Friday, November 06, 2015

The Power of Social Media to Change Children's Literature

This has been quite the year in children's literature--and I say that in a good way. Some people are decrying social media, but I celebrate it. It is making a difference.

Some say social media that questions books like A Fine Dessert is unfairly attacking the author and illustrator. Some say the creators of the book are being publicly shamed. Roger Sutton said that about the change made to Amazing Grace. 


But you know who has been publicly shamed 
for decades and decades? 
Children.
Children whose culture is misrepresented or poorly 
represented in popular, classic, and award-winning books. 


In his new book, Poet: The Remarkable Story of George Moses Horton, Don Tate's note in the back is important. He writes:
When I first began illustrating children's books, I decided that I would not work on stories about slavery. I had many reasons, one being that I wanted to focus on contemporary stories relevant to young readers today. In all honesty, though, what I wasn't admitting to myself was that I was ashamed of the topic.
I grew up in a small town in the Midwest in the 1970s and 1980s. At school, I was usually the only brown face in a sea of white. It seemed to me that whenever the topic of black history came up, it was always in relation to slavery, about how black people were once the property of white people--no more human than a horse or a wheelbarrow. Sometimes white kids snickered and made jokes about the topic. Sometimes, black kids did too.
A wash of emotion floods over me each time I read Don's words. I've heard similar things from Native kids and teens, too. Don takes up the topic of slavery in Poet. But he does it with a full understanding of what it feels like to be a black child reading a book that depicts slavery.

I have no doubt that Emily Jenkins and Sophie Blackall meant well when they created A Fine Dessert, but they and the community of people who worked with them on the book created it from within a space that doesn't have what Don has. The outcome, as most of us know, has caused an enormous discussion on social media.

I have empathy for Jenkins and Blackall, but as my larger text above makes clear, my empathy is with children. Because of social media, Jenkins, Blackall, and anyone who is following this discussion, have heard from people they don't normally hear from. People who aren't in their community. In this case, African American parents who are stunned with the depiction of slavery in A Fine Dessert. Some of the response has been blistering in its anger. Jenkins has heard them, and subsequently, apologized.

Thus far, Blackall has not. She says she's heard them, but what does it mean when you hear someone--with reason or with fury--tell you that you've hurt them, but all you do is rebut what they say? I don't know what to call that response.

She and people who are empathizing with her are decrying social media, but I celebrate what it is doing right now in children's literature. Because of it, I have a blog that people read. They link to it. They reference it. They assign it. They share it. The outcome? People write to tell me what they're learning.

Because of social media, we can all watch a video of a panel discussion that took place last weekend. A discussion--I think--that has never happened before at a conference. I'm asking my colleagues who research children's literature. Nobody recalls one like this before.

Sean Qualls, Sophie Blackall, and Daniel Jose Older spoke on a panel titled "Lens of Diversity: It is Not All in What You See" at the New York City School Library System's 26th annual conference. I'm studying the video and will have more to say about it later, but for now, watch it yourself.



I'll be back with a post about it later. For now I've got to finish preparing a talk I'll be giving for Chicago Public Library tomorrow. I was shaken to the core as I watched the video. Shaken by the denial of Qualls and Blackall, and shaken by the honesty of Older. He is using social media to effect change. Change is happening. I know that change is happening because of the email I get from gatekeepers.

I think we're in the crisis that Walter Dean Myers anticipated in 1986 in his New York Times article, I Thought We Would Actually Revolutionize the Industry. He wrote about how the 1970s looked like a turning point:
...the quality of the books written by blacks in the 70's was so outstanding that I actually thought we would revolutionize the industry, bringing to it a quality and dimension that would raise the standard for all children's books. Wrong. Wrong. Wrong. No sooner had all the pieces conducive to the publishing of more books on the black experience come together than they started falling apart. 

This time round, I think things will not fall apart. Social media is driving change in children's literature. And so, I celebrate it.

Monday, November 02, 2015

On Ways Authors Respond: A Look at Meg Rosoff, Emily Jenkins, and Sarah McCarry

On October 31, 2015, at 12:06 PM, author Meg Rosoff posted a comment to Roger Sutton's Facebook wall (he is the editor at Horn Book) that said "Debbie Reese is at it again." I wondered what "at it" meant and asked her, there, what she meant. (She didn't reply.)

Roger's post at Facebook is, essentially, a link to his editorial at the Horn Book website. Because the editorial is about diversity and meaningful inclusion of characters who are from marginalized populations, I assumed Rosoff's "at it again" was a reference to my question about her use of the word "squaw" in her book Picture Me Gone, and a reference to more recent critiques I've done of The Hired Girl and A Fine Dessert. (She subsequently wrote about critiques of those two books.)

Rosoff did not reply to my question. She did continue to participate in the ensuing discussion, however. I don't know if she didn't see that I was in it, too, asking her a question, or if she was deliberately ignoring me. In her next comment she said, in part
Doesn't anyone find it odd that so many of the books Debby Reese and her followers attack for "micro and macro aggressions" are on the prize lists for best books of the year? [...] Funny how much time we YA writers spend in schools talking to kids about the corrosive effects of bullying, and then to discover the worst bullies of all in our own community. The strongest backlash, by the way, is coming from editors. Who tell me they are backing away from publishing books featuring diversity characters/stories in order to avoid attacks for "micro and macro aggression." That's a result, then.
A short while later, Roger wrote that he was not "joining in the debate" because he counts me and Rosoff as professional friends and valued colleagues. She replied to him:
Your professional friend and valued colleague has accused me repeatedly in public of being a racist and an enemy of diversity. I can wait very patiently for an apology on that score.
I was surprised by her comment. I have not accused her of being a racist. Nor have I called her an enemy of diversity. I was curious, however, to know why she thinks I did.

