Mama, Do You Love Me? by Barbara M. Joosse and Illustrated by Barbara Lavallee

Joosse, Barbara M. Mama, Do You Love Me? San Francisco: Scholastic Inc., 1991.

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. 

Arctic Dreams by Carole Gerber Illustrated by Marty Husted

Gerber, Carole. Arctic Dreams. Dallas: Whispering Coyote Press, 1999.

This book was inspired by a family trip the author, Carole Gerber, took to Alaska with her family. The book is a story about an Eskimo mother saying goodnight to her son and tucking him in for the night. As she talks him to sleep she tells him to dream, describing images of the Arctic landscape and its many animals. The author uses descriptive imagery to describe the scenes and the animals one might encounter in the arctic throughout the seasons. Each dream has a large, bold, colorful, and realistic illustration portraying the different animals, the climate, and the landscape of the land. The text is rather song-like and even ends in "Aja, aja. Haja, haja" which the author describes in a note at the end as the common refrain of okalugtuat, or the ancient songs of some Eskimos who live in the Arctic. 

This book is a good example of a quality piece of diverse literature. In assessing quality, the book uses vivid imagery and language in its description of the Arctic. The illustrations are realistic and the Eskimos are portrayed in a positive way. The illustrations show the characters in clothing that is not fully traditional but rather a mix of old and new. There are pattens on the clothing, fur on the boots and parkas but in other pictures the boy is wearing jeans and a t-shirt. The little boy is also sleeping in a bed in a house instead of an igloo. I think that these illustrations are important in that they break certain stereotypes that young children may have about Inuit people such as that they all live in Igloos or that all Eskimos ride around in sleds led by a team of huskies. On the other hand, the illustrations do an excellent job incorporating Inuit culture and tradition in a positive way. The author also uses language to incorporate Inuit tradition using the words nanook, Aja, and Haja in the text without using double-talk. 

The author is not an insider but would be considered an "informed" author. She was inspired to write this book from a family trip to Denali National Park in Alaska. The illustrator is also not an insider. Despite this fact I still feel that this is a quality piece of diverse literature. The author also makes a very important point in a paragraph at the end of the book that emphasizes the fact that there are many different Eskimo cultures each with their own language, name, and way of life and that this book is merely a portrayal of one. In this way she is not constraining all Inuit people to the life that she has portrayed in her book through her language and illustrations. 

One of the major themes in this book which is reflected in all of the books I have read on this topic is the theme of connection to nature and animals. This book sends the message of appreciation of nature and respect and love for animals. The boy is shown in close proximity to the animals almost as if they are friends and companions. It is the dreams of the animals that eventually help him to fall asleep. This theme of animals is a popular and common theme in children's literature in general and therefore would be easy for students of all cultural backgrounds to connect to. Because the content of this story isn't specifically about Inuit people, it is more likely that more children would be able to connect more personally with the book. On the other hand, because of the illustrations and incorporation of the language this book has a lot to teach about the language, tradition, and culture of one group of Inuit people. 

Towards Developing A Personal Philosphy

I am here in this class to extend my knowledge and experience with children's literature in as many ways as I possibly can. I am here to have contact with books I might not normally work with otherwise. I am also here to discuss diversity and to see new issues in a wide variety of lights. I am here to listen to different perspectives and share and develop my own. Lastly, I hope to change my outlook in this course and see literature and the world as a whole with a more critical and experienced eye. 

This class connects to my professional goals of striving to create a community of learners that understand, appreciate, and respect the differences of one another. Literature is an excellent tool to build connections and understanding and this class helps me by providing me valuable tools and discussion prompts that can be used in my classroom. Additionally, I am learning to view literature with a more critical eye and therefore see stereotypes that may not be as obvious but are just as hurtful as other that are more blatant. I am also becoming more self-aware of my own thoughts and misconceptions. As these things are made more clear to me I recognize how they could potentially show themselves unconsciously in my teaching. Being made aware of them is important so I can be sure to focus on and recognize what messages, both implicit and explicit, my actions and words send to my students. 

Issues of diversity play a strong role in teaching and learning literacy because all forms of literacy portray either characters or narrators in a certain light. The way these people are portrayed is an open window through which the reader absorbs knowledge about them. It is so important when teaching literacy to consider diversity and the messages being sent by the literature. Literature itself is so varied that it can be successfully used to teach and promote diversity. Diversity is so important to teaching and learning literacy because literacy involves so many different perspectives and viewpoints. Literacy can also send messages about diversity that are either implicit or explicit that are important to consider when learning or teaching literacy and can also prompt valuable discussion. 

