This book tells the story of a young Inuit girl asking to what extent her mother loves her. She wants to know if her mother loves her, how much, how long, and under what circumstances. The mother's answers use analogies that relate to arctic animals and the little girls questions include language depicting certain Inuit traditions and culture such as clothing, oil lamps, and animals. The illustrations also portray what the text describes. The mother and daughter are dressed in traditional Inuit clothing and the illustrations include pictures of the animals discussed. Other forms of culture seen through the illustrations are masks, canoes, basket weaving, and dog sledding. The story ends with the message that no matter what the mother will always love her daughter forever because she is her "Dear One". After the story the author includes some supplementary material including two paragraphs on Inuit people and their history as well as a glossary of the terms and animals used in the story and how they relate to Inuit people and culture.
This book presented a challenge for me in deciding whether or not it would a piece of literature workable as diverse literature. One the one hand the Inuit people are portrayed in a positive light and one of the main themes of the Inuit tradition and culture, love, is highlighted in this story as well as the theme of connection to animals. On the other hand this story portrays Inuit people as they lived many years ago. While the portrayal is positive, it has the potential to spread stereotypes if children see this as being a portrayal of how Inuit people are today. Another way I believe stereotypes could be spread in this book is through the illustrations. The illustrations are rather "cartoony" and young children might have a hard time believing that these people actual exist. The characters are oversized with identical faces, hair, and body types. With this being said, it can be assumed that the inclusion of culture in the text and illustrations is authentic. This can be assumed because the author includes a note on the copyright page which states: "The editor, author, and illustrator would also like to thank C.E.W. Graham of the McCord Museum of Canadian History in Montreal for his patient and gracious assistance in checking this manuscript for accuracy in its portrayal of the Inuit Culture". Because of this note it can be assumed that while the author is not an insider, she is at least "informed". The illustrator is not an insider by birth but did live in Alaska for 12 years where she taught native students which may consider her in some people's perspectives as an insider illustrator.
The supplementary material at the end of the story is very beneficial in teaching students about the culture of Inuit people. The biggest issue is that often this material is overlooked by both teachers and young readers. This material explains to students that the term "Eskimos" is no longer typically used to describe Inuit people. This author, like many others, emphasizes the fact that there are many different Inuit nations and that each has its own language and traditions. The material goes on to describe the arctic and explain that the Inuits portrayed in this story are from the northern part of Alaska. Lastly, and most importantly, the author shares that "This book shows the way Inuit lived many years ago. Now most Inuit live in a way that combines the old and the new". This is such an important point and it is concerning that many readers may miss it and stereotypes about Inuit people may spread. The glossary is very interesting. It does everything from describe arctic animals such as the lemming and the puffin to give interesting facts such as that traditionally Inuit boots were lined with moss or that when Inuits rest he takes off his mittens and sits on them.
The content and main message of this book does not necessarily apply specifically to only Inuit people and because of this I think that many students would be able to connect to this story. Because the book does a great job smoothly incorporating Inuit culture into the text and illustrations, students would be able to relate to the different scenarios presented by the little girl and her mother to their own experiences. This connection is an important element to build in order to promote understanding and appreciation of diversity. However, I think it is important that when using this book teachers emphasize the content in the supplementary material and the differences between Inuits in old times and current times.
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