Don K. Philpot is a teacher, teacher educator, and writer. He teaches undergraduate and graduate courses on the topics of instructional methodologies, content area reading, reading and writing instruction, and children’s literature in south central Pennsylvania.

An insightful book that will be of great assistance to classroom teachers who are interested in how Indigenous perspectives may be resident in fiction intended for children and youth. Indigenous education is a developing field of study and practice for which this work is a valuable contribution. Given that primary and secondary school educators are interested in providing students with materials that will enhance their learning of the Indigenous people’s experience and other topics that are germane to reconciliation, Philpot’s books will be a valuable resource. Philpot offers readers an important exploration of how fiction may appropriately reflect Indigenous culture, knowledge, and protocols. A great book!

• ContentsContentsPrefatory Note About In-Text Citations and ReferencesChapter 1 Indigenous Novels, Indigenized WorldsIndigenous Novels, Indigenized WorldsIndigenous Authors, Indigenous Novels, and Narrative GenreBook Organization and Chapter OverviewsIndigenized Fictional Worlds: Books 1 and 2ReferencesChapter 2 Indigenous Novels and NovelistsChapter OverviewSelected NovelsShowcased NovelistsMethodology: the Identification and Grouping of Indigenizing FeaturesReferencesChapter 3 Group A: Time, History, AncestryChapter Overview1. Time2. Tribal history3. AncestryEndnotesChapter 4 Group B: Cultural (Religious) BeliefsChapter Overview4. Religious Beliefs and PracticesSet 4.1 Central Religious BeliefsSet 4.2 Sacred Religious Practices and ObjectsEndnotesReferencesChapter 5 Group B: Cultural Values And EventsChapter Overview5. Cultural Values6. Cultural EventsSet 6.1 Traditional Games, Dancing, and SongsSet 6.2 Family-based FeastsSet 6.3 Festivals and Special Community EventsSet 6.4 CeremoniesEndnotesReferencesChapter 6 Group B: Cultural TraditionsChapter Overview7. Cultural TraditionsSet 7.1 Traditional Knowledge, Skills, and RolesSet 7.2 Subsistence StrategiesSet 7.3 Traditional Modes of Travel and ConveyanceSet 7.4 Traditional Houses and SheltersSet 7.5 Traditional Craftmanship and RepairsSet 7.6 Traditional Implements and MaterialsSet 7.7 Traditional Foods, Drinks, and MedicinesEndnotesChapter 7 Group C: Language Use, Stories, and StorytellingChapter Overview8. Language Use, Storytelling, and StoriesSet 8.1 Language UseSet 8.2 Storytelling, Stories, and WritingEndnotesReferencesChapter 8 Group C: Family Life and KinshipChapter Overview9. Family Life and KinshipSet 9.1 Family LifeSet 9.2 Childbirth and Childhood PlaySet 9.3 Coming of Age, Courtship, and MarriageSet 9.4 KinshipReferencesChapter 9 Group D: Destruction and RestorationChapter Overview10. Divestments, Denigration, Subjugation, DiseaseSet 10.1 Forced Appropriation, Moves, Separations, Sterilization, and DeprivationSet 10.2 Cultural Denigration, Disdain, and Identity ConcealmentSet 10.3 Harassment, Subjugation, and BrutalitySet 10.4 Disease11. Sovereignty, Defense, and LeadershipSet 11.1 Sovereignty and DefenseSet 11.2 Leadership12. Recovery and RestorationConcluding Thoughts: Indigenous Novels, Indigenized WorldsEndnotesReferencesAppendix A: An Inventory of Features For Two NovelsGroup A: Time, History, AncestryGroup B: Cultural Beliefs, Values, Events, TraditionsGroup C: Language, Storytelling, Family Life, KinshipGroup D: Destruction & RestorationAppendix B: An Inventory of Features For Two NovelsGroup A: Time, History, AncestryGroup B: Cultural Beliefs, Values, Events, TraditionsGroup C: Language, Storytelling, Family Life, KinshipGroup D: Destruction & RestorationAbout the Author

Don K. Philpot is a teacher, teacher educator, and writer. He teaches undergraduate and graduate courses on the topics of instructional methodologies, content area reading, reading and writing instruction, and children’s literature in south central Pennsylvania.

