Because First Nations, Metis, and Inuit content and perspectives are still limited knowledge for many readers, I do not think that arranging these books according to age level would be the best approach, as many students have different starting points. Even more so, books are powerful in that they can be used for any reader, whether as an out-loud or independent read, allowing the teacher to adapt the intent or use of that book for any specific grade. So rather than organizing the books by age group, I decided that it would be beneficial to separate the books based on the information that was presented within each.
Worldview, Traditions & Culture
It is important to be aware that while some of these values and traditions are shared in a children’s book, teachers need to be conscious about demonstrating respect and appropriate boundaries to the depth that they can discuss themselves about these cultural traditions and perspectives. For that reason, I separated the books into Traditional Territories, to demonstrate that the many First Nations, Metis and Inuit groups cannot be generalized into one category, to maintain and celebrate the uniqueness within the various Indigenous communities. Books should be an entry point into content, but students require a continuous holistic learning opportunity through the combination of integrating a number of different personal stories and experiences.
Colonialism
Based on the textbook, Essentials of Children’s Literature, culturally responsive, expansive, and critical reading experiences are some of the most crucial learning opportunities for students to grow, expand and share their knowledge. Numerous implications have arose due to unfulfilled treaty agreements, some in the past (such as residential schools and ceremonial bans) and many contemporary issues due to the past (loss of land, missing and murdered Indigenous women and girls). While this should not be the only content shared in FNMI children’s literature, these books require a strong focus that reflect and take action into truth and reconciliation. By taking part in these reading experiences, students are not only exposed to these implications, but are provided the tools to take the next steps to move forward and make a change.
Contemporary
I truly believe that this reading log needs First Nations, Métis, and Inuit characters taking part in contemporary activities that any child would take part in. When we look for that connection, often times we only view FNMI content to be integrated when we are discussing residential schools, colonial impacts or traditional worldviews and values. However, by only focusing on certain perspectives and ideas, we are further isolating and segregating these cultural identities without appreciating that within these differences there are also similarities.
Although students enjoy seeing themselves in a picture book, if they are constantly portrayed as a character in trouble, or being picked on, it brings forward this perspective that they are less than. We need to empower children in a variety of contexts, to have them be the main character of just a regular book, one who goes on adventures and is just a kid. In our classroom, we need to demonstrate Cree, Anishinabek, Metis, or Inuit characters just doing contemporary activities as any other character would do.
The Power of Literature 