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Stories from Asian America: Picturebooks of Lived Experiences

11/9/2021

 

By Joanne Yi

At the tail end of 2020, I completed my dissertation, a large-scale study of Asian American children’s literature. In total, I immersed myself in over 350 Asian American picturebooks, published across the last 25 years. This number surprises many, in part, because it is admittedly a large number to study, but also because few Asian American, bicultural stories are popularly known beyond perennial classroom favorites such as The Name Jar (Choi, 2001) and My Name is Yoon (Recorvits, 2003). Below, I share an adapted excerpt of this work and suggest titles for teachers, librarians, and parents to read and learn about beautiful and resilient Asian American identities and experiences:
The last few years have brought to light the increasing importance of the #OwnVoices movement in publishing, which highlights and buoys stories that authentically reflect their authors. In my analysis of Asian American picturebooks, it was evident the stories written by Asian American authors were often tomes of lived experience. They included family histories in prison camps, refugee journeys, memories of grandparents, difficult immigration experiences, and much more. 

As I read Love As Strong As Ginger (Look, 1999), Hannah is My Name (Yang, 2004), A Different Pond (Phi, 2017), and Drawn Together (Le, 2017), I felt pangs of recognition as I recalled my childhood. These picturebooks were Asian American counterstories (Delgado, 1989), narratives that were different in content, perspective, and ideology from those reflecting the mainstream. The latter often racializes Asian American characters, stereotyping them as a monolith, as perpetual foreigners, and as model minorities. In contrast, the power of counterstories is, as Couzelis (2014) wrote, their “potential to destabilize dominant national myths that act as ‘universal’ histories” (p. 16). 

It is important to realize that many of these stories were intentionally created to provide Asian American representation. Many stories were inspired by the authors’ own childhoods in the United States and were often tied to specific memories, such as playing with cousins while the adults played mahjong or fishing for that evening’s supper, rather than general experiences, such as moving or acclimating to a new school. 

Several of the texts that disrupted stereotypical tropes did so because the illustrators figuratively drew themselves into stories not originally written with Asian American characters in mind. It’s no small matter that illustrator Louie Chin depicted Asian American siblings in a silly story about dinosaurs crashing a birthday party (Don’t Ask a Dinosaur, 2018), for example, or that Yumi Heo perceived Bombaloo, an imagined manifestation of anger and petulance, as a little Korean American girl (Sometimes I’m Bombaloo, 2002). These stories are meaningful, not because the starring role in a “White” story was filled by an Asian American, but because the stories finally aligned with the imaginations and realities of Asian American children themselves.
​

The difference lies in stories from Asian Americans and storying about Asian Americans. Myths of the model minority are laid bare with authors’ own stories and family histories of poverty, post-immigration traumas, language barriers, and cultural clashes. They are in stark contrast to those more commonly heard tales of joyous overseas adoptions, racially ambiguous people, fearsome ninjas, and fragile origami, and the myths that come with them. Such stories do not produce connections or reflections for readers. Rather, the defining characteristic of the most notable picturebooks was their commitment to authenticity and the telling of lived experiences.  ​


Recommendations for Picture Books

​I encourage educators and families to explore the diverse richness of Asian America and share these stories with the children in their care.
Drawn Together (2018) written by Minh Le, illustrated by Dan Santat
​

In this familiar story about intergenerational language barriers, a young boy who speaks only in English, struggles to communicate with his grandfather, who speaks only in Thai. They find commonality in their love of drawing and learn to bridge understandings and connect in new ways.
Book cover: Drawn Together

Where’s Halmoni? (2017) written and illustrated by Julie Kim
​

Two Korean American siblings, Joon and Noona [older sister], arrive at their grandmother’s house to find her missing. As they call out for their halmoni [grandmother], they stumble upon a hidden world straight out of a Korean folktale and meet a chatty rabbit, hungry dokkebis [goblins], a fierce tiger, and more. Guaranteed to bring a smile to kids’ faces, this lighthearted and adventurous tale explores Korean folklore, language, and culture in a way that never feels didactic, just pure fun.  ​
Book cover: Where's Halmoni?