An insightful book that will be of great assistance to classroom teachers who are interested in how Indigenous perspectives may be resident in fiction intended for children and youth. Indigenous education is a developing field of study and practice for which this work is a valuable contribution. Given that primary and secondary school educators are interested in providing students with materials that will enhance their learning of the Indigenous people’s experience and other topics that are germane to reconciliation, Philpot’s books will be a valuable resource. Philpot offers readers an important exploration of how fiction may appropriately reflect Indigenous culture, knowledge, and protocols. A great book!

• ContentsContentsPrefatory Note About In-Text Citations and ReferencesChapter 1 Indigenous Novels, Indigenized WorldsIndigenous Novels, Indigenized WorldsIndigenous Authors, Indigenous Novels, and Narrative GenreBook Organization and Chapter OverviewsIndigenized Fictional Worlds: Books 1 and 2ReferencesChapter 2 Indigenous Novels and NovelistsChapter OverviewSelected NovelsShowcased NovelistsMethodology: the Identification and Grouping of Indigenizing FeaturesReferencesChapter 3 Group A: Time, History, AncestryChapter Overview1. Time2. Tribal history3. AncestryEndnotesChapter 4 Group B: Cultural (Religious) BeliefsChapter Overview4. Religious Beliefs and PracticesSet 4.1 Central Religious BeliefsSet 4.2 Sacred Religious Practices and ObjectsEndnotesReferencesChapter 5 Group B: Cultural Values And EventsChapter Overview5. Cultural Values6. Cultural EventsSet 6.1 Traditional Games, Dancing, and SongsSet 6.2 Family-based FeastsSet 6.3 Festivals and Special Community EventsSet 6.4 CeremoniesEndnotesReferencesChapter 6 Group B: Cultural TraditionsChapter Overview7. Cultural TraditionsSet 7.1 Traditional Knowledge, Skills, and RolesSet 7.2 Subsistence StrategiesSet 7.3 Traditional Modes of Travel and ConveyanceSet 7.4 Traditional Houses and SheltersSet 7.5 Traditional Craftmanship and RepairsSet 7.6 Traditional Implements and MaterialsSet 7.7 Traditional Foods, Drinks, and MedicinesEndnotesChapter 7 Group C: Language Use, Stories, and StorytellingChapter Overview8. Language Use, Storytelling, and StoriesSet 8.1 Language UseSet 8.2 Storytelling, Stories, and WritingEndnotesReferencesChapter 8 Group C: Family Life and KinshipChapter Overview9. Family Life and KinshipSet 9.1 Family LifeSet 9.2 Childbirth and Childhood PlaySet 9.3 Coming of Age, Courtship, and MarriageSet 9.4 KinshipReferencesChapter 9 Group D: Destruction and RestorationChapter Overview10. Divestments, Denigration, Subjugation, DiseaseSet 10.1 Forced Appropriation, Moves, Separations, Sterilization, and DeprivationSet 10.2 Cultural Denigration, Disdain, and Identity ConcealmentSet 10.3 Harassment, Subjugation, and BrutalitySet 10.4 Disease11. Sovereignty, Defense, and LeadershipSet 11.1 Sovereignty and DefenseSet 11.2 Leadership12. Recovery and RestorationConcluding Thoughts: Indigenous Novels, Indigenized WorldsEndnotesReferencesAppendix A: An Inventory of Features For Two NovelsGroup A: Time, History, AncestryGroup B: Cultural Beliefs, Values, Events, TraditionsGroup C: Language, Storytelling, Family Life, KinshipGroup D: Destruction & RestorationAppendix B: An Inventory of Features For Two NovelsGroup A: Time, History, AncestryGroup B: Cultural Beliefs, Values, Events, TraditionsGroup C: Language, Storytelling, Family Life, KinshipGroup D: Destruction & RestorationAbout the Author