •Campbell, Nicola. Shin-chi's Canoe (at the residential school) •Confederated Salish and Kootenai Tribes. Beaver Steals Fire: A Salish Coyote Story •Harjo, Joy. The Good Luck Cat •Messenger, Carla. When the Shadbush Blooms •Ortiz, Simon J. The Good Rainbow Road/Rawa 'kashtyaa'tsi hiyaani: A Native American Tale •Sockabasin, Allen J. Thanks to the Animals •Smith, Cynthia Leitich. Jingle Dancer •Tingle, Tim. Crossing Bok Chitto,When Turtle Grew Feathers and Saltypie •Waboose, Jan Bourdeau. SkySisters
How the animals worked together to obtain fire.
Shi-shi-etko (leaves for residential school.
Shi-shi-etko’s little brother at the residential school.
About tradition, change, and remembering.
The people are suffering from drought and two brothers are chosen to help. Done in English, Spanish, & Keres from the Acoma Pueblo in NM .
A story about a girl, who happens to be Muskogee-Creek, and her cat.
Books by Tim Tingle
A story of hardship & triumph.
A different twist on the story of Turtle & Rabbit’s race. A story about a Choctaw girl and a slave boy.
The Animals Beaver, Qua-bid
Otter, Kiw-nigg
Moose, Mooz
Muskrat, Kiw-huzz
Bear, Moo-ween
Squirrel, Meek-koo
Caribou, Mug-ga-lib
Mouse, Obb-biwqk-saz
Deer, Aduke
Owl, Koo-kook-huzp
Fox, Quawk-sus
Raven, Kchee-gah-gog
Wolf, Mull-sunp
Crow, Gah-gah-koos
Raccoon, Ess-puhns
Canadian jay, Pskun-quahs
Porcupine, Mudd-wehs
Duck, Mud-heh-sim
Rabbit, Ma-art-teh-gwas
Goose, Wub-tuwqk-heig
Weasel, Zerg-whehs
Eagle, Jeep-law-gun
Mink, G-yauh-kehs
By Allen Sockabasin The animals work together to save a baby. Depicts the strong connection between the Passammaquoddy and nature.
Book Examples & Ideas • • • • •
Three Little Sheep Pueblo Boy: Growing up in Two Worlds Powwow’s Coming Jim Thorpe Jingle Dancer
Three Little Sheep Seraphine Yazzie When the three little sheep brothers set out to begin life on their own, they never dreamt that they would be followed by a hungry coyote. Each brother, fainthearted and a bit nervous, travel in different directions and build three types of traditional houses — a grass hut, a teepee, and a hogan.
Pueblo Boy • Timmy's life at San Ildefonso Pueblo • Timmy is seen in daily life AND traditional life • Real people, real life
Powwow • Respectfully represents the powwow seen • Uses cut paper collage • Done in poetic form
How about a Jim Thorpe Play Day? • Sac and Fox • 1912 Olympic track & field star • Lost his medals because he had played 2 seasons of professional baseball • Real individual • Real history • Positive role model
Reading of Jingle Dancer • Respectful representation of family relationships • Authentic • Factual information about traditional beliefs and practices
Resources • Debbie Reese – Assistant Professor, University of Illinois http://americanindiansinchildrensliterature.blogspot.com/ • Indian Flute (book) • A Broken Flute: the Native experience in books for children (book), Seale & Slapin (2005) • Through Indian Eyes: the Native experience in books for children (book), Slapin & Seale (1998) • www.Oyate.org • Wampanaog History http://www.tolatsga.org/wampa.html • http://www.snowwowl.com/naleaderscontents.html • http://www.manataka.org/page269.html • http://www.comanchelodge.com/american-indian-tribes.html
American Indian Stereotypes in the World of Children By Hirschfelder & others 1999
by Doris Seale, Beverly Slapin, Marlene R. Atleo and Linda L. Baldwin Review of Children’s Books (12-21-06)
Bataille, editor, 2001
GERALDINE AND CULTURE This book is culturally relevant to Native children in the Southwest. The book could easily lead to discussion and activities related to fabric arts in any culture. Invite community members in to demonstrate and teach what is relevant to your children.
Dr. Cathy Gutierrez-Gomez University of New Mexico Early Childhood Multicultural Education Program 1 University Campus, Simpson Hall Albuquerque, NM 87111 [email protected] (505) 277-9606
Thank You!
Teachers working with American Indian, Alaskan, Hawaiian or other indigenous children need to be knowledgeable of the cultures and be adequately prepared to teach responsively. Teachers need to oppose curriculum that perpetuates negatively biased or stereotypical beliefs that harm children and their families in any way.
What we don’t want to see in children’s books about Indigenous people: • Negative images of Indigenous people • Children’s books that perpetuate negative or misleading stereotypes • Children’s books with WRONG or misleading information (one tribe used to represent another) • Children’s books that disrespect or misrepresent a traditional or sacred practice.
