Using First Nations Children's Literature in the Classroom: Portfolio of Learning

A portfolio was developed to encourage teachers of Aboriginal children to include First Nations mentor texts into their daily teaching practices. The artifacts within the portfolio have been produced in accordance with guiding beliefs about how students, specifically First Nations students, learn. The portfolio supports the notion that Aboriginal children need to encounter representations of their own culture, histories and beliefs within the literature in order to be successful in school. The use of First Nations children’s literature in the classroom was explored with an emphasis on how using this literature will assist in improving literacy levels and the self-esteem of First Nations students.

Arthur A. Schmon fonds

Arthur Albert Schmon was born in 1895 in Newark, New Jersey. During his studies at Barringer High School in Newark, he met Eleanore Celeste Reynolds who was to become his wife in August of 1919. Mr. Schmon studied English literature at Princeton and graduated with honours in 1917. That same year, Mr. Schmon joined the United States Army where he served under Colonel McCormick as an adjutant in field artillery in World War I. In 1919, he was discharged as a captain. Colonel McCormick (editor and publisher of the Chicago Tribune) offered Schmon a job in his Shelter Bay pulpwood operations. Mr. Schmon accepted the challenge of working at this lonely outpost on the lower St. Lawrence River. Schmon was promoted to Woodlands Manager in 1923. In 1930, he became the General Manager. This was expected to be a seasonal operation but the construction of the mill led to the building of a town (Baie Comeau) and its power development. All of this was accomplished under Schmon’s leadership. In 1933, he was elected the President and General Manager of the Ontario Paper Company. He later became the Chairman and Chief Executive Officer. Arthur Schmon made his home in St. Catharines where he played an active role in the community. Schmon was a member of the Founders’ Committee at Brock University and he was a primary force behind the establishment of a University in the Niagara Region. The Brock University Tower is named after him. He also served as Chairman of the St. Catharines Hospital Board of Governors for over 15 years, and was responsible for guiding the hospital through a 3 million dollar expansion program. He was a Governor of Ridley College and an Honorary Governor of McMaster University in Hamilton. Mr. Schmon died of lung cancer on March 18, 1964. He had been named as the St. Catharines’ citizen of the year just one week earlier. Mr. Schmon had 2 sons Robert McCormick Schmon, who was chairman of the Ontario Paper Co. Ltd., St. Catharines, Canada, and the Q.N.S. Paper Co., Baie-Comeau, Canada. He was also director of a Chicago Tribune Co. He died at the age of 61. Another son, Richard R. Schmon, was a second lieutenant in the 313th Field Artillery Battalion, 80th Infantry Division in World War II. He was listed as missing in action on November 5, 1944.

"They're trying to trick us!": Making sense of anti-oppressive children's literature in the elementary school classroom

This study examines how children make sense of “anti-oppressive” children’s literature in the classroom, specifically, books that integrate and promote positive portrayals of gender non-conformity and sexual diversity. Through a feminist poststructural lens, I conducted ethnographic observations and reading groups with twenty students in a grade one/two classroom to explore how children engage with these storybooks. I further explored how the use of these books in the classroom might help to mediate and negotiate existing gendered and heteronormative beliefs and practices within educational settings. The books used in this study challenge oppressive gender and sexuality regimes within mainstream children’s literature that have traditionally served to marginalize and silence gender non-conforming and LGBTQ individuals. Responses from participants in this study aid in questioning how dominant discourses of gender and sexuality are produced and reinforced, as well as where we may find opportunities for change and reform within the elementary school classroom.