BUILDING CLASSROOM
COMMUNITY WITH CULTURALLY RELEVANT
INDIGENOUS TEXTS: A TEACHER’S GUIDE
DESIRED OUTCOMES:
increase learning
increase student engagment
foster a sense of belonging
encourage empathy
support diverse learners
WHAT ARE CULTURALLY RELEVANT
INDIGENOUS TEXTS?
Culturally relevant texts go beyond diverse characters, and include: authentic voices lived experiences of First Nations, Métis and Inuit peoples
relatable character identities, setting, and culture often include themes of resiliance, connection to the land, and cultural reclamation
Culturally responsive texts “disrupt dominant narratives that marginalize the experiences, stories, and histories of many children and promote the power of inclusion and multiple perspectives across the curriculum” (Clark and Fleming, 2019).
WHY SHOULD THEY BE INCLUDED IN ENGLISH LANGUAGE ARTS?
For traditionally marginalized students, culturally relevant texts (CRTs): foster a sense of inclusion and belonging increase motivation and engagement with the text increase reading comprehension, through making connections, when students see themselves and their culture reflected in the text affirm their identity: valued, intelligent and competent instead of ‘at risk’
For students from dominant sociocultural backgrounds, culturally relevant texts: move students beyond enthnocentrism introduce other worldviews increase empathy expand their understanding of cultural and linguistic diversity
For all students, culturally relevant texts: improve learning increase overall school performance invite students to see their own lives as part of a greater human experience create more equitable learning outcomes lead toward reconciliation and decolonization
HOW DO I DETERMINE IF A TEXT IS SUITABLE FOR USE?
CONSIDER THE FOLLOWING:
Were they developed by, or in collaboration with, a qualified, reputable Indigenous source such as an Indigenous organization, knowledge keeper, author or scholar?
Is there a clear Indigenous perspective?
Does it accurately represent Indigenous knowledge, diversity and worldview?
Is Indigenous culture and way of knowing respected?
Do I permission to use it?
Are Indigenous Peoples stereotyped, portrayed in a negative way, or is there a sense of non-Indigenous superiority?
Is the language and terminology appropriate?
Does the text represent your local community, as much as possible?
“The array of cultural experiential knowledge that many children from non-dominant sociocultural and linguistic backgrounds bring to the classroom often goes unidentified, ignored, and/or devalued” (Gonzalex, Moll and Amanti, 2005).
BOOK SUGGESTIONS
In addition to being culturally relevant, the following books are written by Indigenous Canadians and represent First Nations Communities across the country. They were selected following the Ontario Library Association’s “Guide for Selecting or Weeding Indigenous Materials.”
Indigenous characters are not stereotyped, portraited in a negative tone, given a subtle bias, or paternalized. Indigenous world views are evident.
With a goal of fostering empathy and inclusion, they should be used in a regular program of English Language Arts, rather than set aside for special events such as Orange Shirt Day.
Grade ranges are suggested based on publisher’s recommendations and Ontario curriculum expectations. Teachers should use professional judgment to determine the suitability of a particular text for their grade and school community.
POETRY
Once in a Blue Moon by Danielle Daniel (Anishinaabeg) primary environment, interconnectedness, mindfulness, awe and wonder
Living in theTall Grass: Poems of Reconciliation by Chief Stacy LaForme (Anishinaabeg, Ojibway, Mississauga) junior, intermediate, senior environment, honestly, truth, love, courage, humility, wisdom, respect
Blackbird Song by Randy Lundy (Cree, Barren Lands First Nation) senior cultural heritage, memory, beauty, suffering, environment
BOOK SUGGESTIONS
PRIMARY (GRADES 1-3)
A Dance Through the Seasons by Leona Prince (Nak’azdli Whut’en) and illustrated by Carla Joseph (Cree, Métis) cultural teachings, leadership, growing up cross-curricular ties to Science and Social Studies
Sometimes I Feel Like a Fox written and illustrated by Danielle Daniel (Anishinaabeg) connections to the land, self-discovery, cultural identity also relevant for junior grades
The Sharing Circle by Theresa Larsen-Jonasson (Cree, Métis) culture, family and community, SEL
The Water Walker by Joanne Robertson (Anishinaabeg) family, sustainability links to Science and Social Studies could also be used in J/I