As that thread continued, I began to see her commenting elsewhere. I was surprised to see her referencing me so much saying things like "I know all about Debbie. She loves calling people racist" and "There are some very toxic so-called diversity advocates out there." I saw that she coined a phrase using my name: "The Debbie Reese Crimes Against Diversity stormtroopers." (Note: I was intrigued by what she was doing, and glad she was using my name, because it would lead people to my work. See, too, my post on her use of "stormtroopers.")

And then I saw this:
The extraordinary woman was the one who proved I was a racist by the use of the word 'squaw' in one of my books -- by an 11 year old English child. I had to look it up to realise it is sometimes (not always) considered insulting -- particularly if you're mainly reading to be insulted. I've written 600,000 or so words in my career and that's what she's taken out of it. Impressive.
Obviously, I am that extraordinary woman. Rosoff doesn't know, however, that when I picked up her book, Picture Me Gone, it was to read for pleasure. I primarily read books that are specific to my area of scholarship and expertise (depictions of Native people) but I read for pleasure, too, and usually seek out books that have done well. That's why I was reading Picture Me Gone. I was into it, too, but then, I got to this part:
A painting in a big gold frame of an Indian squaw kneeling by a fire needs dusting.
I stopped reading. The enjoyment, for me, was over. I set the book aside. I didn't blog or tweet about her use of "squaw." I just stopped reading it.

When she jumped onto Edi Campbell's Facebook page on October 10th, I remembered her book. What she said on Edi's page prompted a lot of people to write to her on Facebook and on Twitter. In response, she wrote:
God, twitter makes me laugh. Book I'm finishing now for Mal Peet is about a black kid in love w/a native American woman 15 years his senior.
I was angry at her for what she said on Edi's page, especially because Edi's post was about Large Fears by Myles E. Johnson and Kendrick Daye, a book that is about a queer black boy. Edi Campbell, Myles E. Johnson, and Kendrick Daye are three people trying to do some good in the world, shining bright lights on populations that are misrepresented and underrepresented in children's literature.

And there was Meg, like a ton of bricks, out of the blue. From that angry space, I replied to her tweet by asking her if she was going to use "squaw" to refer to that "native American woman." Here's a screen cap:



She didn't reply, but as her comment above indicates, she did not know the word is "sometimes (not always) considered insulting." As she said, she's written 600,000 words in her career, and she's impressed that out of all those words, I'm choosing to focus on one of those 600,000 words.

She is right. I am focusing on that one word as symbolic of the ongoing misrepresentation of Native peoples in children's and young adult literature. But I did not call her racist there, or anywhere.

My focus is on Meg Rosoff's response to being questioned. Her response about the word admits that she didn't know it is problematic. There is a way to respond to ones ignorance that can move children's literature forward in its depictions of those who have been omitted and misrepresented for hundreds of years, but Rosoff's dismissal and subsequent comments disparaging me are not the way to move forward.

Her response stands in sharp contrast to the response Emily Jenkins posted yesterday, in response to criticisms about the depictions of slavery in A Fine Dessert, and it stands in sharp contrast to Sarah McCarry's response to my question about her use of "totem pole" in All Our Pretty Songs. 

Some people are rising to defend Rosoff. Some are defending Jenkins and Blackall, too. Some of them know Rosoff, Jenkins, and Blackall personally, and feel--as they should--empathy for people who they feel fondly towards.

But!

Teachers and librarians are forgetting that their primary responsibility as educators is not to an author or illustrator they like, but to the children in their classrooms. As parents, we trust you to do right by our children and what they learn from you. What you give them is something they will carry with them as they grow up.

The larger point of what I'm saying is that people of marginalized populations are using social media to ask questions. We are using social media to shine lights on problems that our children grandchildren are confronted with everyday, in and out of the classroom.

The country is growing more diverse with each minute. What you do in the classroom matters to the future of our country. That cliched bumper sticker that teachers touch the future is more than a cliche. It is a fact. Expand how you think about that future. We're all here, talking to you, and hoping you'll pick up the lights we shine, too, and do right by the children you teach.

Words Matter: About Meg Rosoff's "Debbie Reese Crimes Against Diversity Stormtroopers" remark

On October 31st, Meg Rosoff posted this to her Facebook page:



Rosoff has said a good many disparaging things about me that I'm ignoring. This one, I will not ignore.

Like millions of people, I love Star Wars. But Rosoff is wrong in calling those of us who point out stereotyping, bias, and misrepresentations "stormtroopers." She's trying to cast us as evil for what we do. She is equating us with Nazi stormtroopers.

We're not bad guys. As Rene Saldana said, he thinks of me as a Jedi Knight. Lot of people said they want to make t-shirts with Rosoff's phrase on them, but we say who we are.

Let's do something like this instead:

Jedi Knights in Solidarity: 
Fighting Crimes Against Diversity



or how about this one:



Jedi Knights in Solidarity:
Fighting Ignorance, One Rosoff at a Time*


There's a lot of writers, librarians, critics, teachers, parents... working on diversity! I'd love to see what people come up with! Adding graphics (and adding a note about them. Elsewhere, Meg Rosoff indicated she didn't know "squaw" was a problematic word. Hence, I use "Ignorance" here. I'm ignorant of a lot of things, too. We all are. It isn't the Native American word for women. That is something that has to be unlearned.)