What we do want to see : • • • • • •
Authenticity, true information & images Respectful representation of the culture More Indigenous authors & illustrators Real life events & everyday living Indigenous people of yesterday & today More positive role models
Examples of what we don’t want to see in EC curriculum about Indigenous people: Children or Adults dressed up as “Indians” for school functions or for Halloween activities.
Examples of what we don’t want to see: The stereotypical Thanksgiving feast – half the children are pilgrims & half are Indians (Wampanoags?)
Examples of what we don’t want to see in EC curriculum about Indigenous people: • The Hollywood over-generalized Indian • Loaded words or phrases – sit Indian style, walk in Indian file, bunch of wild Indians • Children playing Indian, whooping & hollering around a makebelieve fire • Worksheets or coloring books on the “Indian” or “I is for Indian” • Isolated activities without an objective – making a headpiece, a drum, an Indian outfit (because its November?)
Examples of what we DO want to see in EC curriculum about Indigenous people: • • • • • •
Authenticity – historical & present day A social justice approach Relevant to community or location Projects & activities with a purpose Opportunities for critical thinking People resources from the community or elsewhere • Lots of positive literature & materials • Lots of positive images & role models
There are over 500 federally recognized tribes in the US, these are some: Navajo Cherokee Sioux Abenaki Acoma Algonquin Anishinaabe Apache Arapaho Assiniboine Athabascan Aztec Blackfeet Blackfoot Caddo Cayuga Cheraw Cheyenne Chickasaw Chicora Chinook Chippewa Choctaw Chumash Coeur d'Alene Comanche Costanoan Cree Creek (Muskogee) Crow Dakota Delaware Dene Edisto Euchee Flathead Gros Ventre Gwitchan Haida Haudenosaunee Havasupai Hidatsa Ho-Chunk Hopi Huron Iowa Iroquois Kaw Kawaiisu Kickapoo Kiowa Lakota Lenape Lumbee Maliseet Mandan Mattaponi Maya Menominee Metis MicMac Mojave Mohawk Mohegan Mohican Mo nacan Muscogee Nanticokes Narragansett Nez Perce Nipmuc Odawa Ohlone Ojibwe Omaha Oneida Onondaga Osage Paiute Pima Ponca Potawatomi Powhatan Pueblo Q uapaw Sac Salish Seminole Seneca Shawnee Shinnecock Shoshone Tsalagi Tuscarora Ute Wea Wichita Winnebago Wyandot Yavapai Yokut Zuni
There is no one tribe that can be used to represent ALL the others. Each is unique.
Marjorie Tahbone Miss Indian World 2011
Tony Duncan National Hoop Dance Champion
Where to begin? • Set realistic goals – Why do you want to study this group? – What do you want to accomplish? – What are the desired outcomes for students? • Do some research – What do you know? What do you need to find out? – What resources are available? (people, library, websites, …) • Plan and organize – Find out what the students know? Are there any stereotypes or misinformation that needs to be addressed?
Criteria for Selecting Good Children’s Books on Indigenous People • Debbie Reese: Does the author/illustrator specify a tribal nation? What is the time period? Is the history accurate? How does the author/illustrator present gender? Does the author's word choice indicate bias against Native peoples?
Examples of Problematic Books • • • • • • •
Brother Eagle, Sister Sky Ten Little Rabbits Knots on a Counting Rope Coyote Brave Bunny Arrow to the Sun Popcorn (A Frank Asch Bear Story)
Brother Eagle, Sister Sky • •
•
Picture on cover is not Chief Seattle. It is Chief Two Moons (Cheyenne). Readers are led to believe that these are Chief Seattle’s (Duwamich, northwest pacific coast) actual words – they are not. Represents Plains culture (large feathered headdresses and fringed buckskin, lived in tipis, and rode horses)
Ten Little Rabbits • Indian people are “objectified” • Pueblo dances are NOT depicted correctly • Information on the Pueblos is wrong
Knots on a Counting Rope • Navajo setting, yet mix of cultures is used. Example, men’s hair includes Pueblo & Blackfeet culture. • People at horse race are in traditional ceremonial wear, not appropriate for daily use. • Plains Indians, braids like Mandan, Blackfeet and others, Cheyenne style earrings • Child interrupting grandfather
Brave Bunny • Perpetuates the image of the one-feathered Indian • The Indian – – – – –
steals away picks up an eagle feather sits by the fire beats his drum crawls into his tepee
Misrepresentation Misrepresents the Pueblo Kiva
A Kiva is a sacred place on Pueblo reservation. They are used for traditional ceremonies and for instruction.
