By Adam Crawley and Elizabeth Bemiss on behalf of the CLA Diversity, Equity, and Inclusivity CommitteeWe are living and navigating in troubling times. Across the country, educators (e.g., K-12 teachers, librarians, teacher educators, etc.) experience censorship of and challenges to texts that center historically marginalized races, ethnicities, sexual orientations, gender identities and expressions, and other ways of being. In several states (e.g., Florida, Georgia, Utah), legislation explicitly restricts such representations and discussions in K-12+ schools. Simultaneously, cities across the country are supporting newcomers bussed from the U.S.-Mexico border, and schools and libraries specifically are trying to aid these families with daily needs (e.g., food, shelter) and other aspects (e.g., school transitions, providing books in Spanish). Meanwhile, unrest in Africa, the Middle East, and Ukraine continue to weigh heavily on many of our minds and hearts; mass shootings in schools and other public settings remain prevalent; and the upcoming 2024 U.S. Presidential election causes increased tension across politically opposed ideologies. In the midst of all of this, we want to retain hope. We also know that reading and discussing children’s literature with youth can be vital for promoting social justice. To support educators’ on-going work - and in the spirit of Valentine’s Day week - we asked 2023 and 2024 CLA Diversity, Equity, and Inclusivity (DEI) Committee members to share about books they “love” for their representation and ability to foster DEI work. While we recognize that no single book can address all of the world’s current complexities, we hope the recommendations in this list are helpful resources and provide a sense of solidarity for your own contexts.
Jo Jo Makoons Series by Dawn Quigley, illustrations by Tara Audibert (Heartdrum) Native Americans have a great love of laughter. In this series, author Dawn Quigley (Turtle Mountain Band of Ojibwe) introduces a spunky seven-year-old named Jo Jo Makoons who lives on an Ojibwe reservation. Jo Jo’s worldview is truly one-of-a-kind as she learns to be friendly, fancy, and imaginative. I love Jo Jo’s hilarious adventures, which are similar to a younger Amelia Bedelia experience. Readers will meet Jo Jo’s Ojibwe family and community (and her pet cat Mimi) as she moves through contemporary, everyday events. Illustrator Tara Audibert (Wolastoqiyik First Nation heritage) adds her comical, cartoon-style artwork to each story in the series. First and second-grade readers will make connections with Jo Jo’s realistic experiences, her feelings in those situations, and learn how she solves her problems. These books are upbeat and humorous, making them a very enjoyable read. (contributor: Andrea M. Page Hunkpapa Lakota)
These poignant and powerful texts that are well loved by CLA DEI committee members illuminate many issues surrounding diversity, equity, and inclusion. These texts speak to issues of race, gender, heritage, and sexual orientation, to name a few, and could be used in the classroom to evaluate the impact of stereotypes or assumptions, to face and dismantle racism, to highlight the value of kindness, or to provide a realistic portrayal of diversity for readers to see themselves and their lived experiences represented in texts. As delineated in the CLA Bylaws, the DEI committee encompasses a steadfast commitment to diversity, equity, and inclusivity within CLA: "The Diversity, Equity, and Inclusivity Committee Chair and members shall help ensure CLA’s commitment to issues of diversity, equity, and inclusivity. The committee shall help create and/or review CLA policies and position statements shared with CLA members and/or the greater public. The committee shall work with membership and nominating committees for recruitment as well as help distribute calls for CLA-related applications. Committee members shall also serve as resources for CLA Standing Committee Chairs when they are developing materials and programs." For more information about the DEI committee, please contact committee chairs Adam Crawley ([email protected]) or Elizabeth Bemiss ([email protected]). Adam Crawley is an Assistant Teaching Professor in the School of Education at the University of Colorado-Boulder. He serves as the 2023 and 2024 CLA DEI Committee chair. Elizabeth Bemiss is an Associate Professor in the School of Education at the University of West Florida. She is a CLA Board Member and chair of the 2023 and 2024 CLA DEI Committee. By Joanne YiAt 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.
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:Â Â Indigenous Storytellers for Your Classrooms9/28/2021
By Donna Sabis-Burns, Rachel Skrlac Lo, and Casey O'Donnell on behalf of the CLA Breakfast Committee
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
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
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.
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.
By Donna Sabis-Burns and Amina Chaudhri, on behalf of The Biography Clearinghouse
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.
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.
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. 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 LinksHeartdrum
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.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 
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
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?
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.
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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