Embedded Files
an annotated bibliography of picturebooks, graphic novels, and other materials that highlight
the Indigenous experience at residential schools and offer ideas for discussion and enrichment
Introduction to Residential Schools and
the Importance of Reading Picturebooks
Created by Indigenous Authors
Introduction to Residential Schools and
the Importance of Reading Picturebooks
Created by Indigenous Authors
At the end of May 2021, approximately 215 unmarked graves were discovered on the grounds of the Kamloops Indian Residential School grounds in British Columbia, Canada. By mid-July fewer than ten former school grounds had been searched, revealing over 1300 unmarked graves. More than one hundred schools remain to be searched. In June 2021, Secretary of the Interior Deb Haaland announced the Federal Indian Boarding School Initiative, which aims to conduct similar searches in the United States, saying that “only by acknowledging the past can we work toward a future that we’re all proud to embrace” (Secretary Haaland, 2021, para. 3).
Campbell, Tan, & Quaiattini (2018) note that in order to “be reconciled”—to achieve a future equitable for and embraceable by all—“it is important to understand the issue from that person’s or group’s point of view” (p. 47). They identify storytelling as “a traditional Indigenous method of passing on knowledge to younger generations” and acknowledge children’s literature as “a natural extension of storytelling traditions” that allows ordinary people—authors, illustrators, and readers—to participate in reconciliation efforts that often “[address] issues that need to be solved by government...legislation” while neglecting to instruct citizens on what they can do to help foster this future (Campbell, Tan, and Quaiattini, 2018, p. 47).
An important function of literature is to"tell us the difficult truths" (Older, 2015, as cited in Thomas, et. al., 2016, p. 11) about our society, about our history, and about ourselves. While there are many things to celebrate about our society and history, there are also many difficult issues that need to be confronted before we find ourselves in a present-day that everyone can proudly embrace. John Newbery was an "advocate of a milder way of educating children" (Norton, 1991, p. 51, as cited in Kiefer, 1994, p. 84); picturebooks can often act as a gentle introduction to distressing topics. Thomas, Reese, and Harding claim that "as children read historical fiction, they are also learning about our nation's fraught past" (2016, p. 6). I would add such texts can also serve to instruct children—the future leaders of our society—on what they can do to foster greatly-needed reconciliation efforts.
While the history surrounding residential schools is distressing, introducing this topic to school-aged children may help mainstream and validate the indigenous perspective and promote collective healing. Peterson and Robinson (2020) believe that by “reading [Indigenous-created] picture books with children, teachers can awaken cultural consciousness" (p. 12), allowing children a way to "enter into and question the values of their elders," culture, and history (Nodelman, 2010, p. 24). To best accomplish this, "it is critical to use a variety of books and other texts" that offer multiple perspectives since "one book alone cannot represent a cultural experience" adequately (Botelho, Young, & Nappi, 2014, p. 42). The endpapers of Maillard (2019) and Martinez-Neal's Fry Bread beautifully illustrate how impossible it is for a single picturebook to fully represent the collective experience of Indigenous peoples. They did a lot of research to "confirm the common usage" of the tribal names for all 573 federally recognized tribes in the United States, along with a number of state-recognized tribes and other groups still seeking official status (Maillard, 2019, author's note). Some 640+ names are listed on the endpapers "in the spirit of inclusivity and as a celebration of Native pride"; Maillard (2019) also notes that "there are over 600" federally recognized tribes in Canada (author's note).
The final design of the endpapers was a stunningly tangible way to recognize that "no culture...is monolithic" (Smolkin and Suina (1997), p. 315, as cited in Sipe, 2010, p. 244) and that "not all members of a particular group are homogenous or share the same experience" (Gutiérrez & Rogoff, 2003, as cited in Martinez-Roldan, 2013, p. 7). Further, it shows the importance of reading many texts, rather than focusing on "a single story" (Adichie, 2009). Thus, educators should strive to curate a text set that provides a variety of perspectives that will "[lead] to respectful relationships amongst all people" while also allowing for "the development of positive Indigenous identities and healing” (Peterson & Robinson, 2020, p. 12).