Amira’s Picture Day (2021) written by Reem Faruqi and illustrated by Fahmida Azim
​

Amira, a young Pakistani American girl, may burst from delight over Eid al-Fitr and the celebrations, treats, and fun it brings. However, her excitement over skipping school to celebrate is dampened when she realizes it is also Picture Day. This gentle story casts a spotlight on the importance of events and special days for children and how home and school lives may conflict, particularly for those who do not identify as part of the majority. 
Book cover: Amira's Picture Day

Watercress (2021) written by Andrea Wang, illustrated by Jason Chin 

​This autobiographical story centers on a Chinese American family who, on a long drive through rural Ohio, spots wild watercress growing on the side of a road in a muddy ditch. They stop and forage the plants, which are later cooked for dinner. The young protagonist is at first embarrassed by her parents’ actions but as she learns more about her Chinese heritage, she begins to feel cultural and familial pride.
Book cover: Watercress

When Everything Was Everything (2018) written by Saymoukda Duangphouxay Vongsay, illustrated by Cori Nakamura Lin

This story is based on the author’s own memories but will be intimately familiar to many other Southeast Asian American immigrants and refugees who grew up in working class Minneapolis. The poetic text, which reflects the author’s spoken word roots, describes everyday, ordinary bits of life, from food stamps to ESL classes to public housing, from the perspective of a Lao American child. 
Book cover: When Everything Was Everything

Dissertation excerpt adapted from 
Yi, J. H. (2020). Representations, Racialization, and Resistance: Exploring Asian American Picturebooks, 1993–2018 (Doctoral dissertation, Indiana University).

References
Couzelis, M .J. (2014). Counter-storytelling and ethnicity in twenty-first-century American adolescent historical fiction (UMI No. 3620806) [Doctoral Dissertation, Texas A&M University]. ProQuest Dissertations Publishing. 
​

Delgado, R. (1989). Storytelling for oppositionists and others: A plea for narrative. Michigan Law Review, 87(8), 2411–2441.
Joanne Yi earned her PhD in Literacy, Culture, and Language Education from Indiana University. A proud MotherScholar and former elementary teacher from Philadelphia, her research interests include critical literacies, textual analysis of diverse children’s literature, issues of inclusion and belonging in elementary and early childhood contexts, and reading education. 

Listening to Voices from the Four Directions:  Indigenous Storytellers for Your Classrooms

9/28/2021

 

By Donna Sabis-Burns, Rachel Skrlac Lo, and Casey O'Donnell on behalf of the CLA Breakfast Committee

Book cover: I Sang You Down from the Stars
Looking out the window we begin to see the slight change in color of the fall foliage, a brisker feel to the air, and school busses carrying students to their not-so-new-normal classrooms.  Apples, pumpkins, and “Indian” corn are appearing in the grocery store aisles.  The gift of autumn is here. One highlight of this time of year is the NCTE Annual Conference held in November. Under “normal” circumstances, the Children’s Literature Assembly Breakfast is held in person as part of that gathering. While we will not be able to meet in person this year, the CLA Breakfast will be offered as a live event during the conference. In anticipation of our session, we are sharing about some of the most prolific, wonderful Indigenous multiple award-winning storytellers from across the Four Directions.
​

Cynthia Leitich-Smith (Muscogee Creek), Traci Sorell (Cherokee Nation), Michaela Goade (Tlingit), Carole Lindstrom (Metis), and Kevin Maillard (Seminole Nation) will make up this year’s Breakfast speaker panel. They will offer insight into their creative writing process, share their newest work, and offer some candid thoughts on how being Indigenous has strengthened their entire literature experience.

These storytellers celebrate #OwnVoices in the here and now. They offer counter stories to highlight the dynamism of Native American and Alaska Native communities for all ages. During a conversation with them in February 2021, we discussed the joys of reading and storytelling and reflected on the importance of celebrating the rich legacy of Native experiences that influence contemporary society. Native American, American Indian, or Indigenous peoples (terms used interchangeably) make up the 575+ federally recognized tribes and 200+ state-recognized tribes, much diversity exists across this Indigenous landscape in the United States. To celebrate this diversity, in this post, we will share with you the newest works from these amazing storytellers, including samples of teacher guides, links to audio-books, artwork, and other storytelling materials to share both in and outside of the classroom.