Coyote • Descriptions of book have changed. • Claims to represent the Zuni – I would want to know what they think. • Children call the birds “Indians” & imitate them dancing around a fire
Perpetuating inappropriate practice • One-feathered Indian, too often misleads children to believe ALL American Indians wear the one feather. • Dressing up like an Indian for Halloween
What do you see? What does the child see? What is the message conveyed?
Recommended by Debbie Reese: •Campbell, Nicola. Shi-shi-etko (leaves for residential school) •Campbell, Nicola. Shin-chi's Canoe (at the residential school) •Confederated Salish and Kootenai Tribes. Beaver Steals Fire: A Salish Coyote Story •Harjo, Joy. The Good Luck Cat •Messenger, Carla. When the Shadbush Blooms •Ortiz, Simon J. The Good Rainbow Road/Rawa 'kashtyaa'tsi hiyaani: A Native American Tale •Sockabasin, Allen J. Thanks to the Animals •Smith, Cynthia Leitich. Jingle Dancer •Tingle, Tim. Crossing Bok Chitto,When Turtle Grew Feathers and Saltypie •Waboose, Jan Bourdeau. SkySisters
How the animals worked together to obtain fire.
Shi-shi-etko (leaves for residential school.
Shi-shi-etko’s little brother at the residential school.
About tradition, change, and remembering.
The people are suffering from drought and two brothers are chosen to help. Done in English, Spanish, & Keres from the Acoma Pueblo in NM .
A story about a girl, who happens to be Muskogee-Creek, and her cat.
Books by Tim Tingle
A story of hardship & triumph.
A different twist on the story of Turtle & Rabbit’s race. A story about a Choctaw girl and a slave boy.
The Animals Beaver, Qua-bid
Otter, Kiw-nigg
Moose, Mooz
Muskrat, Kiw-huzz
Bear, Moo-ween
Squirrel, Meek-koo
Caribou, Mug-ga-lib
Mouse, Obb-biwqk-saz
Deer, Aduke
Owl, Koo-kook-huzp
Fox, Quawk-sus
Raven, Kchee-gah-gog
Wolf, Mull-sunp
Crow, Gah-gah-koos
Raccoon, Ess-puhns
Canadian jay, Pskun-quahs
Porcupine, Mudd-wehs
Duck, Mud-heh-sim
Rabbit, Ma-art-teh-gwas
Goose, Wub-tuwqk-heig
Weasel, Zerg-whehs
Eagle, Jeep-law-gun
Mink, G-yauh-kehs
By Allen Sockabasin The animals work together to save a baby. Depicts the strong connection between the Passammaquoddy and nature.
Book Examples & Ideas • • • • •
Three Little Sheep Pueblo Boy: Growing up in Two Worlds Powwow’s Coming Jim Thorpe Jingle Dancer
Three Little Sheep Seraphine Yazzie When the three little sheep brothers set out to begin life on their own, they never dreamt that they would be followed by a hungry coyote. Each brother, fainthearted and a bit nervous, travel in different directions and build three types of traditional houses — a grass hut, a teepee, and a hogan.
Pueblo Boy • Timmy's life at San Ildefonso Pueblo • Timmy is seen in daily life AND traditional life • Real people, real life
Powwow • Respectfully represents the powwow seen • Uses cut paper collage • Done in poetic form
How about a Jim Thorpe Play Day? • Sac and Fox • 1912 Olympic track & field star • Lost his medals because he had played 2 seasons of professional baseball • Real individual • Real history • Positive role model
Reading of Jingle Dancer • Respectful representation of family relationships • Authentic • Factual information about traditional beliefs and practices
Resources • Debbie Reese – Assistant Professor, University of Illinois http://americanindiansinchildrensliterature.blogspot.com/ • Indian Flute (book) • A Broken Flute: the Native experience in books for children (book), Seale & Slapin (2005) • Through Indian Eyes: the Native experience in books for children (book), Slapin & Seale (1998) • www.Oyate.org • Wampanaog History http://www.tolatsga.org/wampa.html • http://www.snowwowl.com/naleaderscontents.html • http://www.manataka.org/page269.html • http://www.comanchelodge.com/american-indian-tribes.html
American Indian Stereotypes in the World of Children By Hirschfelder & others 1999
by Doris Seale, Beverly Slapin, Marlene R. Atleo and Linda L. Baldwin Review of Children’s Books (12-21-06)
Bataille, editor, 2001
GERALDINE AND CULTURE This book is culturally relevant to Native children in the Southwest. The book could easily lead to discussion and activities related to fabric arts in any culture. Invite community members in to demonstrate and teach what is relevant to your children.
Dr. Cathy Gutierrez-Gomez University of New Mexico Early Childhood Multicultural Education Program 1 University Campus, Simpson Hall Albuquerque, NM 87111 [email protected] (505) 277-9606
Thank You!
