Use the following link to download the June 29, 2024 issue of the syəcəb
TELA students take part in clambake

By Kalvin Valdillez, Tulalip News
“At Tulalip, our people lived all along the water in the village all around here,” explained Tulalip elder and historian, Ray Fryberg Sr., to a group of future leaders. “Our people gathered clams and cooked them right on the beach, using the fire, water, and the steam and all of these elements to cook the food. And so, we’re going to have this clambake, the way our ancestors used to cook the food a long time ago, when they lived here and traveled in canoes. I know in school you learn about our culture, you hear stories, you hear the language, the words our people spoke and that’s really important. Today, you’re going to enjoy some of the foods that belongs to us from this area.”

On the gorgeous morning of June 21, the young learners of the Betty J. Taylor Early Learning Academy ventured outdoors to a small field overlooking Tulalip Bay to engage in a fun and significant tradition of the Tribe. As the kiddos entered through the gates of the TELA field, they couldn’t help but marvel as steam rose into the air from a cinder block fire pit. Inside of the pit, hundreds of clams cooked slowly to perfection as the aroma of a traditional Tulalip meal filled the air and carried in the breeze throughout the Academy’s campus.
Said TELA Director, Sheryl Fryberg, “We’re so excited about our third annual clambake. It’s such a blessing to be able to share with our children, our birth to five children, and their families this way, our traditional way of life. This year we actually added salmon and oysters to further their experience with our tribal traditional food. When I was going around and asking the children to come up to the pit, so they can look at the clams, they were really excited. They were all excited to have clams again.”


After the students found a spot to sit in the grassy field and enjoy the sunshine, Ray took the opportunity to share a traditional story about the beaver, a story passed down to him from Raymond ‘ti-at-mus’ Moses. Ray had their full attention throughout the story and had many kids laughing as they learned how the beaver got its flat tail.
While Ray shared the story, Tulalip culture bearers and brothers, Thomas and Andy Williams, were on cooking duty and tended the clams. Three years ago, when the annual clambake made its original debut at the Academy, Ray passed down the knowledge of how to prepare and execute this traditional method of cooking to Thomas and Andy. Since then, they have put that knowledge to use and have prepared the clams each year since, and plan to continue to do so for the foreseeable future.


The clambake is a joint project between TELA and the Lushootseed department. Over the years, the two departments have forged a strong relationship. Working together, they have developed and implemented a cultural immersion program that introduces Tulalip’s ancestral language to the Tribe’s membership at a young age, during the critical era of early childhood brain development. Each school day, Lushootseed language warriors visit the Academy’s classrooms to impart traditional words, phrases, songs, and stories to the kids, ensuring that the language revitalization continues to thrive generations from now. In addition to helping organize the event and set up the space for the gathering, the Lushootseed language warriors also harvest essential resources needed for the clambake.

“It’s a lot of work, a lot of preparation,” shared Thomas. “It can be stressful, but when we get here and we see it all work out, it feels really good. It helps us realize that even though it seems challenging to do this style of clambake, it’s worth it when we see the kids have the experience that they’re having, because none of us experienced anything like this when we were in school. Three years ago, Uncle Ray told us everything we needed – the first thing we have to get is kelp and we have to make sure the tide’s right because it’s got to be low enough to get the kelp. Me and my coworkers from the language department went to Camano Island State Park for the kelp. Then we went to Sultan to get the thimbleberry leaves and skunk cabbage leaves. And obviously, we could get those down here, there’s some by the admin building, but that stuff’s not clean. So, the higher we go up, we alleviate that question of ‘oh is this stuff clean?’. And TELA’s able to order the clams and get the firewood, so that’s basically the essentials for the clambake.”

He continued, “This is important because they get to eat it and enjoy it, and it’s so much fun for them because it’s an outside activity. But they’re actually eating stuff that’s really healthy for them. They’re eating stuff that they’ll be able to harvest themselves one day, and they’ll have that understanding of food sovereignty. This is important to pass on because we didn’t really have this experience as kids, but now that we know, we’re able to fill in that gap. Every generation will fill in that gap. It’s resparking that historical knowledge. This is just one step. We’re preparing clams, but there’s a lot of resources that need to be harvested to do so. When we do the clambake, they also get to learn about kelp, thimbleberry leaves, skunk cabbage leaves. So, we might be just feeding them clams, but they’re learning holistically a bunch of our traditional ways that ties it all together.”

