Selective Bibliography and Guide for
"I" IS NOT FOR INDIAN:

Compiled by
Naomi Caldwell-Wood, President, AILA
Lisa A. Mitten, Secretary, AILA

The protrail of Native Americans Youth

Over the years, the most frequently asked questions by librarians concerning books on Native Americans have centered around the ideas of "How can I personally tell good books on Indians from bad?" and "Where can I find reliable reviews?". Neither of these are as simplistic as they sound. Reviews abound in the usual sources for books dealing with Native peoples, but most are written from a literary angle, or from a children's/YA literature perspective. There are plenty of "good" books - i.e. well-written, exciting, from respected authors, much-loved by their readers, with well-developed characters - that are terrible when examined with the criteria of whether the Native American(s) depicted in them are accurately or even humanly portrayed. For the most part, this criticism is directed at fictional works, where the greatest stereotypes and wildest imaginings about Indians still hold sway. Nonfiction has been improving greatly in recent years, but there is often still a tendency to oversimplify to the point of distortion, especially in titles for the youngest readers.

Perhaps even more difficult is the question of being able to judge as librarians whether a book is harmful or not. We are nearly all products of the public school systems in this country. As most Native Americans can remind you, Indians are not even mentioned in American history classes much after the middle grades. And when we are mentioned, it is always in terms of Pilgrims and Thanksgiving, and sometimes as adversaries to be overcome in the "settling" of the West. As far as most Americans learned in school, Indians pretty well ceased to exist after 1890. So there are very good reasons why librarians feel somewhat at a loss when it comes to recognizing accuracy in books about Indian peoples.

Add to this lack of education the very pervasive and subtle dehumanizing stereotypes that are ingrained as part of American popular culture, and you've got a lot to overcome before you can identify these things in children's books. It should also be pointed out that these stereotypes and misperceptions are commonly held by all Americans of all races, often, tragically, by Indian children themselves.

Think of the following images that are prevalent in American culture today, and then transfer the image to any other ethnic group (or your own). How does it feel to you? Why do Native Americans alone receive these images? In other words, there are certain kinds of deeply rooted images that do not have equivalents among other minority groups. For example, there are derogatory terms for all ethnic and minority groups, but why are Indians the only ones with sports teams named after them? Why do we have the Washington Redskins, but not the Pittsburgh Darkies or the Dallas Rednecks or the San Francisco Coolies? Why do these hypothetical teams sound so offensive or shocking, but the Atlanta Braves and Cleveland Indians, complete with Chiefs Nok-A-Homa and Wahoo, do not?

Why are hideous caricatures of Native American men available as Halloween masks right up there with vampires, witches and other monsters? Even more to the point, why does the average American see nothing wrong with purchasing that mask and dressing up her child as "AN INDIAN" for Halloween, but would never think to masquerade as another ethnic group, although I have seen "Arab" costumes at times. What does this say about our perceptions of Native Americans as human beings?

These are just two examples of the cultural baggage that we as Americans carry around that make it difficult for us as librarians to know where to start in identifying bias-free books for our libraries. Recognizing that these images exist is a big step in the right direction. But subconscious images of what Indians are comprise a very deep part of the American psyche, and you may be surprised at how uncomfortable you feel when asked to give up these images, no matter how you feel about them intellectually.

For example, The Indian in the Cupboard and its sequels are much- loved books by librarians and their patrons. But for Indian people, these are some of the worst perpetrators of the most base stereotypes. The miniature toy Indian (Indians portrayed as objects or things) is described as an Iroquois warrior, but is dressed as a movie western version of a generic plains Indian "chief", complete with eagle feather headdress. The warrior is described in the most stereotypical terms and speaks in subhuman grunts and partial sentences. He is manipulated by a more powerful white child, fostering the image of the simple and naive Indian whose contact with the white man can only benefit him and his people.For example, The Indian in the Cupboard and its sequels are much- loved books by librarians and their patrons. But for Indian people, these are some of the worst perpetrators of the most base stereotypes. The miniature toy Indian (Indians portrayed as objects or things) is described as an Iroquois warrior, but is dressed as a movie western version of a generic plains Indian "chief", complete with eagle feather headdress. The warrior is described in the most stereotypical terms and speaks in subhuman grunts and partial sentences. He is manipulated by a more powerful white child, fostering the image of the simple and naive Indian whose contact with the white man can only benefit him and his people.

