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Dreamcatchers, water protectors, and the question of authenticity: Supporting teachers in choosing and using indigenous children's literature


Many early childhood teachers seek to promote diversity in their classrooms through the use of multicultural children’s literature. While these efforts are well-intentioned, teachers may not be fully aware of the issues of culture potentially hidden within such books, nor may they have support in considering the authenticity of the texts they use. While these issues are pervasive within books representing all cultural groups, recent research by Indigenous scholars has highlighted the concerns and implications within Indigenous children’s literature. This article is grounded within Indigenous ways of knowing to provide a helpful tool for supporting teachers as they seek to curate authentic Indigenous children’s literature for classrooms. Resources presented within include a 3-step guide to choosing and using such books and a list of Indigenous titles recommended by members of Indigenous communities. (author abstract)

Resource Type:
Reports & Papers
United States

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