________________
*I said "fighting ignorance" because Rosoff said she looked it up and did not know the word "squaw" is, quoting her: "sometimes (not always) considered insulting."



Update: November 2, 1:38 PM
Cynthia Leitich Smith tweeted this... and I love that hashtag! #diversityjedi



Update: November 3, 5:05 AM
The #diversityjedi hashtag took off yesterday afternoon and evening! If you're in Twitter, take a look!

Saturday, October 31, 2015

"Debbie, Can you recommend any Native American folk songs?"

This post is long overdue. A few times since launching AICL, I've received a question similar to:
"Debbie, can you recommend any Native American folk songs" (or music or finger plays) "that I can use with young children?"
Each time, I write back to the person but each time, I've failed to fashion the reply into a blog post that I can point the next questioner to, so, today I'm trying to do that.

First thing to say is not a surprise: most of what is out there is stereotypical. I searched the Internet and found so very much---so very much---and it is so very, very bad. I found Hollywood's version of Native music (think about the music you hear in Westerns). I found songs about specific Native people---all of them with lyrics that slot Native people into the mythical story about the founding and history of the U.S.  And of course, I found the "Indian" counting song.

Given that many children walk into the school holding stereotypical ideas of Native peoples, chances are high that they'd be able to hear the Hollywood Indian music theme and say "that's Indian music" (or Native American, or American Indian).

The task, then, is to help them unlearn what they think they know about Native music by pointing out that the Hollywood Indian music was made up by someone who wasn't Native and that what they see in those Westerns is not accurate.

Move, then, to some music appreciation activities where kids listen to Native musicians. You could start with the familiar nursery rhymes---sung by Native singers.

Start by having your students sing Old McDonald Had a Farm. Then, show them this photograph of the Black Lodge Singers. Point out that they dress much like your students do, and that there are times when they wear traditional clothing, but that most of the time, they're dressed pretty much like everyone else.


On the right side of the drum are Kenny Scabby Robe, who is Blackfeet, and his wife, Louise, who is Yakima. The other people in the photograph are their children. They live on the Yakima Reservation in Washington. Pull out a map and show them where the Yakima Reservation is:



Tell students that the Black Lodge Singers are a well known drum group in the pow wow circuit. Read them Marcie Rendon's Powwow Summer so they learn what powwows are about:



And then, watch some of the videos of the Black Lodge Singers in action. Here they are singing Old McDonald Had a Farm:



And here they are singing "Kuna Matata." The footage includes Native children getting ready to enter a pow wow arena, and inside the arena, too.


There are other videos, too, but do make sure to buy their CDs. You can also talk with students about the Grammy Awards, and tell them that the Black Lodge Singers won a Grammy for their music.


From there, you can introduce them to Native musicians like Sharon Burch. She is Navajo, plays guitar, and her songs are a mix of Navajo and English. Though it isn't marketed for children, her CD, "Colors of My Heart," has many songs children can listen to, and can learn the lyrics, too.


At the Canyon Records site--an excellent resource, by the way--you can listen to portions of the songs on Colors of my Heart. 

Talk to them, too, about Robbie Robertson, by reading Rock & Roll Highway to them:



In a post I did last year, I pointed to work that Robertson did with The Band, and with Ulali, an acapella group. Check out this video:



Now--I realize that my suggestions don't fit within what you usually do in a music lesson or activity, but that's ok. You're a teacher, expanding what kids know. Give them something like I've suggested. Help them unlearn those dreadful stereotypes. And--for yourself and older children--spend time at the Canyon Records site. Get to know Native musicians.

I'll close this post with Buffy Sainte-Marie, singing Up Where We Belong. You may associate that song with Joe Cocker, but it is written by her, and performed by her here: I no longer recommend Buffy Sainte Marie's work. Details here: About Buffy Sainte Marie





Note: If you have something you want me to consider adding to this post, do let me know! Especially if you use something developed by Native people in your area.

_____________________________
Update: 11:42 AM, Oct 30, 2015

In comments, Art Coulson, author of The Creator's Game: A Story of Baaga'adowe/Lacrosse, suggested Joanne Shenandoah's "All Spirits Sing" for children. She is Oneida. I don't see that CD at Canyon Records, but they do sell three of her CDs and you can hear segments of her songs at their site. Reading the material on the page, I had one of those "Doh!" moments. I failed to point to Floyd Crow Westerman earlier! His songs aren't for young children, but they're definitely among my favorites.

Art also recommended songs by the Mamas and the Papas, because Papa John Phillips was an enrolled Cherokee. I didn't know that! Thanks, Art!


Friday, October 30, 2015

They say "Debbie Reese hates white people."

A couple of years ago at a library conference, a friend (she is white) told me about conversations she's had with people who say "Debbie Reese hates white people." She tells them that isn't true, and I'm grateful to her for doing that. It seems silly to say it isn't true, but unfortunately, it needs saying!

They say that, I suspect, because I've been critical of a book they like, or because they're friends with an author whose book I've critiqued.  

There's a perception that I'll criticize books with Native characters if the author or illustrator isn't Native. That isn't true, either. 

