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Alternative title

When Dark Flakes Fall

Date Permissions Signed


Date of Award

Winter 2019

Document Type

Masters Field Project

Department or Program Affiliation

Huxley College

Degree Name

Master of Education (MEd)


Environmental Studies

First Advisor

Stanger, Nicholas

Second Advisor

Myers, Gene (O. Gene)


The purpose of this work is to explore the current children’s literature that represents and presents lived experiences of underrepresented peoples within North America. Narratives in children's literature are historically homogenous in themes rooted in dominant colonial culture. This can be problematic with regards to supporting the diversity, equity, and inclusion of all people, in and out of educational settings.

Using myself as a site of study, I examined the sensations and current state of my mixed racial identity. In addition, I have collected and reviewed currently available children’s literature as a point of inspiration to write my own story. There is a growing body of children’s literature which supports and upholds the lived experience of underrepresented peoples within North America. Some titles in this movement include, Wild Berries, Shi-shi-etko, Island Born, and They Say Blue. Still, the number of books which enforce a dominant colonial narrative also dominate the shelves of schools and libraries.

This process of research and self-study has allowed me to see a vision. I have documented this vision in an illustrated book. This realization of a visionary Indigenous origin story will increase the number of underrepresented stories based on lived experience and will add to the body of Indigenous Knowledge.




Indigenous Knowledge, Hawaiian, story, mixed, race, education


Western Washington University

OCLC Number


Subject – LCSH

Indigenous authors--United States; Children's literature, American--Minority authors; Multiculturalism in literature; Minorities in literature; Legends--Hawaii

Geographic Coverage

Hawaii--Juvenile literature; United States




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