As the clams continued to steam beneath layers of kelp, thimbleberry and skunk cabbage leaves, the kids happily joined together in song and dance alongside their teachers from both the Academy and the language department. When the clams were ready, they were uncovered and scooped out of the pit. Each student received their own tray of clams and oysters, which was also accompanied by frybread and salmon, and it was all smiles as they grubbed down on the shellfish with their peers, teachers, and families.

“My heart almost exploded with joy and happiness when I watched them eat their clams and salmon,” Sheryl expressed. “It’s a beautiful thing to see them have this experience. I feel blessed that we’re able to partner with the Lushootseed department to do this for the kids. We’re so grateful to all the people who we were able to accomplish this with. We had a lot of families come this year, and that’s what it’s all about – experiencing this with their kids. And it’s also about sharing the traditional songs, the language, and the stories with the children and their families. It’s so beautiful because they’re continuing to grow in their culture and spirituality.”
Vibrant vibes at student coastal jam

By Wade Sheldon, Tulalip News
On June 18, the Don Hatch Memorial Gym was filled with the vibrant individuality of Tulalip students and their families, making the End-of-Year Coastal Jam a memorable event. This community-driven gathering was a testament to the unique dancing styles and regalia that are the hallmarks of our culture. It was a master class, with the next generation of culture bearers showcasing their knowledge of our traditional dances and songs, while celebrating their academic achievements and welcoming summer.

Coastal jams, a celebration of our Coast Salish tradition, are more than just a showcase of artistic expression, they’re a vital gathering that weaves the threads of our community bonds and cultural pride even tighter.
As coastal jam participant Kaylikwa Fryberg eloquently said, “These events mean everything; the joy of gathering and being together is special. I cherish events like this and hope everyone else does too; our entire culture means so much to me. Now that school is over, I will be going to Lushootseed camp, where I will learn the language and tell stories.”

Among the dancers were also several drummers and singers, including Image Enick, who said, “It’s important for our younger ones to have a safe place to gather and see their family and participate in their culture. At the same time, we can connect with our ancestors and carry on the traditions of our people. To be able to gather here to do this, is reviving what we lost years ago due to the boarding school. This is a big example of our way of life and how we Coast Salish people live. Our dances and these songs tell the stories.”

When asked what his favorite part about singing and drumming is, Enick replied, “It’s a blessing to be able to give back and share good thoughts and prayers. It warms my heart to pick up my drum and share it with the community.”
Blending vibrant celebration with profound significance, the gathering marked the end of another school year and provided a vital space for our youth to connect with their culture.
Graduates radiate achievement on summer solstice

By Micheal Rios, Tulalip News
Every time a Tulalip graduates from a university, community college, or vocational school, they instantly become the living embodiment of what it means to reclaim a narrative. For so long, our people were shut out of academic environments where they could share their truths, where they could proudly embody the vibrant traditions and teachings of their thriving Coast Salish culture.

Previous generational barriers to equitable education access ultimately helped proliferate the unfortunate, yet still prevailing, narrative that says we can’t succeed within a westernized education system. United States census data supports this misguided narrative by showing that while more than 65% of high school students attend college, only 19% of Native American choose to do so. In an era where education is a critical cornerstone for self-sufficiency and quality of life, only 13% of tribal citizens age 25 and older hold a college degree.
These statistics and others may attempt to draw a bleak conclusion in regards to our people and education, but the truth is, more than ever before, we are seeing the narrative reclaimed and rewritten by present-day Tulalip scholars. This generation is actively pursuing all levels of college degrees at a historical rate. In doing so, they are intentionally decolonizing educational pathways for their peers, their children, and for future generations who will have shining example after shining example of Tulalips strutting across a graduation stage and proudly receiving their hard-earned Associate’s, Bachelor’s, Master’s, or Doctoral degree.

This culturally-led reclamation process was on full display during this year’s summer solstice. The astronomical first day of summer coincided with a special banquet that recognized the amazing efforts of fifty-seven Tulalips in their pursuit of higher education.
“You’ve all put in so much hard work and countless hours of studying to earn your degrees. We are so proud of you for choosing to better yourself, your community, and your future through education,” said Chairwoman Teri Gobin during her opening remarks. “As a tribe, we know we need to be better at utilizing your brilliant minds and supporting our college graduates. As we continue to grow our business operations and evolve as a tribal government, we want you to feel welcome to build a career with us.”
It was a powerful moment when the words washed over the graduates as they sat with their support system of family and friends in the Tulalip Resort’s Orca Ballroom. It’s the hope of Tulalip leadership that many of the graduates will consider finding their professional homes within the Tribe’s vast enterprise.