Despite the fine writing and exciting plots, these books foster continuations of classic blatant stereotypes. Yet it has been our experience that a disturbing number of librarians greatly resist criticism of these titles. It is our hope that the following bibliography and suggestions for evaluating books on Native Americans for young people will assist you in evaluating your collections and serving your patrons. There will be a great opportunity to educate young people over the next two years particularly, as interest in things "Indian" will increase with the coming of the five hundredth anniversary of the Columbus invasion of the Americas.

SELECTIVE BIBLIOGRAPHY

The following bibliography is broken down into four sections: recommended titles, titles not recommended, sources of reviews and information on recognizing stereotypes, and sources for obtaining books. The first two sections of book titles are necessarily selective and somewhat random. The aim was not for comprehensiveness at this time, but rather to present a sample evaluation of what's out there. Also, we were not concerned with developing a list of good books, but rather with commenting on titles being published. The authors of this bibliography looked at titles from two different perspectives. Naomi Caldwell-Wood surveyed titles in her local school and public libraries, resulting in reviews of older titles and of those, perhaps, in your own libraries. Lisa Mitten looked at mostly new titles that she reviews and recommends for Carnegie Public Library of Pittsburgh, and for which you have probably read recent reviews for in the review journals. Annotations are provided for most of the titles.

1. Recommended titles:

American Indian Stories / Herman Viola (general editor). Milwaukee : Raintree Publishers, 1990. (Grades 3-5). I saw seven titles in this series, which, despite the title, are biographies (not stories) of well-known and less well-known leaders in the Indian world. The people written about so far are Sarah Winnemucca, Jim Thorpe, Carlos Montezuma, John Ross, Geronimo, Sitting Bull, and Hole-in-the-day. They are well-done, with excellent illustrations.

American Indian Tribes / Marion E. Gridley. New York : Dodd, Mead & Co., 1974. (Grades 5-9) Given the enormity of covering all of the American Indian tribes, Gridley has written one of the better books on this subject. She divided the tribes into twelve categories and has only listed tribes considered to be distinct. Each tribe is discussed in terms of its past and current condition. Numerous photographs can be found. Biographical information about notable individuals in each tribe has been included Religion was not adressed in any detail.

Atariba & Niguayona / Consuelo Mendez. San Francisco : Children's Book Press, 1988. (Grades 1-3). One of this publisher's bilingual Fifth World Tales, this is a retelling of a Taino Indian tale from Puerto Rico. All titles in this series are highly recommended.

Dancing Teepees : Poems of American Indian Youth / selected by Virginia Driving Hawk Sneve. New York : Holiday House, 1989. (All ages) A thoughtful and sensitive collection of poems from the oral traditions of Native Americans and contemporary tribal poets compiled by a Lakota woman who grew up on the Rosebud Sioux reservation. The illustrations accurately reflect traditional Native American art forms and serve the text well. A welcome addition to any poetry collection.

The First Americans : Tribes of North America / Jane Werner Watson. New York : Pantheon, 1980. (Grades K-3) A very easy-to- read and understandable book which introduces the major Native American regional groups: plains, woodlands, Inuit, northwest and southwest. The short glimpses into each of the groups is handled by providing factual information about dwellings, duties of adults and children, and respect for religious rites and ceremonies. Illustrated with pen and ink sketches.

Happily May I Walk : American Indians and Alaska Natives Today / Arlene B. Hirschfelder. New York : Scribner's, 1986. (Grades 5+) Excellent summary of Native American life and activities today. Very up-to-date, going far towards lifting Indian people out of the nineteenth century where they've been stranded in many books. Very useful for adults, too, and as a reference tool.