However, it is not enough to merely have and use diverse texts; teachers must also be aware of and "consider the history that is being presented by the texts" (Thomas, Reese, & Horning, 2016, p. 12) in order to "guide students in how to read" (Botelho, Young, & Nappi, 2014, p. 43) by actively facilitating lessons and discussions that allow students to grapple and engage with that history. Peterson & Robinson (2020) suggest educators cultivate "funds of knowledge" by "consulting with...community members" of that culture, looking online for "teachings and personal stories," and seeking out "literature written, illustrated, and published by...creative people" within the given culture (p. 4).
In keeping with Peterson and Robinson’s (2020) counsel “to learn about Indigenous cultures from Indigenous peoples” (p. 12), I’ve compiled an annotated bibliography of picturebooks, graphic novels, and other materials that highlight the Indigenous experience at residential schools and offer ideas for discussion and enrichment to go along with this text set.
Picturebooks that center residential school experiences
Picturebooks that center residential school experiences
Publishers with a * indicate an indigenous-run press
Vandever, D. W. (2017). Fall in Line, Holden! Salina Bookshelf Inc.
Publication Place: Flagstaff, Arizona, USA*
ISBN: 1893354504
preschool/elementary; juvenile fiction
Navajo author/illustrator
Webstad, P. (2019). Phyllis’s Orange Shirt. Medicine Wheel Education.
Publication Place: Victoria, British Columbia, Canada*
ISBN: 1989122248
Also available in French as Le chandail orange de Phyllis (ISBN: 1989122485)
preschool/elementary; autobiographical/memoir
Northern Secwépemc (Shuswap) author, White illustrator
Callaghan, J. (2020). The Train. Second Story Press.
Publication Place: Toronto, Ontario, Canada
ISBN: 1772601292
Soon will be available in Mi'gmaq as Ga's (9781772602005)
elementary; historical fiction
Mi'gmaq author, White illustrator
Webstad, P. (2018). The Orange Shirt Story. Medicine Wheel Education.
Publication Place: Victoria, British Columbia, Canada*
ISBN: 9780993869495
Also available in Shuswap as Tkwelkwlótse Te Stektitse7 Te Slexeyen (ISBN: 9781989122013)
And in French as L’histoire Du Chandail Orange (ISBN: 9781989122006)
upper elementary/middle grade; autobiographical/memoir
Northern Secwépemc (Shuswap) author, White illustrator
Campbell, N. I. (2005). Shi-shi-etko. Groundwood Books.
Publication Place: Toronto, Ontario, Canada
ISBN: 0888996594
Also available in French (ISBN: 2896110690)
early elementary; historical fiction
Salish/Métis author, White illustrator
Campbell, N. I. (2008). Shin-chi’s Canoe. Groundwood Books.
Publication Place: Toronto, Ontario, Canada
ISBN: 0888998570
Also available in French as La pirogue de Shin-chi (ISBN: 2896110704)
elementary; historical fiction
Salish/Métis author, White illustrator
Loyie, L., & Brissenden, C. (2005). As Long as the Rivers Flow . Groundwood Books.
Publication Place: Toronto, Ontario, Canada
ISBN: 9780888996961
middle grade; autobiographical/memoir
Cree author, White co-author, White illustrator
Dupuis, D. J. K., & Kacer, K. (2016). I Am Not a Number. Second Story Press.
Publication Place: Toronto, Ontario, Canada
ISBN: 9781927583944
Also available in Ojibwe as Gaawin Gindaaswin Ndaawsii (ISBN: 1772600997)
And in French as Je Ne Suis Pas Un Numéro (ISBN: 1443155705)
upper elementary; biographical
Anishinaabe/Ojibway author, White co-author, White illustrator
Jordan-Fenton, C., & Pokiak-Fenton, M. (2013). When I Was Eight. Annick Press.
Publication Place: Toronto, Ontario, Canada
ISBN: 1554514908
Also available in French as Quand j'avais huit ans (ISBN: 1443174106)
And in Korean as 내 이름은 올레마운/My name is Olemaun (ISBN: 9788976504128)
elementary; biography/memoir
White author, Inuvialuit co-author, White illustrator
Jordan-Fenton, C., & Pokiak-Fenton, M. (2014). Not My Girl. Annick Press.