Several college grads being recognized on this evening had been diligently carving meaningful roles in their traditional homelands for years now. In fact, of the six Master’s degrees and one legendary Doctoral degree celebrated this year, all but one of these inspiring tribal members are well established within the Tulalip Reservation as a professional in their field. Furthermore, all of these collegiate trailblazers are women. Together, they radiated not only all the achievement vibes, but that unique matriarchal energy that comes from a deep and sincere lived desire to better themselves, their families, and their shared tribal community.
Each of the attending Master’s degree wielding matriarchs were willing to share a little insight from their collegiate journeys and heartfelt words of encouragement.

Chelsea Craig *Doctor of Philosophy* – Quil Ceda Tulalip Elementary assistant principal.
“My biggest motivation has always to been to honor my great-grandmother Celum Young who was a survivor of the Tulalip Boarding School. I like to think that this achievement brings healing to her spirit because we weren’t supposed to be here today. None of us were supposed to be here in 2024 as full, intact Coast Salish people. They tried to do everything within their means to destroy my great-grandmother’s identity, and her experience is what set the tone for me and my path.
“Looking forward, I hope that I’ve opened pathways for even more Tulalips to strive for a college degree. If I can do it being a full-time educator and a mother of four, then so can so many more of our people. Beyond that, I want our people to know they are capable of great things without having to lose themselves in the process. Each stage of my educational journey I never compromised who I was as a Tulalip. From how I wrote my papers and who I sourced, I was very intentional about quoting our ancestors and wisdom warriors. I hope people furthering their education are conscious about centering their culture always. Take it, claim it, and own it. That’s how we embody our sovereignty.”
Natasha Fryberg *Master of Arts* – Hibulb Cultural Center rediscovery manager
“I’ve always looked at education as a priority in life. Being a first-generation college graduate in my family is so meaningful to me because it proves to my siblings and children it can be done. Already, two of my sisters are back in school to get their Associates degrees. Being that role model for my family and my community furthers my belief that anything is possible if you manage your time right and prioritize what’s truly important to becoming your best self.”
Summer Hammons *Master of Arts* – Treaty Rights legislative policy analyst
“Ever since I was a little girl, my mom has been my role model to show me what’s possible when you dream big. She’d be working three different jobs and still be taking college classes because she was determined to earn her Ph.D. With each degree she earned, she utilized them towards her positions to better her people. She instilled that value in me to the point that now I play on continuing my education in pursuit of joining my mom as another Dr. Hammons.
“Something I try to remember always is just how much the Tribe invests in all its members who decide to attend college. It’s really expensive and we are so fortunate to be members of a tribe that prioritize education. On the hardest of days, when I’m lacking in motivation, I think of having the support of the Tribe and all those who laid the foundation for us to have this incredible opportunity. That intentionally drives my passion to be successful, and I hope it does for others, too. We each have a Tribe’s worth of support and investment backing us on our educational journeys.”
Josie Marchesi *Master of Clinical Health Services* – Health Clinic physician’s assistant
“I always intended to further my education in service of Tulalip. Growing up in Ellensburg, I was always so far from the community and our culture. But receiving my degree in health services allowed me to seek employment at the Tulalip Health Clinic. I was fortunate to be offered employment there in January of this year. Now, I am home serving the community. There is a lot of mistrust among our people and the health system because of so much bad history, and I want to be part of the solution in building that trust back.”

Lindsey Watkins *Master of Science* – Tulalip Tribes internal marketing manager
“It was always my intention to go back for my Masters degree after getting my Bachelors in 2007, but the timing never seemed right. Next thing I know I had two kids and was working at the casino. At a certain point, I realized if this was something I really wanted then I just needed to do it. So, I did. I’m glad to set that example for kids so that when they are older and if they choose to pursue a college degree, then I can tell them with confidence that they can do it. It’s going to take time, effort and sacrifice of fun things they’d rather be doing, but it’s 100% achievable.”
Brianne “Breezy” Distefano *Master of Arts* – Quil Ceda Tulalip Elementary kindergarten teacher
“I am proof that a high school dropout can become college graduate…a Master’s degree graduate at that. It’s funny looking back because I always knew that I wanted to be a teacher even though my own educational experience was very challenging. Add in being a mother of three and I can sincerely say I never thought this day would actually get here, but now that it has I am so proud of myself for never giving up. My kids have watched me through this whole journey, even coming to class with me at times. They know now what’s possible and that’s something that drives me as the only Tulalip teacher at Quil Ceda Elementary. I want all our kids to dream as big as they can dream.
“For any Tulalip out there, who didn’t get to walk with their classmates at graduation or hasn’t earned their diploma, yet, I want you to know that this moment doesn’t define you. You are all capable to success no matter how you choose to define it. All successes come by way of setting simple goals at first and as you achieve them, you can then begin to set bigger goals. No matter what happens or where life takes you, please remember that you are so capable of greatness.”

