Interview with Joseph Bruchac and Jovanna Archuleta
Cecilia Jarquin Tapia & Alexi Man
Back in November 2021, as a continuation of our series to celebrate Indigenous Peoples' Month, we wanted to figure out a way to honor the culture, histories, and stories of Indigenous people, but in a genuine and authentic way. With the Center on the Ecology of Early Development (CEED) being a trailblazer for its racially affirming book lists, - including lists for African Americans, Asian Americans, and one about linguistic diversity - and although our lab team did not have the scholarly or lived expertise of the culture of the Indigenous community, we still wanted to spotlight the importance of children's books showcasing children of color and their stories. Luckily, Lee and Low published a Native American and Indigenous booklist, and we were able to interview one of the authors, Joseph Bruchac. In addition, we reached out to Jovanna Archuleta, Assistant Secretary for Native American Early Childhood Education and Care in New Mexico, to provide insight on the policy side of the importance of authentic Indigenous children's books. We hope that the celebration of Indigenous and Native American traditions and contributions will not be limited to the month of November, but always be recognized for its rich and diverse cultures.
- Cecilia Jarquin Tapia & Alexi Man
Why do you think it is important and necessary for these racially affirming and diverse booklists to be curated? Specifically, why is it important to put together a list of books authored or illustrated by Indigenous authors?
Bruchac: I firmly believe that racially affirming and diverse book lists that have been carefully curated by knowledgeable people are deeply important. For one, such book lists did not exist only a few years ago. There are so many books published every year that it is still easy for many titles that deserve wider audiences to go unnoticed. And that is especially true of diverse books. I should also point out that until very recently, the publishing industry as a whole showed very little or no commitment to true diversity. It is very encouraging to me things are changing these days and important to note that Lee and Low has always been a leader in that direction.
In terms of the importance of such lists of books authored and illustrated by Indigenous authors, I would like to point out that while “Indians” have always been popular subjects for children’s books, such books were almost never written or illustrated by actual Native people. Just as was the case in movies and television, they were about us but not from us and were often full of errors, stereotyping, and even out in and out racism. Only a decade or two ago, it was unusual to find more than one or two books written or illustrated by indigenous authors in any year’s list of new titles.
Archuleta: Books that provide racial affirmation provides confidence in self-identity and a figure or story that supports the history and/or relation to a character. Each tribe in New Mexico is unique so the ability for a tribe to have access to a story of their ancestors helps to preserve history to inform the future.
In your experiences, do you see gaps in the curriculum of the schools you perform at, especially since Native American and Indigenous cultures may not be authentically taught in K-12 programs? If so, how can schools authentically incorporate Native Americans and Indigenous books and culture?
Bruchac: As a performer, with more than four decades of experience and doing programs at schools, I can say that things have been getting better. There are actually a few states, such as Montana (with their OPI indian Education for All program) and Wisconsin, that mandate the inclusion of the study of Native histories and cultures into their curriculums. I think they should be true of every state, quite frankly.
I also still find myself in schools that have virtually no inclusion in their curriculum of anything doing with indigenous cultures. And, just two years ago, when my son Jesse and I walked into a classroom of eager first graders, we found them all wearing little “feather” head dresses they’d made of paper. (Talk about a teachable moment...) By the way, whenever I find a situation like that in a school or books being used that are inaccurate, I am always very careful to avoid condemnation in favor of suggesting how things might be done better and offering ideas about specific titles that would be helpful— such as A BROKEN FLUTE by Slapin and Seale.
I actually think it should be relatively easy for schools to authentically incorporate accurate materials that can both enliven and educate students. For one thing, there are more and more books every year authored and illustrated by Indigenous people. And there are good lists such as the one you mentioned from Lee and Low. On a regional level, there are often local tribal nations that educators could turn to for assistance. Plus, there are more and more deeply qualified indigenous women and men —many of them have written books for children – –who make themselves available for school visits.
Archuleta: No, schools do not authentically tell the story of Native American people. In New Mexico it is getting better as the state is working on rewriting the social study standards to incorporate more of the teachings, and the standards will be portrayed using the knowledge of tribal experts and leaders. However, we also have tribally controlled schools and full immersion classes where tribally operated schools can bring in elders, language teachers and celebrate cultural activities. This is something that public schools could learn from. New Mexico is one of the only states to have a Indian Education Act that provides funding to tribes to preserve heritage languages.
Some significant aspects to Native American and Indigenous representation in literature include eliminating prejudices and biases, educating on traditions and history, as well as recognizing that Indigenous Peoples are still a part of our society. How do you balance historical content with modern-day stories showing Indigenous children in their full humanity?
Bruchac: If you look at the list of books I’ve written, you may note that it’s pretty evenly divided between modern day stories and stories that take place in the past – – as far back as thousands of years ago.
I feel that both types of stories are very much needed, as long as they are accurate.
One problem with many books that have been written about Native people is that they have taken place in a romanticized past, often inaccurate, and frequently presenting us as either savage or noble —and in both cases doomed. (Thank good old James Fenimore Cooper.) As a result, stories that feature Native people and events out of our histories are needed to both present things from an Indigenous perspective and to set the record straight. Two of my very recent publications are meant to do that— A PEACEMAKER FOR WARRING NATIONS, which tells the story of the founding of the Haudenosaunee (Iroquois) League, perhaps 1000 years ago and ONE REAL AMERICAN, a biography of Ely Parker, Seneca Sachem and Civil War General.
Bruchac: On the other hand, I am equally committed to writing books that take place in the here and now. The general public needs to be aware that we have not vanished and contemporary Native people of all ages need to see themselves in books. One example is my most recent novel, which takes place on a Wabanaki reservation during the pandemic: REZ DOGS. I have also started been a series of Native American detective novels that bring in contemporary issues in Indian country— two thus far. Both recently published by the University of Oklahoma press, they are CHENOO and PADOSKOKS. I am presently working on a third one.
Archuleta: Historical content helps to tell the story of the Indigenous people but most importantly it helps to show the resilience of Indigenous people. Having a balance between the both will provide just that. History provides the opportunity, for example, my children to read about where we came from and what was taken for them to be here. There are reminders of our ancestors inscribed into the rocks not far from our home through petroglyphs. We will on a reservation that was founded in the 1400’s. I do not think one is more beneficial than the other, as one Tribal Leader would always say, we now live in a time where we no longer fight with bow’s and arrows, we have to fight with education and money. I do still think, however, that there is nothing like listening to a story from an elder and the history they have of the people, land and traditions.
What has been your favorite part about sharing your culture through your books?
Bruchac: I think perhaps my favorite part of sharing my culture through books has been the positive response I’ve gotten over the years from Native teachers, librarians, and students all over the country to the books I’ve written.
How have your experiences in Native and Indigenous communities, culture, and traditions informed how you approach early childhood education programs and issues? What are some successes you have had with advocating for Indigenous culture, appreciation, and education in early childhood education?
Archuleta: The successes I think I have had is building those relationships with early educators across the 22 Tribes, Pueblos and Nation of New Mexico. We are all unique in our beliefs, traditions and culture. So having the expertise from each individual community to inform how we as a state agency governs and finances early ed. Collectively, the voices of the community are stronger in our advocacy for culture and language preservation.
Interested in learning more? Check out of these recommended resources:
The National Museum of the American Indian
Debbie Reese
Cynthia Leitich Smith
Heartdrum: Books by Native American Authors