Stories That Matter: Native American Fifth Graders' Responses to Culturally Authentic Text

Abstract

AbstractThe purpose of this study is to examine textual features in Native American children's literature and Native children's responses to these textual features. Culturally authentic children's literature was used to gain insights into children's perspectives as they engaged in responses within literature circles.This study utilized qualitative research methods and ethnographic techniques. This study draws on two complementary frames: the theorization of culturally authentic Native American children's literature and reader response theory. The study focused on two goals: first, to make explicit decisions about how to depict reoccurring themes, languages, and discourses of culture; second, to acknowledge a reader's ability to draw from a knowledge base of experiences available to members of a particular cultural community while interpreting literature. The students participated in fourteen literature discussions of culturally authentic literature. Data collection included transcripts from literature discussions, interviews, observational field notes, and written artifacts. Categories were constructed through inductive analysis of data.My three research questions were derived from Rosenblatt and reader response theory, including Native American perspectives:1. What Native American textual features are identifiable in fourteen Native American children's books?2. What types of talk about that these textual features do children engage in through literature circles of Native American children's literature?3. What are children's perspectives about reading and discussing Native American children's literature?The findings of this study contribute to teacher education programs, Indigenous education, and the field of Native children's literature. Furthermore, these cultural literatures provide and maintain Native American stories while promoting literacy for all children.