The higher education class of 2024 included seventeen Associate’s degrees, eight Bachelor’s degrees, six Master’s degrees, and one Ph.D. receiving, newly minted doctor. Fifteen vocational diplomas and ten high school diplomas rounded out the 57 Tulalip honorees.
Tulalip Higher Education staff are eager to help new and returning students find their path to academic success. They can assist with FAFSA applications and finding scholarship opportunities, as well as simply reviewing the Tribe’s current policies regarding paying for college and other educational programs. For those Tulalip citizens feeling empowered to help reclaim our educated Native narrative, don’t hesitate to get in touch with Higher Education at (360) 716-4888 or email highered@tulaliptribes-nsn.gov
Sheila Nadine Price
May 30, 1957 -June 15, 2024

Sheila Nadene Price was Born May 30, 1957 and went to be with the Creator and her Family on June 15, 2024.
Sheila lived in her Tribal Community at Tulalip for most of her life. She attended school in the Marysville School District. Sheila’s chosen spiritual path was as a Full Gospel Shaker member as her parents and great grandpa Jimmy Price were.
Sheila had three beautiful children that she loved very much through all of the trials and tribulations in life. She wanted what was best for them. Every time her namesake came over she was sending her home with all kinds of food to make sure her needs were met.
Sheila loved Wolves and was always looking for pictures and nick nacks for her home. They were displayed throughout her home. She loved listening to all genres of music as you could tell from her large cd collection. Game Shows were a favorite past time.
Sheila loved playing the slots and being at the Casino. Thank you to all of her family and friends that provided transportation to her favorite spots. She loved seeing all of her family and friends at the casino.
Sheila leaves behind: daughters Sheila Perez (Polo), Josie Gomez, Son Tony Williams, 9 Grandchildren, brother Gary Price, several Nieces and Nephews.
Sheila was preceded in death by: her Grandparents Eugene & Minnie Joseph, Jimmy & Mary Price, parents Bill and Elsie Price, sisters Leota, Della, Cora, Bernadine, Rhonda, brothers Raymond, Larry, Michael and granddaughter Diamond.
A celebration of life for Sheila will be held Thursday, June 27, 2024 from 10:00 AM to 12:00 PM at Schaefer-Shipman Funeral Home, 804 State Ave, Marysville, WA 982704237.
June 22, 2024 syəcəb
Use the following link to download the June 22, 2024 issue of the syəcəb
Class of 2024 celebrate being ‘dreamt into existence’

By Micheal Rios, Tulalip News
On the evening of Tuesday, June 11, the Tulalip Tribes hosted a memorable banquet in the resort’s Orca Ballroom for eighty-two recently graduated high schoolers. The graduates, a combination of Tulalips and other Natives from within Marysville School District, were surrounded by friends and family in the Four-Diamond setting, making for an ideal setting to celebrate their latest rite of passage – reclaiming their educational future.

Tulalip boy and girl of the year winners.
This latest crop of graduates is part of a generational movement comprised of Native students desiring to reclaim their educational futures by achieving academic success enroute to earning their high school diplomas. Historically, Native communities like Tulalip have faced systemic barriers in education, including underfunded schools, cultural insensitivity, and policies that aimed to assimilate rather than celebrate their heritage. However, through perseverance, community support, and inclusive initiatives, our Tulalip students are increasingly crossing the high school finish line, an accomplishment that can significantly impact the trajectory of their personal and collective futures.

“I want to start by thanking all of the parents, families, and members of our education team for being here and bringing their good energy into this space so we can uplift our graduates,” said Director of Education, Jessica Bustad. “We are so grateful to have an education division made up of seven different departments full of team members who put their hearts into all the work that they do to support our community’s youth.