JUNIOR (GRADES 4-6)
The Barren Grounds: The Misewa Saga, Book One by David A Robertson (Norway House Cree Nation) fantasy, foster care, land rights, Indigenous history
Buffalo Dreamer by Violet Duncan (Plains Cree Nation) resilience, culture and identity
Elvis, Me, and the Lemonade Stand Summer by Leslie Gentile (Haudenosaunee) family and community, racism, resiliance, identity and belonging
INTERMEDIATE (GRADES 7-8)
Aggie and Mudgy: The Journey of Two Kaska Dena Children by Wendy Proverbs (Kaska Dena) journey as metaphor, colonialism, identity, family, hope
Dreaming in Color by Melanie Florence (Nehiyawak Cree) racism, microaggressions, art, cultural identity, siblings
Walking in Two Worlds by Wab Kinew (Ojibway) fantasy, self-discovery, technology, trauma, forgiveness
INTERMEDIATE (GRADES
9-10)
The Marrow Thieves by Cherie Dimaline (Métis) dystopian, connections to the land, oppression, coming of age, storytelling
Strangers: Book 1 of the Reckoner Trilogy by David A Robertson (Swampy Cree) supernatural, identity and diversity, mental health, trauma, community and belonging
Medicine Walk by Richard Wagamese (Norway House Cree Nation) family, grief, storytelling, connections to the land, identity and heritage
SENIOR (GRADES 11-12)
Son of a Trickster by Eden Robinson (Haisla) coming of age, substance abuse, cultural identity, supernatural, connection to the land
Indian Horse by Richard Wagemese (Norway House Cree Nation) cultural genocide, identity hockey, trauma, abuse, connection to the land, resilience
Five Little Indians by Michelle Good (Plains Cree) systemic racism, culture, trauma, resiliance, justice, friendship
WHERE TO FIND OTHER SUITABLE TEXTS
OntarioTeachers’ Federation: Indigenous Education
https://www.otffeo.on.ca/en/learning/indigenous-education/
UCDSB Virtual Learning Commons
https://vlc.ucdsb.ca/c.php?g=260740&p=3177856
Gord Downie & Chanie Wenjack Fund Educator Resources
https://downiewenjack.ca/our-work/legacy-schools-programs/resources/
Aboriginal Literatures in Canada: A Teacher’s Resource Guide
https://resources4rethinking ca/media/AboriginalLiteraturesinCanada pdf
National Centre for Truth and Reconciliation
https://nctr.ca/education/
Strong Nations Bookstore
https://www.strongnations.com/
Equity4Education: Indigenous Education
https://sites.google.com/view/equity4educators/resources-foreducators/indigenous-heritage?authuser=0
Your school learning commons
Your public school board’s Indigenous Education Liaison
Your local public library
References
Capper, K. (2022). Culturally Relevant Pedagogy in the English Curriculum. Journal of Education (Boston, Mass ), 202(4), 397–405 https://doi.org/10.1177/0022057421991856
Clark, A , & Fleming, J (2019) "They Almost Become the Teacher": Pre-K to Third-Grade Teachers' Experiences Reading and Discussing Culturally Relevant Texts with their Students Reading Horizons (Online), 58(3), 23-51 https://www.lib.uwo.ca/cgibin/ezpauthn.cgiurl=https://www.proquest.com/ scholarly-journals/they-almost-become-teacher-pre-k-third-grade/docview/ 2345783163/se-2
The Gord Downie & Chanie Wenjack Fund. (n.d.). Educational resources. https://downiewenjack ca/our-work/legacy-schools-programs/resources/
Jacobs, R (2021, March 16) Why study literature? Reading the world through literary texts. Teaching English, NATE, 25, 53-57.
Ontario Library Association. (n.d.). A guide for selecting or weeding First Nation materials [Word document]. https://accessola.com/wp-content/uploads/2021/02/A-GUIDEFOR-SELECTING-OR-WEEDING-FIRST-NATION-MATERIALS docx
Ontario Ministry of Education (2021, December 7) Indigenous education in Ontario Ontario.ca. https://www.ontario.ca/page/indigenous-education-ontario.
Tschida, C. M., Ryan, C. L., & Ticknor, A. S. (2014). Building on Windows and Mirrors: Encouraging the Disruption of "Single Stories" Through Children's Literature Journal of Children's Literature, 40(1), 28-39. https://www lib uwo ca/cgi-bin/ezpauthn cgi?url=https://www proquest com/sch olarly-journals/building-on-windows-mirrors-encouraging/docview/1538319787/ se-2
Upper Canada District School Board (n d ) Criteria for Choosing First Nation, Métis and Inuit Resources. https://vlc.ucdsb.ca/ld.php?content_id=34625201
Vernon, A A (2025) The Use of Culturally Responsive Mentor Texts for Literacy Development in an Elementary Classroom (Order No. 32114739). Available from ProQuest Dissertations & Theses Global (3222268726) https://www.lib.uwo.ca/cgi-bin/ezpauthn.cgi?url=https://www.proquest.com/ dissertations-theses/use-culturally-responsive-mentor-texts-literacy/docview/ 3222268726/se-2