My personal philosophy about multicultural education is that it is vital to all people of all ages. Not beneficial, not recommended, but necessary. The importance of discussing multiple perspectives is extremely high. Students can learn so much merely by comparing and contrasting as well as discussing views different from their own. Ignorance is one of mankind's worst faults and multicultural education is the solution. Children's literature fits into this philosophy as a catalyst of meaningful connection and understanding. By taking large issues of multiculturalism and diversity and integrating them into a story that children can connect to, children's literature is the gateway to promoting, connecting, and blending multicultural education into everyday curriculum. Drop-in diversity lessons are hardly productive. Multiculturalism must be embedded intimately within the curriculum and it is children's literature that allows us to do this so seamlessly. 

What challenges me most about bringing this philosophy into my classroom goes back to the insider/outsider debate. Am I at liberty to speak for another culture? But that is where children's literature comes in. Through this literature I can share another's perspective without being the authoritative voice. In this way we can all learn together. I am most interested to hearing young students debate on diverse issues. I do not believe that elementary aged students are given enough of an opportunity to become informed, develop an opinion, and then share that opinion. This is an important lifelong skill to develop so why not teach it through significant issues such as diversity and multiculturalism. 

Al Capone's Role in Fighting Austism

Gennifer Choldenko's book Al Capone Does My Shirts has been one of my favourite books that we have read thus far in TE 448. However, I was a little concerned by the role Al Capone plays in the book in relation to the message on Autism the book seems to intend to send. Throughout the entire book we as readers are given multiple perspectives on Natalie and her families experience with Autism. We develop a relationship with Natalie as well as Moose and feel as though we are part of the solution when Natalie begins to show improvement through the increased socialization she receives on the island of Alcatraz. However, despite this obvious improvement, Natalie is still rejected from the Esther P. Marinoff School twice. It is only Al Capone's political and social influence in the city that is able to gain Natalie admittance into the school and therefore help her cope with her Autism. 

This idea to me seemed a little fairy tale like. From the beginning of the book Al Capone is treated almost like a fictional fantasy character. He is mysterious and the children living on the island are extremely interested in him. They want his autograph and share "stories" they heard about him with each other and friends at school. In fact they even sell his laundry services to their fellow classmates. They spend time spying on him and breaking the rules of the island to gain access to him. All in all, Al Capone the famous, mysterious, unaccessible, murdering con seems almost pretend. Why then does Choldenko decide to place him in the position of hero in the novel? To me it almost gives the impression to children that those who are different from us do not have a chance unless they know and appeal to someone with political and social influence as well as fame who is willing to speak for them. Don't get me wrong, I was happy inside when Mouse receives the note from Al inside his shirt sleeve which Al was able to identify as Mouse's that says he will agree to speak on behalf of Natalie. I may have been happy, but I wasn't convinced. For me it was too farfetched and ruined some of the authenticity of Autism as a real disease and as Natalie representing real people who really deal with this disorder and are unable to receive help because they are restricted by language, stereotypes, and labels. 

The real hero of this novel is Mouse and while we can be proud of him for writing to Al, the book credits Capone for Natalie getting into the school. I question Gennifer Choldenko's decision to remove credit from Mouse, a character who she has spent 215 helping us connect to, understand, and build a relationship with to Al Capone who what little we know comes from Scarface and criminal records. While this book was a great piece of fiction with a happy ending I strongly feel that the glorification of Al Capone belittles the main message of the book which is to promote understanding and acceptance of those who are different from us and share that acceptance with others. 

My stance in the "insider/outsider" debate

Before I state my stance I would like to comment on each of the individual articles assigned for the week. As stated in the articles, multicultural children's literature is a complex and controversial subject and therefore my stance on the "insider/outsider" issue naturally follows suit. To begin, I disliked and disagreed with Shannon's article the most. Like Harris, I found it unnecessary that Shannon stated his ethnicity, gender, religion, etc. and questioned his motives for doing so. I was surprised at Shannon talking about his class being unable to connect to certain multicultural texts that focused on race and ethnicity. In my opinion, as well as Cai's, it is the teacher's, as well as the students', responsibility to recognize the relevance of different cultures in their own lives. Cai states that if "discussion stops at seeking out the experiences that the readers has in common with the characters and does not examine closely the social inequality and injustice caused by racism..it misses the point of reading about the Other" (322). I think it is ludicrous to assume that the only way students can learn about different cultures is to portray those cultures in a way that relates to the students. That in itself is reducing those cultures and changing them for the dominant culture's purposes as they have done for centuries before this time. 

Another issue I wanted to address was the issue of considering all literature as multicultural literature and how it reduces the name and as Mingshui Cai states, "loses its meaning" (313). I disagree with the reasoning but understand the need for a separate category for multicultural literature. However, I do not necessarily feel that all literature that portrays the dominant culture must be omitted. I feel that multicultural literature by definition means "many cultures" in literature. The dominant culture should be considered one of these many cultures. I feel that multicultural literature should be considered anything that addresses any one or multiple cultures in an accurate, authentic, and diverse way that builds understanding of major issues and characteristics involved with each of the cultural groups. 