Houses of Bark / Bonnie Shemie. Montreal : Tundra Books, 1990. (Grades 3-5) Well-illustrated survey of traditional house types of the northeast. However, the final illustration unaccountably shows a Plains girl working on a piece of bark, for some reason.

Iktomi and the Ducks / Paul Goble. New York : Orchard Books, 1990. (Picture book; all ages) All of Paul Goble's books are highly recommended, especially the Iktomi stories, which perfectly convey the lessons and spirit of trickster stories. Goble flawlessly captures the flavor of Indian humor and the easy blend of cultures so common in contemporary Indian America, and so lacking in the works of other authors.

Indian Chiefs / Russell Freedman. New York : Holiday House, 1987. (Grades 5+) Freedman has accomplished a well-balanced collective biography of six western Indian chiefs: Red Cloud (Oglala Sioux), Satanta (Kiowa), Quannah Parker (Comanche), Washakie (Shoshone), Joseph (Nez Perce), and Sitting Bull (Hunkpapa Sioux). The short biographies of twenty pages each contain actual quotes by the various chiefs within an accurate historical setting. Freedman was careful in his use of terminology. He prefaces the book by providing information on how the term "chief" was determined and used by the white settlers and government and how various tribes distinguished the many levels of leadership. This indexed book is illustrated with numerous sketches and photographs and is made complete with a bibliography of sources for further study.

Indian Summer / Barbara Girion. New York : Scholastic, 1990. (Grades 5-8) An excellent novel of the cultural adjustments Joni must make when she finds herself living on a modern "Woodlands" (i.e. Iroquois) reservation with her family in upstate New York one summer. Also manages to touch on a number of issues important to contemporary Iroquois, without being preachy. Girion does a fine job.

Keepers of the Earth : Native American Stories and Environmental Activities for Children / Michael J. Caduto and Joseph Bruchac. Golden : CO : Fulcrum, 1988. (All ages) Superbly written and illustrated presentation of Native American philosophies about the environment. Joseph Bruchac has compiled a number of collections of myths and legends of the Abenaki and Iroquois peoples, all of them excellent. He is also a well-known storyteller; a librarian can feel secure about purchasing anything he has written or is associated with.

The Last Buffalo : Cultural Views of the Plains Indians : The Sioux or Dakota Nation / W.E. Rosenfelt. Minneapolis : T.S. Denison & Co., 1973. (Grades 4-6) Rosenfelt collaborated with Ed McGaa, Oglala Sioux, and as a result we have a straightforward and sensitive text which strives for honesty. Unfortunately, illustrations are very mediocre pen and ink drawings; the text would have been much better served by photographs. Although the title implies an end to the Lakota Nation, Rosenfelt points out that the culture is very much alive. The section on religion is especially well-done. Highly recommended.

North American Indian Medicine People
North American Indian Survival Skills
North American Indian Sign Language / all by Karen Liptak. New York : Franklin Watts, 1990. (Grades 4-7). Watts has been putting out several fine nonfiction titles in series on American Indians, including a series on different tribes for younger readers. These surveys of cultural traits are representative, providing a balanced look at these areas of Native American knowldege.

The People Shall Continue / Simon Ortiz. San Francisco : Children's Book Press, 1988. (Grades 3-6) Ortiz, a Pueblo poet, has written the best treatment available for young children in this succinct recounting of the interactions between the Native and non- native peoples of North America from Columbus to the present day. Illustrations are vibrant and bold, and the text is honest and clear. An important acquisition for the upcoming Columbus Quincentennary!

Pueblo Storyteller / Diane Hoyt-Goldsmith. New York : Holiday House, 1991. (Grades 3-6) Ten-year old April of Cochiti Pueblo takes the reader on a photographic visit through the pueblo, introducing him to her family, traditional methods of bread-baking, pottery-making and drum-making. She participates in a Buffalo Dance and tells the reader her favorite creation story. An excellent title to introduce children to the world of the contemporary reservation child. A superb complementary title, from a boy's perspective, is Pueblo Boy : Growing Up in Two Worlds / Marcia Keegan. New York : Dutton, 1991.