​Teachers strive to create an environment for children that is all-embracing because they know that when children feel accepted, they will be happy, healthy, and confident members of society. This spirit of inclusiveness should permeate not only the social dynamic of the classroom, but the teaching materials as well. Children’s books that are endowed with social justice themes and multicultural issues provide a much richer reading experience than texts with homogeneous characters and unchallenging stories. The stories shared by these authors and illustrator offer many ways to enlighten students of all ages to the diverse books, cultural nuances, and traditions that Indigenous people bring to the table. Check out these teacher resources for a glimpse into the rich world of native storytelling.

Activity Kits and Teacher Guides

Book cover: Indian No More
A Teacher's Guide to Indian No More (Lee & Low)
Book cover: We Are Water Protectors
A Teacher's Guide to We Are Water Protectors (MacMillan)
Book cover: Classified: The Secret Career of Mary Golda Ross
Discussion Guide for Classified: The Secret Career of Mary Golda Ross, Cherokee Aerospace Engineer (Lerner)
Book cover: Ancestor Approved
A Teacher's Guide to Native Literature (including Ancestor Approved) produced by Heartdrum, an imprint of HarperCollins
Book cover: Sisters of the Neversea
A Teacher's Guide to Native Literature (including Sisters of the Neversea) produced by Heartdrum, an imprint of HarperCollins
Book cover: Fry Bread
A Teacher's Guide to Fry Bread (Read Across America)
Book cover: Encounter
When students encounter texts that feature characters with whom they can connect, they can see how others are like them and how literature can play a role in their lives. If students can feel connected to books, not only will they be more apt to obtain the intrinsic motivation to increase the amount of reading they do, but they will also begin to feel more accepted as strong and unique members of society and to become less vulnerable to negative stereotyping and feelings of oppression. It is the hope of our storytellers that these resources be shared with all students, to demonstrate not only resiliency and determination, but also joy and grace within the texts and illustrations to take them to places they have never seen or heard of before. Below are are some video and audio resources related to some of the works of our storytellers.

Video & Audio Resources

Traci Sorell on the writing process of 
Indian No More


Traci Sorell on The Children's Book Podcast

Book Chat with Illustrator Michaela Goade

I Sang You Down from the Stars Video Introduction from the Author & Illustrator

Kevin Maillard reads Fry Bread Smithsonian Museum of the American Indian
We are obligated to educate our youth with a clear lens and to teach the richness of realistic, authentic, and contemporary literature for children and young adults. We need to promote books where Indigenous characters are up front and visible, not hidden or pushed aside. We want to highlight in a bold, distinguishable manner characters and stories that unveil and promote the beauty of diverse literature written/illustrated by and for Native Nations (also called Indigenous people and used interchangeably here when the specific Nation is not known), and all other marginalized groups. The storytellers highlighted here, and across the land, provide a glimpse of the wonderment and beauty that present-day and historical Indigenous culture and traditions bring to the literature landscape.
Five Voices from the Four Directions. 2021 CLA Breakfast on November 21 @ the NCTE Convention
Come celebrate with us at 9 am (EST) on November 21, 2021 at the CLA Breakfast at NCTE! There will be great conversation and book giveaways!
Donna Sabis-Burns, Ph.D., an enrolled citizen of the Upper Mohawk-Turtle Clan, is a Group Leader in the Office of Indian Education at the U.S. Department of Education* in Washington, D.C. She is a Board Member (2020-2022) with the Children's Literature Assembly, Co-Chair of the Diversity, Equity, and Inclusivity Committee, and Co-Chair of the 2021 CLA Breakfast meeting (NCTE).

Rachel Skrlac Lo is an Assistant Professor at Villanova University. She is a Board Member (2020-2022) with the Children's Literature Assembly, Co-Chair of the Diversity, Equity, and Inclusivity Committee, and Co-Chair of the 2021 CLA Breakfast meeting (NCTE).