For those who need proof, below is a list of books I like that are by writers who are not Native. Some are books categorized as being about Native people, while others are ones that include Native content but aren't categorized as being about Native people. Some of these are books on an extensive list I created with Jean Mendoza in 2006 and some are ones I've written about, or recommended, elsewhere.
  • Powwow by George Ancona, published in 1993 by Harcourt Brace Jovanovich.
  • Earth Daughter: Alicia of Acoma Pueblo by George Ancona, published in 1995 by Macmillan.
  • The Impossible Knife of Memory by Laurie Halse Anderson, published in 2014 by Viking.
  • Very Last First Time by Jan Andrews, illustrated by Ian Wallace, published in 1998 by Aladdin.
  • Who Will Tell My Brother? by Marlene Carvell, published in 2004 by Hyperion.
  • Whale Snow by Debby Dahl Edwardson, illustrated by Annie Patterson, published in 2004 by Charlesbridge.
  • My Name Is Not Easy, by Debby Dahl Edwardson, published in 2013 by 
  • On the Move by K.V. Flynn, published in 2014 by Wynnpix Productions.
  • Daughter of Suqua by Diane Hamm Johnson, published in 1997 by Albert Whitman.
  • Shadowshaper by Daniel José Older, published in 2015 by Arthur A. Levine.
  • A Children's Guide to Arctic Birds by Mia Pelletier, illustrated by Danny Christopher, published in 2014 by Inhabit Media.
  • Cradle Me by Debbie Slier, published in 2012 by Starbright Books.

I read a lot of other books, too, that aren't about Native people. A recent one that I read and love is Zetta Elliot's Dayshaun's Gift.

And, Matt de la Pena's The Living. And Fake ID by Lamar Giles. And Ash by Malinda Lo. When Reason Breaks by Cindy L. Rodriguez! And Benjamin Alire Saenz's Aristotle and Dante Discover the Secrets of the Universe, and Aisha Saeed's Written in the Stars. Back when I was teaching first grade, Eric Carle's books were amongst my favorites to read aloud at storytime. And we have a dear video from 1992 when I was reading Galdone's Over in the Meadow to our then-baby, Liz. The dear part is her chiming in as I read.

Right now, I'm partway through All American Boys by Jason Reynolds and Brendan Kiely.

And I can't wait for my copy of Don Tate's Poet: The Remarkable Story of George Moses Horton. Did you watch the video yet?



If you're one of the people who hears other people say "Debbie Reese hates white people," I hope you'll tell them to go to my site and look for a post titled "Debbie Reese hates white people."

Thursday, October 29, 2015

Not recommended: A FINE DESSERT by Emily Jenkins and Sophie Blackall

Scroll down to the bottom of this post to see links to discussions of A Fine Dessert, discussions I'm framing as what-to-do about books like it, and, 2016 discussions of A Birthday Cake for George Washington (another book that depicts smiling slaves) The list of books that have been revised is no longer on this page. It has its own page: "Stereotypical Words and Images: Gone!" 

Eds. Note, Nov 1, 2015: 
Emily Jenkins, the author of A FINE DESSERT issued an apology this morning, posting it at the Calling Caldecott page and at Reading While White. Here are her words, from Reading While White:
This is Emily Jenkins. I like the Reading While White blog and have been reading it since inception. As the author of A Fine Dessert, I have read this discussion and the others with care and attention. I have come to understand that my book, while intended to be inclusive and truthful and hopeful, is racially insensitive. I own that and am very sorry. For lack of a better way to make reparations, I donated the fee I earned for writing the book to We Need Diverse Books.

Eds. Note, Nov 2, 2015:
I'm seeing influential people in children's literature--from librarians to academics--decrying the discussion of A Fine Dessert as one in which people are "tearing each other apart" or "tearing this book to pieces." 

For literally hundreds of years, African American families have been torn apart. African Americans are objecting to the depiction of slavery in A Fine Dessert. 

Please have some empathy for African American parents whose lives and the lives of their children and ancestors is one that is characterized by police brutality, Jim Crow, and the brutal violence of being enslaved.

If you wish to use a picture book to teach young children about slavery, there are better choices. Among them is Don Tate's POET: The Remarkable Story of George Moses Horton. Watch the book trailer. Buy the book. Use it.

Eds. Note, Nov. 4, 2015:
Daniél Jose Older was on a panel this weekend at the 26th Annual Fall Conference of the New York City School Library System. The conference theme was Libraries for ALL Learners, and the panel he was on "The Lens of Diversity: It is Not All in What You See." The panel included Sophie Blackall. Last night, Daniel tweeted about it and later storified the tweets. He also uploaded a video of his remarks:



At Reading While White, an African American woman wrote:
What I see as a black woman is a skilled house slave training a slave girl how to be a proper house servant for the master's family. This skill actually would make her more valuable on the market, so it is important that she learns well. The master would usually have them doing small things like picking up garbage at 3 and fully laboring by 7 years old, so you have the age right. It's likely she would have never known her mother and was being trained to be a proper house slave by a woman she didn't know.The woman would likely be strict, maybe even beating the girl herself if a mistake was made on this dessert, for she too would suffer if it were not right. The girl would know she was property by then and the "beat" you mentioned would be the pace of her heart, for fear of the punishment, if she made a mistake.


~~~~~~~~~~

Thursday, October 29, 2015

Not recommended: A FINE DESSERT by Emily Jenkins and Sophie Blackall


Some months ago, a reader asked me if I'd seen A Fine Dessert: Four Centuries, Four Families, One Delicious Treat written by Emily Jenkins, and illustrated by Sophie Blackall. The person who wrote to me knows of my interest in diversity and the ways that Native peoples are depicted---and omitted--in children's books. Here's the synopsis:

In this fascinating picture book, four families, in four different cities, over four centuries, make the same delicious dessert: blackberry fool. This richly detailed book ingeniously shows how food, technology, and even families have changed throughout American history. 
In 1710, a girl and her mother in Lyme, England, prepare a blackberry fool, picking wild blackberries and beating cream from their cow with a bundle of twigs. The same dessert is prepared by a slave girl and her mother in 1810 in Charleston, South Carolina; by a mother and daughter in 1910 in Boston; and finally by a boy and his father in present-day San Diego. 
Kids and parents alike will delight in discovering the differences in daily life over the course of four centuries. 
Includes a recipe for blackberry fool and notes from the author and illustrator about their research.

Published this year, A Fine Dessert arrives in the midst of national discussions of diversity. It is an excellent example of the status quo in children's literature, in which white privilege drives the creation, production, and review of children's and young adult literature.

A Fine Dessert is written and illustrated by white people.
A Fine Dessert  is published by a major publisher.

A Fine Dessert, however, isn't an "all white book."

As the synopsis indicates, the author and illustrator included people who are not white. How they did that is deeply problematic. In recent days, Jenkins and Blackall have not been able to ignore the words of those who find their book outrageous. Blackall's response on Oct 23rd is excerpted below; Jenkins responded on October 28th.

~~~~~

The Horn Book's "Calling Caldecott" blog launched a discussion of A Fine Dessert on September 23, 2015. Robin Smith opened the discussion with an overview of the book that includes this paragraph:
Blackall and Jenkins could have avoided the challenge of setting the 1810 scene on the plantation. They did not. They could have simply chosen a family without slaves or servants, but they did not. They clearly approached the situation thoughtfully. The enslaved daughter and mother’s humanity is secure as they work together and enjoy each other, despite their lack of freedom. In the 1810 table scene — the only time in the book when the cooks don’t eat the dessert at the dinner table — each of the African American characters depicted has a serious look on his or her face (i.e., there is no indication that anyone is enjoying their work or, by extension, their enslavement) while the children in the family attend to their parents and siblings or are distracted by a book or a kitty under the table. In its own way, the little nod to books and pets is also a nod to the privilege of the white children. They don’t have to serve. They don’t have to fan the family. They get to eat. Hidden in the closet, the African American mother and daughter have a rare relaxed moment away from the eyes of their enslavers.

Smith also wrote:
Since I have already read some online talk about the plantation section, I assume the committee will have, too. I know that we all bring our own perspectives to reading illustrations, and I trust that the committee will have a serious, open discussion about the whole book and see that the choice to include it was a deliberate one. Perhaps the committee will wish Blackall had set her second vignette in a different place, perhaps not. Will it work for the committee? I have no idea. But I do know that a large committee means there will be all sorts of readers and evaluators, with good discussions.

The "online talk" at that time was a blog post by Elisa Gall, a librarian who titled her blog post A Fine Dessert: Sweet Intentions, Sour Aftertaste. On August 4th, she wrote that:
It’s clear that the creators had noble goals, and a criticism of their work is just that—a criticism of the book (not them). But despite the best of intentions, the result is a narrative in which readers see slavery as unpleasant, but not horrendous. 
The Calling Caldecott discussed continued for some time. On October 4th,  Jennifer wrote:
Based on the illustrations, there are too many implications that should make us as adults squirm about what we might be telling children about slavery:1) That slave families were intact and allowed to stay together.2) Based on the smiling faces of the young girl…that being enslaved is fun and or pleasurable.3) That to disobey as a slave was fun (or to use the reviewers word “relaxed”) moment of whimsy rather than a dangerous act that could provoke severe and painful physical punishment.
On October 5th, Lolly Robinson wrote that:
... the text and art in the book need to be appropriate for the largest common denominator, namely that younger audience.  
Robinson's words about audience are the key to what is wrong with this book. I'll say more about that shortly.

On October 23rd, Sophie Blackall--the illustrator--joined the discussion at Calling Caldecott, saying she had decided to respond to the criticism of how she depicted slavery. She linked to her blog, where she wrote:
Reading the negative comments, I wonder whether the only way to avoid offense would have been to leave slavery out altogether, but sharing this book in school visits has been an extraordinary experience and the positive responses from teachers and librarians and parents have been overwhelming. I learn from every book I make, and from discussions like these. I hope A Fine Dessert continues to engage readers and encourage rewarding, thought provoking discussions between children and their grown ups.
In that comment, Blackall talks about school visits and positive responses from teachers, and librarians, and parents. My guess? Those are schools with primarily white students, white teachers, white librarians, and white parents. I bring that up because, while Blackall doesn't say so, my hunch is she's getting that response, in person, from white people. That positive response parallels what I see online. It is white women that are praising this book. In some instances, there's a nod to the concerns about the depiction of slavery, but the overwhelming love they express is centered on the dessert that is made by four families, in four centuries.

Praise is not the response from Black women and mothers.

On October 25 at 12:37, fangirlJeanne's, who identifies as a Polynesian woman of color, sent a tweet that got right to the heart of the matter. She wrote that "Authors who assume a young reader doesn't know about slavery or racism in America is writing for a white reader." In a series of tweets, she wrote about the life of children of color. With those tweets, she demonstrated that the notion of "age appropriate" content is specific to white children, who aren't amongst the demographics that experienced--and experience--bullying and bigoted attacks.