The Rain Dance People : The Pueblo Indians, Their Past and Present / Richard Erdoes. New York : Alfred A. Knopf, 1976. (Grades 6+) This book is an excellent example of detailed research of both documented print sources and personal interviews, photographs and sketches. Erdoes traces the history of the Pueblo Indians from prehistoric times to the mid-1970's and provides information abouth their unique lifestyle and how they have struggled to maintain it. His straightforward retelling of how the west was "won" serves to dispell the myth of the winning of the wild west as a glamorous event. Careful and detailed coverage is given to the invasion of missionaries who traveled to Pueblo land to stamp out the ancient native.

 

religion. Readers are informed of the boarding schools that young Pueblo children were required to attend where they were forbidden to speak "Indian". The strengths of the Pueblo communal and governmental structures are examined in great detail. Throughout the book Erdoes weaves an explanation of the the signifigance of art in Pueblo culture. An extraordinary work. Highly recommended.

The Shadow Brothers / A.E. Cannon. New York : Delacorte Press, 1990. (Grades 6-10) A well-done novel of a Navajo teen as told by his adoptive (non-Indian) brother. Henry Yazzie has been sent to live with his father's white friend's family so that he can attend good schools. An excellent student and athlete, the arrival of a second Native boy to the school has Henry questioning his identity as a Navajo. Deals with issues many Indian kids face as novelties in their schools.

Sweetgrass / Jan Hudson. New York : Philomel, 1989. (Grades 5- 8). A superb first book about a Blackfoot girl in the days just before heavy interaction with settlers by a Canadian author who has recently died. Dawn Rider, 1990, was a disappointing second work.

The Tlingit / Alice Osinski. Chicago : Children's Press, 1990. (Grades 1-3). An entry in the New True series on American Indian tribes. Like the other titles in this series, these are superb introductions to the histories and cultures of the different peoples they treat. Of particular value is the care taken in each book to positively show each tribe and its people and culture as survivors in the late 20th century. These books are well illustrated with photographs whenever available, avoiding the often culturally loaded images present in reproductions of paintings and drawings.

The Story of Squanto, First Friend to the Pilgrims / Cathy East Dubowski. New York ; Dell Yearling, 1990. (Grades 4-8) Of the many books for children on Squanto and the Pilgrims, we finally get a historically accurate biography of the Wampanoag survivor of the village of Patuxet who was so critical in the survival of this early group of colonials. New research being done in the Massachusetts coastal area lends detail and authenticity to the Indians/Pilgrims/ Thanksgiving story that is typically couched in mythology and legend, especially in accounts for children. Nanepashemet, a Wampanoag Research Associate at Plimouth Plantation, also lent his expertise. A very well-balanced, realistic and entertaining biography.

Who Was Who in Native American History / Carl Waldman. New York : Facts on File, 1990. (Grades 6-adult). This is a reference work that is more properly a who's who of Indian-white history - i.e. it doesn't include pre-Columbian people, giving the tired impression that Indian history doesn't begin until 1492, and it only includes people who were significant because of their interactions with white people, not those who are important to their own people. Also, the listings stop with 1900, relegating Indians to the remote past once again. Nevertheless, useful for what it does include, and cross references are very good.

A Woman of Her Tribe / Margaret A. Robinson. New York : Scribner's, 1990. (Grades 5-8) Low-key story of Annette, whose white mother moves the two of them from Annette's deceased father's Nootka village to attend a private school in Vancouver where she's received a scholarship. Annette's transition to the city and the school is handled with sensitivity and understanding. The last third of the novel deals with Annette's return to her village over the Christmas break, where she realistically confronts her confusion over being both Nootka and white, and makes decisions about where she belongs.