Grade level: 1, 2, 3, 4, 5, 6, 7, k, p, e, i, t.

« Why is the little boy so afraid when he walks past his neighbor's house? In this heart warming Christmas story, the boy soon comes to realize that his neighbor, Red Parka Mary, is really friendly and he grows to appreciate and cherish their friendship. Red Parka Mary has so much to teach him. » --

"Whenever he passes by her house the boy can't stop staring at Red Parka Mary with her missing teeth, and her sweaters piled on top of each other. But he finds out that she has a lot to teach him when a cup of sugar brings them together. The illustrations add a special touch to this heartwarming Christmas story" Cf. Our choice, 1997-1998.

A Broken Flute: The Native Experience in Books for Children is a companion to its predecessor published by Oyate, Through Indian Eyes: The Native Experience in Books for Children. A compilation of work by Native parents, children, educators, poets and writers, A Broken Flute contains, from a Native perspective, 'living stories,' essays, poetry, and hundreds of reviews of 'children's books about Indians.' It's an indispensable volume for anyone interested in presenting honest materials by and about indigenous peoples to children.

This valuable resource features the colourful biographies of 72 illustrators and artists whose works are considered among the best in the world. Told in the artists' own words, these biographies offer fascinating insights into their lives, and feature a sample illustration from one of their favourite books. Discover how these fantastic artists work, what their favourite books are, who influenced them, and how they came to illustrate children's books.

Part detective novel, part ghost story, this brilliant debut asks a tantalizing question: What really happens when a girl goes missing? “A thrilling, many-faceted, gothic novel: Erin Kate Ryan’s Quantum Girl Theory belongs in the same company as the work of Shirley Jackson and Carmen Maria Machado.”—Kelly Link, author of Get in Trouble ONE OF THE MOST ANTICIPATED BOOKS OF 2022—CrimeReads Mary Garrett has a gift for finding missing girls, a special kind of clairvoyance she calls “the sight.” Lured by a poster and the promise of a reward, she arrives at a small town in the Jim Crow South to discover that not one but three girls have vanished—two of whom are Black, and whose disappearances have gone uninvestigated outside their own community. She sets out to find them. As it turns out, Mary is herself a “missing girl.” In another life, she was a Bennington College sophomore named Paula Jean Welden, who disappeared one night in 1946. The case captivated the nation’s imagination, triggering front-page headlines, scores of dubious sightings, and a wave of speculation: Who was Paula Jean, really, and why had she disappeared? As Mary’s search for the three missing girls intensifies, so do the glimpses of Paula Jean’s other possible lives: She is a circus showgirl hiding from her past, a literary forger on the verge of being caught, a McCarthy-era informant in love with a woman she meets in a Communist cell. With the signals multiplying, the locals beginning to resent her presence, and threats coming from all sides, Mary wonders whether she can trust anyone—most of all herself. Both a captivating mystery and a powerful thought experiment, Quantum Girl Theory spins out a new way of seeing those who seem to disappear before our eyes.

In this book, Johnston and Mangat consider ways in which particular postcolonial and multicultural literary texts are able to provide a space of cultural mediation for readers from various backgrounds. The studies described in the five chapters of the book explore the spaces of convergence of identity, culture and literature with students and teachers in high school contexts and undergraduates in university settings. In each study, readers are responding to texts that are culturally distant from their own literary and experiential histories. An objective of each study was to consider the nature of the cultural locations of the reader and the text, and the interstitial spaces between these locations. The book interrogates readers’ attempts to negotiate cultural difference in literary contexts and questions how this negotiation requires reading practices traditionally ignored in North American classrooms. The book will offer educators at the secondary and post-secondary levels rich material to draw upon for a rethinking of the school curriculum and will be of interest to scholars of postcolonial and literary studies.

How can Canadian educators begin to instill cultural sensitivity and social awareness in elementary and secondary school students? This vital text attempts to answer that question by bringing together literacy scholars and practicing teachers in a unique cross-Canadian exploration of children’s literature and social justice. Through reflection on the experience of teaching with various Canadian texts including picture books, novels, and graphic novels, the contributors behind Challenging Stories create a “pedagogy of discomfort” that will encourage both educators and their students to develop critical literacy skills. The compelling contributions to this collection highlight the complexities of teaching with texts that address issues of discrimination, historical marginalization, colonialism, racial and gender intolerance, sexual orientation, language, and cultural diversity. The authors offer first-hand insight into the possibilities and challenges of implementing curricular and pedagogical changes to promote equity and social justice in the classroom. Featuring the stories of participating teachers and an annotated bibliography of children’s literature, this invaluable resource will prove to be essential reading for current and future educators.

This book is essential for teachers of reading and Native American Children to improve the reading scores of Native children. The book promotes the use of read alouds with Native American children in order to develop oral language, vocabulary and background knowledge. In addition, American Indian English and Standard English are discussed as issues for Native American Children. The importance of code-switching and bilingualism are examined so teacher have a better understanding of their students’ worldviews. This will lead to a respect for the children;s culture and subjugated knowledge. The book includes an annotated bibliography of books to use as read alouds. Many books have been field tested at Menominee Tribal School on school children in grades K-8. The books include some classic award-winning books and Native American books. The books were chosen for their use of Standard English. The Menominee Reservation is a focus of the book.