At 1:00, she shared an image of the four pages in the book that Sophie Blackall has in her blog post, saying that these illustrations make her sick and sad:





The conversation about the book grew larger. Some people went to Blackall's post and submitted comments that she subsequently deleted. The explanation for why she deleted them rang hollow. And then sometime in the last 24 hours, she added this to the original blog post:
This blog has been edited to add the following:
It seems that very few people commenting on the issue of slavery in A Fine Dessert have read the actual book. The section which takes place in 1810 is part of a whole, which explores the history of women in the kitchen and the development of food technology amongst other things. A Fine Dessert culminates in 2010 with the scene of a joyous, diverse, inclusive community feast. I urge you to read the whole book. Thank you.
Clearly, Blackall is taking solace in Betsy Bird's You Have to Read the Book. Aligning herself with that post is a mistake made in haste, or--if she read and thought about the thread--a decision to ignore the voices of people of color who are objecting to her depiction of slavery.

My hope is that the people on the Caldecott committee are reading the conversations about the book and that they will subsequently choose not to name A Fine Dessert as deserving of Caldecott recognition.

The book is going to do well, regardless of the committee decision. Yesterday, the New York Times named it as one of the best illustrated books of 2015. That, too, speaks to a whiteness that must be examined.

In this post, I've focused on the depictions of slavery. I've not said anything about Native people and our absence from Jenkins and Blackall's historical narrative. Honestly, given what they did with slavery, I'm glad of that omission. I'm reminded of Taylor, a fifth grader who was learning to think critically about Thanksgiving. She wrote "Do you mean all those Thanksgiving worksheets we had to color every year with all those smiling Indians were wrong?"  The American settings for A Fine Dessert, of course, are all on land that belonged to Native peoples who were forcibly removed and killed to make way for Americans to raise their families, to pursue their American dreams.

I imagine, as I point to that omission, that people will argue that it isn't fair to judge a book for what it leaves out, for what it didn't intend to do. That "not fair" response, however, is the problem. It tells people who object to being left out or misrepresented, to go away. This book is "not for you."

This particular book is symbolic of all that is wrong with children's literature right now. A Fine Dessert provides children with a glossy view of this country and its history that is, in short, a lie about that history.  We should hold those who create literature for children to a standard that doesn't lie to them.

What can we do about that lie? Use it, as Elisa Gall suggested in her blog post, when she wrote:

The only time I’d imagine selecting this book for classroom use would be to evaluate it collaboratively using an anti-bias lens (like the guide by Louise Derman-Sparks found here).

_______________________
Update: November 2, 2015

As I see blog posts and media coverage of this book, I'll add them here. If you know of others, let me know (update on Nov 14, I added additional links and sorted them into distinct categories). I'm adding them by the dates on which they went online, rather than the dates when I read them myself.

This set of blog posts and news articles are primarily about the book and controversy. A Fine Dessert is not unique. For hundreds of years, those who are misrepresented in children's or young adult literature have been objecting to those misrepresentations.

This set of links are primarily on what-to-do about the controversy over A Fine Dessert and, broadly speaking, diversity in children's/young adult literature. A lot of them echo previous writings. For decades, people have been writing about how writers and illustrators and editors can inform themselves so they don't stereotype or misrepresent those who are not like themselves, and people have been writing about what we, as readers (parents, teachers, and librarians) can do to encourage publishers to publish books that do not misrepresent our distinct cultures. 

This set of links is to items about a 2016 picture book, A Birthday Cake for George Washington, which also depicts enslaved people, smiling.


Wednesday, October 28, 2015

Debbie Reese at Chicago Public LIbrary, Edgewater Branch, November 7, 2015

I am pleased to be the keynote speaker at the Chicago Public Library, Edgewater Branch, on November 7, 2015, as the library system there kicks off its programming for Native American Heritage Month.


Della Nohl took that photo of me a few years ago when we were both at a Culture Keepers gathering. Do hit that link and see what Culture Keepers is all about. You'll learn a lot about working with Native people and you'll come to know people like Omar Poler of the Sokaogon Chippewa Tribe of Wisconsin, who was named as one of Library Journal's Movers and Shakers in 2014. And, check out Della Nohl's page. Right now (October 28, 2015) the photo at the top of her page is of the Indian Agency House in Portage, Wisconsin.

Knowing about Culture Keepers and knowing about Della Nohl's work is part of my world. Earlier today, I submitted a comment to Betsy Bird's blog post at School Library Journal. There, she is making the argument that people have to read a book in its entirety to say anything meaningful about the book. I disagree.

I don't, for example, need to read every page of Meg Rosoff's Picture Me Gone to say I don't recommend it. My reason? I got to the page where her main character is in a coffee shop with unusual decor. As her character looks around, she describes what she sees, including:
A painting in a big gold frame of an Indian squaw kneeling by a fire needs dusting.
Rosoff's Picture Me Gone is not about Native people. It is, however, a best selling book, and part of what I do is read some of those bestsellers so that I stay abreast of the happenings, so to speak, in children's and young adult literature.

Rosoff used "Indian squaw" -- a term most people view as offensive. Did Rosoff know it is offensive? Did Rosoff's editor know it is offensive? My guess is no. I speculate that they don't know because they don't step over into the world that I am in.

So many Native children don't do well in school. Might they do better if the textbooks they read were ones that honestly presented their nations, past and present? Might they do better if they didn't come across terms like "squaw" as a matter of course, in the literature they read?