“Coming together as a community to honor all our Native graduates is one of the most important things we can do. Our graduates are a true reflection of resilience, dedication, and perseverance. As we are spiritual beings in this human experience, it is important we honor our roots. Our ancestors laid a strong foundation so that we could be here today. We honor them by being proud of where we come from and doing all that we can to reclaim, revitalize, and preserve the way of life our ancestors sacrificed so much for. In being intentional about this work, our people ensure that they always show up as their best selves.”

For many Native students, graduating high school is not just an academic achievement but a reclaiming of their identity and heritage. Education systems have often sought to erase Native cultures, most infamously through boarding schools where Native children were forbidden and often punished from speaking their traditional languages and practicing their traditions.
Today, Native students and their communities are reversing this trend by integrating cultural education into their learning experiences, such as what’s been achieved within Tulalip’s Early Learning Academy, Quil Ceda Elementary and Heritage High School. Marysville School District has aided the cultural integration movement by offering Tulalip’s ancestral language, Lushootseed, as an elective class taught within certain schools. Schools that offer Native language courses and culturally relevant extracurricular activities help students see their education as an extension of their cultural identity, not a replacement for it.

“We have been dreamt into existence,” explained banquet keynote speaker, Gene Tagaban (Tlingit, Raven Clan). “There was a time they didn’t want us as Native people to even be born, yet here you are. You made it through birth. You made it through elementary. You made it through middle school. You made it though high school, and now you are graduating. That is the power of our ancestors who dreamt and prayed for the resiliency of their future generations, which is you all in this room today. Each and every one of you have been dreamt into existence.”
Community involvement continues to play a crucial role in supporting our high school students as they seek diplomas to broaden their future pathways. Tribal leaders, elders, and parents are increasingly active in school boards and educational planning, ensuring that the curriculum and school policies reflect and respect their cultural values. Mentorship programs that connect students with Native professionals, like what is implemented through Heritage’s ‘big picture learning’, provide local role models to reinforce the idea that academic success and cultural pride can fuse a career ladder’s foundation.

Indian Education Parent Committee scholarship awardee Kamaya Craig embodies that professional and cultural fusion in a way that dismantles the misbegotten narrative that Natives can’t thrive in the academic setting. Her father Dr. Anthony Craig is a professor at the University of Washington and her mother Chelsea Craig is a vice principal at Quil Ceda Elementary. Together, they’ve raised a daughter who graduated high school with an astounding 3.7 GPA, but more than that she intends on following in her parents’ footsteps and decolonizing local education systems from within.

“I plan on furthering my education at Evergreen State College where I will join the Native Pathways program and pursue a degree in education,” shared the inspirational 18-year-old, Kamaya. “I am passionate about creating curriculum where our Tulalip students can learn about our actual Tulalip elders and past ancestors. There is so much wisdom and cultural grounding we can learn from our own people, it just needs to be made accessible to the younger generation. I’d love to be a part of making this happen.”

When asked what she thinks of those who continue to push the narrative our people can’t succeed in the classroom or on the college level, she responded, “It’s imperative that we decolonize these education systems from within. In order to accomplish this, we need our people to get educated. I love learning and want to see our future generations learn all the things so they can find their true passion, whatever it may be.”
The impact of increasing high school graduation rates among Native students extends beyond individual success. Like Kamaya and her fellow young Tulalip matriarch Mariana Richwine, who will be attending Lesley University in Massachusetts in pursuit of a criminal justice degree, educated Natives are more likely to return to their communities and contribute to cultural preservation, economic development and positive health outcomes for their people. They become advocates for their people, using their voices to influence policy and career pathways previously thought unattainable.

To recap, the graduation banquet for the class of 2024 was a celebration of being dreamt into existence by their ancestors, and a recognition of the significant importance high school diplomas have become for our inspiring youth leaders. They aren’t just a piece of paper, they are a symbolic cornerstone for community empowerment and self-determination.
Ribbon shirt making with Winona Shopbell-Fryberg

By Wade Sheldon, Tulalip News
On a cozy, rainy Saturday afternoon, June 15, the Hibulb Cultural Center was alive with a shared sense of creativity. The unique ribbon shirt class, led by the renowned Tulalip artist Winona Shopbell-Fryberg, brought together a diverse crowd. From the Sauk-Suattle Reservation to local enthusiasts, everyone was united in their eagerness to delve into the art of creating their ribbon shirts.
The ribbon shirt, whose origins are deeply rooted in the Great Lakes and throughout the Prairie, Plains, and Northeast tribes, carries a profound historical significance. Shopbell-Fryberg explained, “These shirts were created as replacements for war shirts when there was a shortage of hides to make them.”