Casey O'Donnell is
 a graduate student in the Masters Plus Teacher Certification Program at Villanova University.
*The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned herein is intended or should be inferred.

It’s a Slam Dunk! Aiming High with Jen Bryant’s Above the Rim: How Elgin Baylor Changed Basketball

5/11/2021

 

By Donna Sabis-Burns and Amina Chaudhri, on behalf of The Biography Clearinghouse

Above the Rim: How Elgin Baylor Changed Basketball
by Jen Bryant, illustrated by Frank Morrison

In her Author’s Note, Jen Bryant describes Elgin Balyor as “an artist [who] changed the way the game of basketball is played … he broke with tradition and ventured into unchartered territory … [he] created his own unique moves and shooting style.” She is referring, of course, to the graceful physicality of Elgin’s style and skill, and the fact that he played without any formal coaching prior to high school. Elgin Baylor was recognized by the NBA Hall of Fame in 1977, long after he retired. His career, like the careers of so many Black sports figures and athletes, was marked by obstacles aimed at denying him the opportunity to reach his full potential. Above the Rim gracefully weaves Elgin Baylor’s rise to stardom with significant events in the Civil Rights movement, and Elgin’s own acts of resistance to racism. Frank Morrison’s stunning illustrations add visual context, energy and vibrance, leaving readers wanting more.
Above the Rim Cover
Please visit The Biography Clearinghouse for an interview with Jen Bryant and a range of critical teaching and learning experiences to use with Above the Rim. Highlighted here are a few teaching ideas inspired by Above the Rim. The full book entry is available at the Biography Clearinghouse.

Literary and Figurative Language

Jen Bryant wrote Above the Rim in prose verse - a form of writing that does not use a rhyme scheme or rhythm but is formatted to look distinctive on the page, and makes use of word and line spacing to create an effect. The reader must carefully follow the punctuation in order to read prose verse fluently rather than pausing at the end of each line. This form also allows the writer to isolate particular sentences, placing them on lines of their own, which can serve to call attention to them. Bryant does a beautiful job in capturing the rich emotion of Elgin Baylor through careful word choice and line spacing.
If you have 1-2 hours ...
If you have 1-2 days ...
If you have 1-2 weeks ...
CLOSE READING – multiple meanings and line placement:

Introduce the difference between prose and poetry. Read and reread the stanza below. The line “Time was important” pertains to more than the moment being described.

“But things can change in time,
The child knew.
Time was important.
That’s why his own name, Elgin,
Came from his father’s favorite watch.”  

Students can discuss the nuances of the line “time was important” as they understand it in this biography, noting important moments of time in Elgin’s life, and how Jen Bryant’s placement of the line led them to pay close attention.
The students can search for and analyze additional isolated sentences that are sprinkled strategically through the book and illustrate them, too. A discussion on the relationships between text and illustration would be appropriate here as well.  Use Above the Rim as a mentor text for this project
Build on the previous activities by extending the exploration to other nonfiction books in verse, specifically those with a focus on social justice themes or #ownvoices, for example Hoops by Robert Burleigh, illustrated by Stephen T. Johnson.

A project could involve
annotating a book that features this writing strategy. Have students stick Post-It notes on the pages of picturebooks with explanations of their understanding of selected lines from the text. They can present their annotations in small groups and discuss similarities and differences in various authors’ craft techniques.

Analyzing Character

In her interview, Jen Bryant frames her work as a writer with a quote from the poet, Nikki Giovanni: "Writers don't write from experience, they write from empathy." She adds that she hopes her readers will empathize with Elgin Baylor and understand him in the context of his environment. Above the Rim characterizes Elgin as persistent, humble, brave, and more and as such, can be used to teach about character traits using text evidence.
If you have 1-2 hours ...
If you have 1-2 days ...
If you have 1-2 weeks ...
Using the Think-Pair-Share model, write the quote from Above the Rim, “Sometimes you have to sit down to stand up. And that’s what Elgin did” on a slide or board. 
 
In pairs, have children take turns by asking each other questions like,
  • “What do you think the author meant when she wrote this quote?”
  • “Why is this important to the story?” 
  • “Have you ever wanted to take a stand when you felt something wasn’t right?”