As I write this blog post and think about what I'll say in Chicago, I'm thinking about Rosoff's book, and I'm thinking about troubling books that are being discussed as possible winners of prestigious children's literature awards: Laura Amy Schlitz's The Hired Girl and Emily Jenkins and Sophie Blackall's A Fine Dessert troubling. And Rae Carson's Walk On Earth a Stranger has, perhaps, some of the most damaging content that I've seen in a very long time. It was on the long list for the National Book Award.

I do--of course--know of some terrific books that accurately and beautiful present Native peoples, and I will share those, too, on November 7th. I shared some--for teen readers--in a column that went live a few hours ago at School Library Journal. And I shared even more, there, two years ago. Here's the graphics SLJ's team put together, using the book covers for the books I recommended in that column:




My guess is that people who come to my talk on the 7th will be people who care about Native peoples, our histories, our cultures, and our lives. They will likely want me to talk about good books. It isn't enough, however, to know about books that accurately portray who we are; people have to know the others, too, because in the publishing world, they take up a lot of space.

Please put this day of events on your calendar! Bring your friends! Step into my world, and help me bring others into it, too, so that the status quo changes... So that best selling writers and books deemed worthy of awards are not ones that denigrate Native people.

Below is the press release Chicago Public Library is sending out.
_____________________


CHICAGO PUBLIC LIBRARY CELEBRATES NATIVE AMERICAN HERITAGE MONTH IN NOVEMBER

FOR IMMEDIATE RELEASE
October 20, 2015

Chicago Public Library is "Celebrating Diversity," with its annual observance ofNative American Heritage Month. Throughout November, the Library offers a variety of programs highlighting the history, culture, traditions, and contributions Native Americans have made to Chicago, the state of Illinois, and to the U.S.  In addition, a selected bibliography and the Library’s 2015 Native American Heritage Month Calendar of Events are available at chipublib.org.

The opening program for Native American Heritage Month takes place on Saturday, November 7, at 11:00 a.m., at the Edgewater Branch, 6000 N. Broadway St.  Debbie Reese, author, lecturer, and blogger will be the keynote speaker. Ms. Reese is tribally enrolled at Nambe Pueblo and has a PhD in Education from the University of Illinois and an MLIS from San Jose State University. Her research articles and book chapters on American Indians in Children’s Literature are used in Education, Library Science, English, and Creative Writing courses in the U.S. and Canada. Andrea Perkins and the Chi-Nations Youth Council will provide drum performances. A film screening of, From Old to Modern, which focuses modern activism will also be presented by the Chi-Nations Youth Council.

During Native American Heritage Month, the Library will present interesting, entertaining and informative programs for all ages, including storytelling and crafts for children, lectures, film screenings, art exhibitions and workshops, and adult book discussions.

Here are some highlights from the 2015 Native American Heritage Month Celebration:

  • Archery for Beginners
Al Eastman, a certified archery coach with the Olympic Committee’s USA Archery program will teach the ten-step form of safety techniques for a hands-on archery demonstration with Olympic-style recurve bows. Eastman started the archery program at the American Indian Center in 2010 to help youth learn about math, science and history through archery.

  • Ehdrigohr: A Role-Playing Experience
Allen Turner, creator of Ehdrigohr—a table top role-playing game—will present this fun and challenging game that incorporates Naïve American themes. Turner has been involved in storytelling, games, play design, and education for most of his adult life. His work includes coordinating youth and adult programs focusing on literacy, storytelling, role-playing, and team dynamics for developing inference and problem-solving skills.

  • Create a Dreamcatcher
Artist and musician Dan Pierce will explore the meanings Dreamcatcher components and instruct participants in how to use materials to craft Dreamcatchers that they can take home. Pierce has taught music and art in the Chicago Public Schools for more than 20 years.

  • Film Screenings
The Library presents five selected feature films spotlighting Native American culture including:
·         The Exiles by Kent Mackenzie
·         Up Heartbreak Hill by Erica Scharf
·         Sun Kissed by Maya Stark and Adi Lavy
·         In the Light of Reverence by Christopher McLeod and Malinda Maynor
·         Stand Silent Nation by Suree Towfighnia and Courtney Hermann

For more information about the film series, or for the complete listing of Native American Heritage Month events, dates and locations, please visit chipublib.org.

Throughout every calendar year, Chicago Public Library “Celebrates Diversity” and its importance to a sustainable society, during all of its ethnic heritage and diversity month celebrations including: African-American History Month, Women’s History Month, Asian and Pacific Islander Heritage Month, LGBT Pride Month, Hispanic Heritage Month, Polish American heritage Month and Native American Heritage Month.

Tuesday, October 27, 2015

Notes: Native imagery in books that have won the Newbery Medal

Editor's note on Sept 4, 2021: An update to this post is long overdue! Today I added books from the 1930s. It is a labor-intensive project. 

Today, a colleague asked me if I knew of an article that looked at Native imagery in the Newbery Medal winners. I don't know of such an article and thought I'd just start making notes here. No analysis, yet. I'm using Google Books, Amazon's "look inside" feature, Project Gutenburg... whatever I can to compile these excerpts. The first medal was awarded in 1922. The first one that is about Native people of North America is Waterless Mountain, published in 1932.

1922: The Story of Mankind by Hendrik Willem van Loon:

Excerpt:
They had tried to use the Indians as labourers in the fields and in the mines, but the Indians, when taken away from a life in the open, had lain down and died and to save them from extinction a kind-hearted priest had suggested that negroes be brought from Africa to do the work.


