Increasing young children's cultural awareness with American Indian literature

Childhood Education, Winter 1996/1997 by McMahon, Rebecca, Saunders, DeLaura, Bardwell, Tracey

As the 21st century approaches, it is becoming increasingly apparent that the United States is composed of a multitude of cultures and characterized by limitless diversity. It is therefore even more important than before to offer multicultural education that provides students with the knowledge, skills and attitudes required for functioning in a pluralistic society. Unfortunately, the unique and varied heritages of American Indian cultures are often overlooked within the United States.

American Indians have a rich and celebrated culture to share. Their values, languages, foods, clothing, music, art and recreation have been well documented over the past 200 years (Diamond & Moore, 1995; Harris, Yokota, Johnson & Garza de Cortez, 1993). Harris et al. (1993), however, cautions against the images of "stoic braves; young, barechested boys whooping it up in feather headdresses; and quiet, passive girls with long braids [that] have appeared in a myriad of books about Indian people" (p. 219). Literature is recognized as a key tool for increasing cultural awareness (Norton, 1990); it must be carefully selected, however, to accurately reflect a people's customs and values while heightening students' understanding of their beliefs and lifestyles. "Using literature that gives inaccurate information can be more harmful than the failure to represent other cultures at all" (Hillard, 1995, p. 729).

Books that represent a culturally diverse group should meet the same requirements for any piece of high quality literature in regard to both text and illustrations (Dowd, 1992). In addition, Cullinan and Galda (1994) urge teachers to "look for books that 1) avoid stereotypes, 2) portray the values and the cultural group in an authentic way, 3) use language [that] reflects standards set by local usage, 4) validate children's experience, 5) broaden our vision and 6 ) invite reflection" (p. 344). Perhaps the most critical factor in selecting culturally diverse material is to ensure that it helps ". . . young people learn that beneath surface differences of color, culture or ethnicity, all people experience universal feelings of love, sadness, self-worth, justice and kindness" (Wilms, 1991, p. 4). Because students often perceive differences among people more readily than they perceive similarities, multicultural literature should demonstrate common connections through basic human emotions, needs and desires (Diamond & Moore, 1995).

Children begin to notice individual differences at a very early age. When teachers fail to acknowledge these differences, they convey the message that differences are not appreciated or are negative (Boutte, LaPoint & Davis, 1993). Similarly, when children do not see themselves represented in the books they read, they receive the subtle message that they are not important enough to be included (Cullinan & Galda, 1994). Teachers, therefore, must provide their students with opportunities to read about and explore all of the cultures represented within the United States, as well as those outside its borders. Derman-Sparks (1993/94) warns that "children of the 21st century will not be able to function if they are bound by outdated and narrow assumptions about their neighbors" (p. 70).

Early childhood teachers can increase students' awareness of diversity by providing literature-based experiences that initiate meaningful conversation and reflective thinking. Today, more books are being published from a Native point of view. "If readers learn to open themselves to different world views, narrative structures, and roles of stories, the books that do present an imaginative, empathetic, realistic view of a resilient people can be read and understood" (Harris et al., 1993, p. 220), and enjoyed!

Using multicultural books to support the study of various cultures is neither difficult nor novel (Dowd, 1992). A myriad of books written by American Indians provide valuable insights into the various Native cultures in ways that young children will find interesting. The books listed in this article are only a few of the many appropriate works that teachers can use to affirm and legitimize Native cultures while bridging literature-based reading experiences with other content areas. Many of the stories are examples of timehonored folklore-folktales, fables, myths and legends-sensitively written to reflect the oral tradition of the American Indian nations (Diamond & Moore, 1995).

The following list of high quality American Indian literature will help to increase young children's cultural awareness. The accompanying literature-based experiences provide opportunities for meaningful conversation regarding Native culture. Many of these experiences (noted by an asterisk) were developed by the staff of the Choctaw Early Childhood Education Program, a comprehensive child development program provided by the Mississippi Band of Choctaw Indians for use with preschool children.

American Indian Books and Literature-based Experiences

Clark, A. N. (1991). In my mother's house. II. by V. Herrara. New York: The Viking Press (originally published 1941).