Literature and Little Ones

📚 Story as Living Pedagogy

When we think about literacy in early childhood, we often picture alphabet charts, picture books, and emergent writing. However, in many Indigenous communities, literacy is something much more profound. It is relational, land-connected, and carried through a story. As Hare (2011) reminds us, Indigenous children “read the world, not just the words.” For educators, this means we must approach Indigenous literature with respect, context, and an understanding that the story itself is a form of knowledge.

Story as a Living, Breathing Pedagogy

Indigenous stories are not simply texts—they are teachings. Hare (2011) highlights how literacy for young Indigenous children grows from oral traditions, family histories, and intergenerational connections. When educators pull a story from its cultural context, we risk flattening it into what Strong-Wilson (2008) calls simulacra: representations that look Indigenous but no longer carry the depth and meaning of real community narratives.

Strong-Wilson’s metaphor “Turtles all the way” pushes us to consider where our understanding of Indigenous stories begins. If it begins only with a book on a shelf, rather than with community voices and lived knowledge, we may unintentionally reproduce a surface-level version of Indigeneity.

Authentic engagement means recognising story as relational—not just educational.

🌱 Why Authentic Literature Matters for All Children

When Indigenous children see themselves, their languages, and their families reflected in literature, it strengthens identity and fosters pride. Ball (2007) notes that culturally anchored literacy practices support language development and create meaningful learning connections.

For non-Indigenous children, authentic stories open up new ways of understanding the world. They learn about reciprocity, land stewardship, and community responsibility—values that sit at the heart of many Indigenous worldviews. Story becomes a window into relationships with land and people, not simply a reading activity.

🤝 From Inclusion to Reciprocity

Placing Indigenous books in a classroom is a start, but it isn’t enough. Authentic engagement requires reciprocity—asking not just what we are reading, but how and why.

✅ Choose culturally grounded texts

Prioritise books written or illustrated by Indigenous creators. Look for author notes, Nation identifiers, and community context.

✅ Seek guidance from Indigenous voices

Strong-Wilson (2008) emphasises that stories need to remain connected to lived experiences. Consulting Elders, Knowledge Keepers, or Indigenous educators ensures stories are honoured respectfully.

✅ Make story land-based

Hare (2011) reminds us that literacy is rooted in experience. Read stories outside. Connect narratives about water, animals, or seasons to real outdoor learning moments.

✅ Reflect on your own role

Educators must consider how colonial histories influence whose stories are centred. Self-reflection helps prevent tokenism and supports ethical engagement.

When we honour Indigenous stories as living teachings rather than classroom artefacts, we create spaces where all children can experience literacy as relationship—deep, meaningful, and transformative.

💬 Discussion Questions for Your Readers

  1. How can educators ensure that an Indigenous story maintains its cultural context rather than becoming simplified or tokenised in practice?

  2. What possibilities open up when children experience literacy through land-based, story-centred learning?

📚 References 

  • Ball, J. (2007). Aboriginal young children’s language and literacy development: Research evaluating progress, promising practices and needs. Canadian Language and Literacy Networked Centre of Excellence.
  • Hare, J. (2011). ‘They tell a story and there’s meaning behind that story: Indigenous knowledge and young Indigenous children’s literacy learning. Journal of Early Childhood Literacy.
  • Strong-Wilson, T. (2008). Turtles all the way: Simulacra and resistance to simulacra in Indigenous teachers’ discussion of Indigenous children’s literature. Children’s Literature in Education.
  • National Centre for Collaboration in Indigenous Education. (n.d.). Introduction to land-based education [Video]. YouTube.https://www.youtube.com/watch?v=4F6hg8uwZuQ