Jen Bryant depicted Elgin as displaying courage, empathy, and so much more. Students can learn about the importance of good character and express desired character traits through a personalized art activity using butcher paper and drawing their body outline and discovering their own sense of empathy and courage within themselves. Check out the lesson in its entirety on the Education World website.
  • Using the lesson plan mentioned in the "If your have 1-2 days" column, try some of the listed extension activities to have students dive deeper into identifying their own character traits inspired by these ideas:
  • Create a display. Students can post their cut-outs in the school hallway outside the classroom. Or, let students create flowers with their names on the stem and their chosen qualities on the petals.
  • Discuss. Ask students what they know about the emotional/mental/physical benefits of exercise. How might this affect developing strong qualities of character?
  • Make a book. Make a special “I AM…” book. Create a cover with fabric, felt, or pictures from magazines.
  • All about me. Have each student complete an All About Me worksheet, incorporating positive character traits into the “What I do best” and “I wish” sections.
  • Write and illustrate. Have each student choose a quality and illustrate it, or create a comic strip or storyboard showing one or more of their chosen qualities. Older students can write a short paragraph explaining each quality. Or, have students choose their top three qualities and write a poem including them.
  • Partner and practice. Have students in an older grade practice kindness and patience by working with students in a younger grade to complete the pictures and the paragraphs for their class bulletin board.
Donna Sabis-Burns, Ph.D., an enrolled citizen of the Upper Mohawk-Turtle Clan, is a Group Leader in the Office of Indian Education at the U.S. Department of Education* in Washington, D.C. She is a Board Member (2020-2022) with the Children's Literature Assembly, Co-Chair of the 2021 CLA Breakfast meeting (NCTE), and Co-Chair of the Diversity, Equity and Inclusivity Committee at CLA.

Amina Chaudhri is an associate professor at Northeastern Illinois University in Chicago, where she teaches courses in children's literature, literacy, and social studies. She is a reviewer for Booklist and a former committee member of NCTE's Orbis Pictus Award for Outstanding Nonfiction for Children.

*The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned herein is intended or should be inferred.

Resources for Indigenous Representation in Children’s Literature

3/23/2021

 

BY DONNA SABIS-BURNS

We are obligated to educate our youth with a clear lens and to teach the richness of realistic, authentic, and contemporary literature for children and young adults. We need to promote books where Indigenous characters are up front and visible, not hidden or pushed aside. We want to highlight in a bold, distinguishable manner characters and stories that unveil and promote the beauty of diverse literature written/illustrated by and for Native Nations (also called Indigenous people and used interchangeably here when the specific Nation is not known), and all other marginalized groups.  
​

The movements of #OwnVoices and #WeNeedDiverseBooks have elevated the bar by offering a deeper focus and expanded landscape for celebrating the intricacies that Native storytelling brings to the table. Much too often, books featuring Indigenous people are only pulled off the shelf in October (Columbus) and November (Thanksgiving/Native Heritage Month). Well, it is March/April and I am pleased to share with you some resources you may want to check out and bookmark this spring to break that cycle. This blog post features a few rich and informative web pages, the American Indian Literature Awards (AILA), a shout out to an award-winning #OwnVoices book, and other informative and fun resources that highlight the resilience, authenticity, and beauty in literature through a kaleidoscope of traditions representative of the vast diversity across Indian Country.

Native Cultural Links

Heartdrum

Heartdrum is a fun and informative resource offered through HarperCollins Publishers, which provides a range of genuine, innovative, and perhaps unforeseen stories by Indigenous creators for any age. Author-curated by the New York Times Best-Selling Author, Cynthia Leitich Smith, Heartdrum highlights contemporary, near histories and/or futuristic works, including realistic fiction and genre fiction.
What is impressive about this site is its refreshing approach to much-needed stories about Indigenous, contemporary young heroes and heroines. These heartfelt accounts are reflective of the many different Nations of a modern United States and Canada. This is a breath of fresh air because it does not perpetuate the notion that Indigenous peoples are not around anymore. Do not get me wrong, there is a definite need for authentic, truthful history stories of Native Nations, but it is truly wonderful to be able to share a good story about real time people in real time situations in a modern setting. This is a new resource that is just getting off the ground and it already has some exquisite stories to share with you.