Publication Place: Toronto, Ontario, Canada
ISBN: 1554516242
elementary; biography/memoir
White author, Inuvialuit co-author, White illustrator
Florence, M. (2017). Stolen Words . Second Story Press.
Publication place: Toronto, Ontario, Canada
ISBN: 1772600377
Also available in Cree as kimotinâniwiw itwêwina (ISBN: 1772601012)
And in French as Les Mots Volés (ISBN: 1443164399)
elementary; historical fiction
Cree author, White illustrator
Robertson, D. A. (2016). When We Were Alone. HighWater Press.
Publication Place: Winnipeg, Manitoba, Canada*
ISBN: 9781553796732
Also available in Cree as Ispík kákí péyakoyak (ISBN: 9781553799054)
And in French as Quand on était seuls (ISBN: 2896116257)
elementary; historical fiction
Swampy Cree author, Cree-Métis illustrator
Picturebooks that mention residential schools
Picturebooks that mention residential schools
Nelson, S. D. (2006). Quiet hero: The Ira Hayes story. Lee & Low Books.
Publication place: New York, New York, USA
ISBN: 1600604277
upper elementary/middle grade; biographical
Sioux author/illustrator
Tingle, T. (2010). Saltypie: A Choctaw Journey from Darkness into Light. Cinco Puntos Press.
Publication place: El Paso, Texas, USA
ISBN: 1933693673
elementary; autobiographical, biographical
Choctaw author, Choctaw illustrator
Davids, S. (2021). Sharice’s Big Voice: A Native Kid Becomes a Congresswoman. Harper.
Publication place: New York, New York, USA
ISBN: 0062979663
elementary; autobiographical
Ho-chunk author, White co-author, Wasauksing illustrator
Sorell, T. (2021). We Are Still Here!: Native American Truths Everyone Should Know. Charlesbridge.
Publication place: Watertown, Massachusetts, USA
ISBN: 1623541921
elementary/middle grade; informational
Cherokee author, White illustrator
Graphic novels that discuss the impact of residential schools
Graphic novels that discuss the impact of residential schools
Publishers with a * indicate an indigenous-run press
7 Generations: A Plains Cree Saga
7 Generations: A Plains Cree Saga
Robertson, D. A. (2012). 7 Generations: A Plains Cree Saga (Compiled edition). HighWater Press.
Publication place: Winnipeg, Manitoba, Canada*
ISBN: 9781553793557
high school; realistic fiction
Swampy Cree author, White illustrator
(unable to review; copy on order; see A Girl Called Echo (vol. 1))
Robertson, D. A., Ross, B., & Sinclair, H. M. (2021). Sugar Falls: A Residential School Story (10th Anniversary edition). HighWater Press.
Publication place: Winnipeg, Manitoba, Canada*
ISBN: 9781553799755
high school; biographical
Swampy Cree author, White illustrator, White colourist
Akiwenzie-Damm, K., Howe, R., Storm, J., & Yaciuk, D. (2019). Nimkii. In This place: 150 Years retold (pp. 138–165). HighWater Press.
Publication place: Winnipeg, Manitoba, Canada*
ISBN: 9781553797582
high school; fiction
Chippewa author, White illustrator, Ojibway illustrator, White colourist
Vermette, K., & Yaciuk, D. (2017). A girl called echo (vol. 1): Pemmican Wars. HighWater Press.
Publication place: Winnipeg, Manitoba, Canada*
ISBN: 9781553796787
middle school; fiction
Métis author, White illustrator, White colourist
Other literary resources
Other literary resources
Secret Path
Secret Path
Downie, G. (2016). Secret Path. Simon & Schuster Canada.
Publication place: Toronto, Ontario, Canada
ISBN: 1501155946
middle grade/high school; historical fiction, graphic novel
Gord Downie (White author), Jeff Lemire (White author)
(unable to review; copy on order; see how to use the music video as an enrichment idea)
Jordan-Fenton, C., & Pokiak-Fenton, M. (2020). Fatty Legs (New edition). Annick Press.
