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Truth in the Telling

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Truth in the Telling ONCE UPON AN ENCOUNTER: A CONTENT ANALYSIS OF SELECTED CHILDREN’S LITERATURE PORTRAYING THE ENCOUNTER OF CHRISTOPHER COLUMBUS AND THE TAINO PEOPLE By DONNA SABIS-BURNS A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2009 © 2009 Donna Sabis-Burns 2 To Scott, Bridgette, Brian and Chase 3 ACKNOWLEDGEMENTS My dissertation committee deserves more gratitude than I can give. Looking back on the beginning of this journey into graduate school I realize the most influential teachers who have inspired me are the same committee members who continue to encourage and motivate me today. Dr. Ruth McKoy Lowery, Dr. Linda Leonard Lamme, Dr. Danling Fu, and Dr. John Cech receive my deepest appreciation for their expertise, kindness, and guidance during this sometimes arduous process. Dr. Lowery has been more than a professional colleague; she has become a friend, and for that I am deeply thankful. I will always be her shining star. I thank Dr. Lamme for opening my eyes to the needs of many through the means of children’s literature, and for affording me many opportunities to see life through multiple lenses. Dr. Fu, whose son I enjoyed watching grow alongside my own children over the years, has been gracious in extending her hand and wisdom to me as well. Dr. Cech is appreciated especially for his patience, kindness, and willingness to “hop on board” so late in the game. I wish to thank my friends who have continuously reached out to support my family and me over the years. First, I thank Jeff Johnson for his endless attempts to provide me with current research articles, and always being there to lift me up when needed. His encouragement will always be remembered. To Maria Brown and Mary Gail Perkins whose relentless motivation could be felt across the miles. My former co-workers, Lana Shaughnessy, Cathie Carothers, Kelly Martin, and the rest of the Office of Indian Education crew, I thank them for their steadfast understanding and support. I also thank Valerie Rogers and the supportive staff from the School Support and Technology Program at the U.S. Department of Education for their patience and moral support. To my former office mate and teaching companion, Dr. Nancy Rankie Shelton, I thank her for many years of friendship and for her affinity to enchiladas which has enlightened 4 me over the years. To Dr. Xenia Hadjioannou for her expertise and thoughtful advice. I am especially grateful to the Panera Bread Man, who kept me (and my family and friends) well fed during the marathon writing days and nights. Most of all, I thank my family. Their consummate love and strength are deeply appreciated. To my mother-in-law, Sharon Price and the late Donald Price, I thank them for always believing in me. To Doug Sabis, whose “face” I adore and hot wings that cannot be matched—I offer my sincere appreciation for your relentless support. My father, Bill Sabis, kept that “iron hand inside the velvet glove” and has inspired my work over the years. To my sister and brother-in-law, Rebecca and Randy Jordan, I express heartfelt thanks for a shoulder to cry on in those moments when I thought I would lose my mind. My mother, Elaine Mt. Pleasant, who provided endless hours of babysitting, in addition to the eternal motherly love and support, I thank you from the bottom of my heart. Finally, I would like to acknowledge those who have made the ultimate sacrifice, my children and husband. Bridgette, Brian, and Chase have suffered the most during my absence for all those days, evenings, and week long study sessions, and their unconditional love made this achievement possible. I dedicate this entire process and product to the three of them, whom I love so much. Last, and certainly not least, I wish to thank my husband, Scott Burns. His love and strength as a husband, along with his unconditional understanding and affection as my best friend, was essential to achieving this accomplishment. He is my rock, my love, and my number one guy forever. 5 TABLE OF CONTENTS page ACKNOWLEDGMENTS...............................................................................................................4 LIST OF TABLES...........................................................................................................................9 LIST OF FIGURES.......................................................................................................................10 ABSTRACT ..................................................................................................................................11 CHAPTER 1 INTRODUCTION...............................................................................................................13 Theoretical Research............................................................................................................16 Myth Verses History............................................................................................................17 Research Questions..............................................................................................................25 Terminology.........................................................................................................................27 2 STATEMENT OF THE PROBLEM...................................................................................29 The Power of Children’s Literature.....................................................................................31 Mutlicultural Education/Literature......................................................................................33 Crossing Borders With Multicultural Literature..................................................................34 Resistance to Multicultural Literature.................................................................................41 Critical Literacy Theory.......................................................................................................43 Critical Multiculturalism Theory.........................................................................................47 Critical Multiculturalism in Children’s Literature...............................................................49 Native Americans in Children’s Literature..........................................................................52 Accuracy, Authenticity, and Stereotypes in Books.....................................................52 The First Thanksgiving................................................................................................56 Illuminating History and Culture in Children’s Literature..................................................62 The Tainos: The People Who Greeted Columbus...............................................................65 Ideals and Values.........................................................................................................68 Agriculture and Housing...............................................................................................69 Decline of Population...................................................................................................70 Myth of Extinction............................................................................................72 Descriptive Information................................................................................................73 Genres Within Hisotry in Children’s Literature..................................................................75 Historical Fiction..........................................................................................................76 Biography......................................................................................................................79 Informational Picture Books.........................................................................................81 Illustrations in Informational Picture Books.................................................................83 Conclusion...........................................................................................................................85 6 3 METHODOLOGY..............................................................................................................87 Research Questions..............................................................................................................89 Definition of Content Analysis............................................................................................91 Rationale for Using Content Analysis.................................................................................94 Generation of Sample for Analysis......................................................................................95 Limitations...........................................................................................................................98 Design of the Research Instrument......................................................................................99 Procedures for Data Collection..........................................................................................100 Reliability...........................................................................................................................101 Validity..............................................................................................................................102 Examination Instrument.....................................................................................................102
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