1923: The Voyages of Dr. Dolittle by Hugh Lofting:

Excerpt:
"He is a mysterious person," said the Doctor--"a very mysterious person. His name is Long Arrow, the son of Golden Arrow. He is a Red Indian."
"Have you ever seen him?" I asked.
"No," said the Doctor, "I've never seen him. No white man has ever met him. I fancy Mr. Darwin doesn't even know that he exists. He lives almost entirely with the animals and with the different tribes of Indians--usually somewhere among the mountains of Peru. Never stays long in one place. Goes from tribe to tribe, like a sort of Indian tramp."


1924: The Dark Frigate by Charles Hawes, p. 188:

Excerpt:
Miles Philips was his name and the manner of his suffering at the hands of the Indians and the Spaniards may serve as a warning. For they flung him into prison where he was like to have starved; and they tortured him in the Inquisition where he was like to have perished miserably; and many of his companions they beat and killed or sent to the galleys; and himself and certain others they sold for slaves.


1925: Tales from Silver Lands, by Charles J. Finger
Note: It is a collection of 19 folktales of the native peoples of Central and South America. Can't see anything on line.

1926: Shen of the Sea by Arthur Bowie Chrisman
Note: Nothing that I can see online.

1927: Smokey, the Cowhorse by Will James

Excerpt:
All the stars was out and showing off, and the braves was a chasing the buffalo plum around the Big Dipper, the water hole of The Happy Hunting Grounds.

1928: Gay Neck, the Story of a Pigeon by Dhan Gopal Mukerji
Note: Nothing that I can see online.

1929: The Trumpeter of Krakow by Eric P. Kelly
Note: Nothing that I can see online.

1930: Hitty, Her First Hundred Years by Rachel Field, page 28:

Excerpt:
They were sure the Indians had carried me away and I think this made Phoebe even more distressed about my loss.


1931: The Cat Who Went to Heaven by Elizabeth Coatsworth
Note: Nothing that I can see online.

1932: Waterless Mountain by Laura Adams Armer

Excerpt:
Uncle told Father to ride to the trading post for help. At the post the Big Man was very busy trying to do something for everyone. A party of tourists was asking questions about every little thing. One wanted to know if the Indians still scalped people.
"I have never seen it done," said the Big Man as he went on addressing envelopes on his typewriter.
Note: the Big Man is a white trader. The Navajo father wants him to heal his son, who is sick, and calling out for the white trader.


1933: Young Fu of the Upper Yangtze by Elizabeth Lewis
Note: Nothing that I can see online.

1934: Invincible Louisa: The Story of the Author of Little Women, by Cornelia Miggs
Note: Nothing that I can see online.

That's it for now... More later.

----------------------------

September 4, 2021

Later turned out to be several years! 

1935: Dobry by Monica Shannon
Note: Unable to see the book online. 

1936: Caddie Woodlawn by Carol Ryrie Brink
Note: Too many to insert here! I've written about this book several times; please use this link to see posts about it: AICL's posts about Caddie Woodlawn

1937: Roller Skates by Ruth Sawyer
Excerpt on page 43:
Five boys were lining themselves up in Indian file, hands on shoulders. 
Also on page 43:
Jerry Hanlon slipped out of the tobacco shop and stood back of the wooden Indian. 

1938: The White Stag by Kate Seredy
Note: Unable to see the book online. 

1939: Thimble Summer by Elizabeth Enright
Excerpt on page 16:
"We were Comanche Indians doing a rain dance," she exclaimed. 

Excerpt on page 19:
"There were Indians, too, in those days."

Excerpt on page 20:
Sure enough, the door would open wide and in would come the Indians, quiet as cats, sometimes one or two, sometimes as many as ten.

Excerpt on page 25:
He had a bundle under one arm and he was wearing a deerskin jacket like the Indians wore.

Excerpt on page 28:
It would have been fun to be an Indian girl wearing a fringed deerskin dress. Garnet saw a long, rather bedraggled crow's feather in the grass and picked it up and stuck it in her hair. Then she crouched down and walked tiptoe in the way she imagined an Indian would walk.

---more later---

September 28, 2021

1940: Daniel Boone by James Daugherty
This is only a sample of what I see in the book. 

Excerpt on page 15:
Friendly Indians sometimes came out of the western forest to barter and visit and depart into the unknown forest world. 

Excerpts on page 22:
"The Indians are on the warpath and coming down the valley."

The families knew only too well how the fierce red warriors would surround the cabins just before dawn, terrible in the ghastly white and black war paint, fearsome images of violent death that haunted the dreams of every border family. 

... stories of frightful Indian vengeance. Five savages had hacked in the door of one cabin...

Excerpt on page 23:

... break the power of the Cherokee tribes and free the border from the Indian terror once and for all.

Excerpt on page 24:

... red varmints...

Excerpt on page 24-25:

"We took them all prisoners that came out to us in this way; but I saw some warriors run into a house, until I counted forty-six of them. We pursued them until we got near the house, when we saw a squaw sitting in the door, and she placed her feet against the bow she had in her hand, and then took an arrow, and raising her feet she drew with all her might and let fly at us and she killed a man, who se name I believe wasMoore. He was a lieutenant and his death so enraged us all that she was fired on, and had a t least twenty balls blown through her. This was the first man I ever saw killed with a bow and arrow. We now show them like dogs; and then set the house on fire, and burned it up with the fort-six warriors in it. I recollect seeing a boy who was shot down near the house. His arm and thigh were broken, and he was so near the burning house that the grease was stewing out of him.