Publication place: Toronto, Ontario, Canada
ISBN: 1773213504
Also available in Korean as 나쁜 학교/Bad School (ISBN: 9788971849842
upper elementary/middle grade; autobiographical, biographical
White author, Inuvialuit co-author, American illustrator
Jordan-Fenton, C., & Pokiak-Fenton, M. (2011). A Stranger At Home: A True Story. Annick Press.
Publication place: Toronto, Ontario, Canada
ISBN: 1554513618
Also available in Korean as 두 개의 이름/Two names (ISBN: 9788971849859)
upper elementary/middle grade; autobiographical, biographical
White author, Inuvialuit co-author, American illustrator
Smith, M. G. (2017). You Hold Me Up. Orca Book Publishers.
Publication place: Custer, Washington, USA
ISBN: 1459814479
Also available in Cree as ê-ohpiniyan (ISBN: 1459821750)
And in Anishinaabemowin/Ojibwa as Gimanaadenim (ISBN: 1459827198)
preschool; fiction
Cree/Lakota author, Métis illustrator
Video Resources
Video Resources
Wolochatiuk, T., Batson, R., Anaquod, G., & Bohemier, K. (2013, March 3). We Were Children [Drama]. Eagle Vision, Entertainment One, National Film Board of Canada (NFB).
(Available to stream on Amazon Prime)
Bailey, N. (2020, January 3). A Hope of Meeting You in Another World (S3 E4). In Anne with an E.
Fox, P. (2020, January 3). A Dense and Frightful Darkness (S3 E9). In Anne with an E.
Wheeler, A. (2020, January 3). A Secret Which I Desired to Divine (S3 E1). In Anne with an E.
Wheeler, A. (2020, January 3). What Can Stop the Determined Heart (S3 E3). In Anne with an E.
(Available to stream on Netflix)
Villeneuve, J. C. (2017, October 18). Holy Angels [Documentary, Short]. National Film Board of Canada (NFB).
(Available to stream at: https://www.nfb.ca/film/holy-angels/)
Works Cited:
Works Cited:
Adichie, C. N. (2009). The danger of a single story. TEDGlobal. https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story
Botelho, M. J., Young, S. L.-B., & Nappi, T. (2014). Rereading Columbus: Critical Multicultural Analysis of Multiple Historical Storylines. Journal of Children’s Literature, 40(1), 41–51.
Campbell, S., Tan, M., & Quaiattini, A. (2019). Canadian Indigenous Children’s Books Through the Lens of Truth and Reconciliation. Lapin Yliopisto, 46–56. https://doi.org/10.7939/R3WP9TN53
Kiefer, B. Z. (1994). A History of the picturebook. In The potential of picturebooks: From visual literacy to aesthetic understanding (1st edition, pp. 69–89). Pearson College Div.
Maillard, K. N. (2019). Fry Bread: A Native American Family Story. Roaring Brook Press.
Nodelman, P. (2010). Words claimed: Picturebook narratives and the project of children’s literature. In T. Colomer, B. Kümmerling-Meibauer, & C. Silva-Díaz (Eds.), New Directions in Picturebook Research (1st edition, pp. 11–26). Routledge.
Peterson, S. S., & Robinson, R. B. (2020). Rights of Indigenous children: Reading children’s literature through an Indigenous knowledges lens. Education Sciences, 10(10), 1–14. Gale Academic OneFile.
Secretary Haaland Announces Federal Indian Boarding School Initiative. (2021, June 22). [Press Release]. https://www.doi.gov/pressreleases/secretary-haaland-announces-federal-indian-boarding-school-initiative
Sipe, L. R. (2010). The art of the picturebook. In S. Wolf, K. Coats, P. Enciso, & C. Jenkins (Eds.), Handbook of Research on Children’s and Young Adult Literature (pp. 238–252). Routledge.
Thomas, E. E., Reese, D., & Horning, K. T. (2016). Much ado about a “Fine Dessert”: The cultural politics of representing slavery in children’s literature. Journal of Children’s Literature, 42(2), 6–17.
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