Oyate 

Oyate logo
Oyate.org is a small but mighty Indigenous organization working to share the life and histories of Indigenous people with the utmost level of honesty and integrity. This is a resource that serves as a portal into the past and is reflective of today’s society where diverse, #ownvoices books are most necessary. Oyate, appropriately named after the Dakota word for “people,” believes that the world is a healthier place when there is a better understanding and respect for one another and when history is truthfully acknowledged. They aim to distribute literature and learning materials by Indigenous authors and illustrators, provide critical evaluation of books and curricula with Indigenous themes, and offer workshops “Teaching Respect for Native Peoples.” They also have a small resource center and reference library that can be very useful for any educator or parent (or youth for that matter). Since the pandemic, the store portion of the site is temporarily not working at full capacity, but there are many other fine choices for you to peruse and enjoy.

American Indians in Children’s Literature   

AICL logo
We cannot mention websites about literature featuring Indigenous people without showcasing the American Indians in Literature (AICL) website. Established by Dr. Debbie Reese of Nambé Pueblo, and later joined by Dr. Jean Mendoza as co-editor, the AICL website provides a critical analysis of the presence of Indigenous peoples in children's and young adult books and so much more. This website is like walking into a bakery with so many wonderful choices it is hard to decide what to try first. It has been around for 15 years and is most certainly more than just a place to find a list of best books. You can discover Indigenous authors and illustrators in the Photo Gallery section, or maybe you’d rather learn tips for creating instructional materials featuring different Native nations. You can even research what books you should NOT be sharing out there. It is really a gem of a resource.


Book Award

AILA Youth Literature Award Medal
AILA Youth Literature Award 
Did you know there is an award specifically for literature featuring Indigenous people? Since 2006, the American Indian Library Association (AILA) biennially considers the finest writing and illustrations by Indigenous peoples of North America for the AILA Youth Literature Award. AILA identifies and honors works that “present Indigenous North American peoples in the fullness of their humanity.” Winners and Honor Books are selected in the categories: Best Picture Book, Best Middle Grade Book, and Best Young Adult Book. If you ever need a resource for choosing quality literature, make sure you visit the American Indian Youth Literature Award web page.

For those not familiar with this organization, AILA is an affiliate of the American Library Association and it is devoted to disseminating information about Indigenous cultures and languages to the library community and beyond. 

Check out the video for the 2020 Award winners.



Did you know?

Book Cover: We Are Water Protectors
Caldecott Winner
​
Congratulations to illustrator Michaela Goade (Tlingit) for her 2021 Caldecott Award winning book, We are Water Protectors (2020), authored by Carole Lindstrom (Turtle Mountain Band of Ojibwe). Goade is the very first Indigenous winner of this prestigious award. With Earth Day around the corner, this would be a fabulous book to share.  There is even a We are Water Protectors Activity Kit!

Read Native 2021 Reading Challenge
The “American Indian Library Association invites you to participate in the inaugural reading challenge. With this challenge we support and recognize our Indigenous authors, scientists, legislators, storytellers, and creators throughout the year, not just during the national Native American Heritage month.” Here is a fun reading challenge to engage readers of all ages.
Read Native Logo
Read Native for Kids

Final Words

Throughout the year, find and read books and publications by and about Native Americans; visit tribal websites; search peer reviewed scholarly journals; visit Native-owned bookstores; and check with Native librarians for the best sources for learning more about Native Nations and Indigenous people around the world. 
Donna Sabis-Burns, Ph.D., an enrolled citizen of the Upper Mohawk-Turtle Clan, is a Group Leader in the Office of Indian Education at the U.S. Department of Education* in Washington, D.C. She is a Board Member (2020-2022) with the Children's Literature Assembly, Co-Chair of the 2021 CLA Breakfast meeting (NCTE), and Co-Chair of the Diversity, Equity and Inclusivity Committee at CLA.
*The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned herein is intended or should be inferred.

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