I would next like to address certain issues in Harris's article. To begin I disagreed with her when she stated that Shannon could choose to join in the multicultural struggles while she had no choice. In my opinion everyone is affected in some way by the multicultural struggle and the issues surrounding it are unavoidable even for the dominant culture. Reaching equality and appreciation will require the work of both minorities and members of the dominant culture. For once can't people on both sides of this argument recognize that minorities and the dominant cultures must become WE and work together to become US. On the other hand, I did agree with Harris when she stated that she disagreed with "burdening children's books with the responsibility of reforming society" (12). I appreciated the fact that she recognized that children's literature had other purposes for reading besides politics and social analysis. 

Lastly, I especially enjoyed Cai's discussion of the necessity of adopting an "issue-driven approach" through "thought-provoking books that challenge children to think about issues that they may face" (319). I think giving purpose to all forms of literature is vital in helping students to recognize the application of multiculturalism and respect  for others in may different aspects of their lives. 

So in conclusion my stance on the "insider/outsider" issue is a complicated one. Like most of the authors of the articles I feel that a well researched and informed "outsider" who has a wide variety of "insider" sources is perfectly capable of writing a quality, thought-provoking piece of multicultural literature. It can even be considered that perhaps an "outsider" has different perspectives on the culture through their research that provide a wide variety of knowledge that may be unknown to an individual "insider" of a group. I feel that just because someone is a member of an "inside" group, it doesn't necessarily automatically qualify them to speak on the behalf of the entire group. This issue is a complicated and controversial one and I expect to not only learn more about it in this class but also through teaching multicultural literature myself one day. 

The Heart of a Chief

I really enjoyed reading The Heart of a Chief both for pleasure and also for building my awareness of Native Americans. This book addresses many different issues that would be appropriate to address in a classroom. Not only does this book portray Native Americans in a positive and authentic way, but the story also includes good messages about staying true to yourself, standing up for what you believe in, and kids can make a difference. When I finished the story I was really pleased with how the story wrapped up. Everything really seemed to fall in to place perfectly. Chris was looking out for the benefit of his people by saving the heart of their land and also by providing a place where they can make some money. However, when we came to class and had discussions many people felt that the story ended too optimistically and a little too perfect. This caused me to think that maybe it was just a little too easy. When the head coach and the star of the team are on your side then things couldn't be too hard for requesting a mascot change. However, I am one who believes that it is important for children's literature to be uplifting and encouraging hope. Children learn through life about hardships and downfalls. I think that it is important and beneficial for students to read about people their age making a difference and overcoming obstacles. 

Another reason why I feel that this book would be a great addition to a classroom library is because I think it has the potential to change misconceptions held by some students about Native Americans. Because the story takes place in current times students are made aware that Native Americans are not just something of the past. They are real people with a culture all of their own that it is important to learn about and respect. Overall, I really enjoyed this book. 

Chief Illiniwek

After watching the video on Chief Illiniwek I had a lot to think about. On one hand I completely empathized with the Native Americans. The chief was supposed to represent a certain Indian tribe and instead was a mix of different tribes and of elements not relating to Native Americans at all. I can only imagine what it would feel like to see your culture mocked publicly like that. The thing that I kept considering as I watched in order to empathize was being in another country and going to an event where they do a performance mocking Americans as a bunch of fat, selfish, cowboys running around. I would have found that very offensive and I'm sure that is how many Native Americans felt when they watched the performance of Chief Illiniwek. 

However, I also empathized with the students, alumni, and fans of The University of Illinois. I kept considering how I would feel if all of a sudden a group of Greeks started marching against our use of the mascot Sparty. I feel a strong connection to Sparty and am proud that he represents my school. Sporting events would just not be the same without him. I would be angry too if people were making us get rid of him. I understand why Chief Illiniwek was offensive but I wondered if maybe a compromise could have been made. I feel like Native Americans could have used the fan base and the respect that the fans had for Chief Illiniwek to spread awareness about Native Americans in general. I think a good compromise would have been to collect a board of Native Americans from the Illiniwek tribe who could help the university to make their mascot more culturally accurate. He could also make appearances and talk about cultural sensitivity, American Indian issues, and spread awareness. The school does not mean to mock Native Americans but rather they respect their mascot very much. It is the ignorance and unawareness that makes the mascot so offensive. I feel that if Native Americans helped to make the mascot more authentic, the fans and the Native Americans could have helped one another. Maybe this is too optimistic or unrealistic but I just was able to understand the feelings of both sides and wanted to look for a compromise.