Following the French Revolution, extravagant clothing decorated with ribbons went out of style and was exported to the Americas. There, the French traded silk ribbons along with metal for knives and cookware, bells, small mirrors, glass and brass beads, guns, alcohol, and wool blankets to the Native Americans in the latter part of the 18th century. By the 19th century, Europeans noticed that many tribes had incorporated ribbon work applique into their culture.
Shopbell-Fryberg is widely recognized as a respected cultural leader. She is revered for her exceptional beadwork on earrings and medallions and her expertise in creating ribbon skirts. Her classes offer invaluable guidance to those looking to acquire these skills, and given the success of her second ribbon shirt class, it’s evident that her teachings are highly sought after.

“I’m self-taught in making ribbon shirts,” Shopbell-Fryberg said. “My son needed a shirt, so instead of finding a pattern, I used one of his existing shirts to create my design. I have been teaching various classes for over ten years. This is my second ribbon shirt class, and I would like to teach more classes if there is a demand.”
Her hands-on teaching approach effectively demonstrates simplified methods for creating ribbon shirts. Anyone with basic sewing machine skills can quickly master these methods. By breaking down the project into manageable steps, she instills confidence in individuals with limited sewing experience, showing them they can achieve success.

One of those who was there to learn a new skill was Tulalip tribal member Bryce Carpenter-Juneau, who said, “It was easier than I thought. I was nervous about the sewing going into it because my wife usually sews. So, I figured I would try to learn myself. That way, I could help her out in a pinch. I enjoyed the class, and instead of just purchasing a ribbon shirt, I thought it would mean more to make one myself, knowing my sweat went into it. I would definitely retake this class.”
“I made a ribbon shirt about 20 years ago,” said Hermina O-Raven from Sauk-Suattle. “I like this style because you can use anybody’s shirt as an outline instead of buying a pattern. I enjoyed the class, but we always want it to be longer. I couldn’t finish my shirt, but with the start I got from the class, I will be able to finish it at home.”
As the afternoon concluded, participants left the Hibulb Cultural Center with new ribbon shirts and a deeper connection to their heritage.
For more information on workshops and other events at Hibulb, visit their website at www.hibulbculturalcenter.org.
Rez Reads: Summertime Edition

By Kalvin Valdillez, Tulalip News
Whether you’re catching some rays by the relaxing shores of the Salish Sea, out harvesting traditional foods in the natural world, or looking for something to capture your attention to pass the time while working in a firework stand at Boom City, make this short list of Indigenous novels your companion this summer for some fun, entertaining, thrilling, and emotional reads.
Each of the following books are filled with rez humor, traditional lessons, and haunting tales that ultimately bring attention to issues that we face as Indigenous people in 2024, such as boarding school trauma, Missing and Murdered Indigenous Women/People, and substance abuse/addiction.
What makes all of the stories so powerful and inspiring for the Native community is the fact that most of the main characters must recall and rely on their ancestral teachings to get through a number of dilemmas and survive the story. What that looks like in today’s modern society is half the fun, and it’s what makes each of these books certified page-turners.
If you are an audiobook listener or old-school paperback reader, be sure to pick up a copy of these works to help support Indigenous art and writers. Happy reading!

Wandering Stars by Tommy Orange
Following up his classic debut, There, There, Tommy Orange returns with an emotionally heavy novel that takes a deep dive into the assimilation era, and the trickle-down effect it’s had on tribal families for multiple generations since.
Wandering Stars is technically a sequel and revisits some of the main characters from There, There and digs into their family history. However, Wandering Stars can easily be read as a standalone. But there are several references and connections between the two novels, so if you have the time and haven’t read There, There, just yet, we highly recommend it!
“Extending his constellation of narratives into the past and future, Tommy Orange once again delivers a story that is by turns shattering and wondrous, a book piercing in its poetry, sorrow, and rage—a masterful follow-up to his already-classic first novel, and a devastating indictment of America’s war on its own people.”

Never Whistle at Night: An Indigenous Dark Fiction Anthology by Shane Hawk
Fair warning, some of the stories in this book will stick with you for several days and are downright scary. We’re talking ghosts, monsters, curses, hauntings, sinister revenge plots. But of course, you were probably able to surmise that on your own from the title, as the message to Never Whistle at Night is embedded into the brain of every Indigenous youth, adult, and elder all across the nation.
In this book, we are introduced to nearly thirty original stories by well-known Indigenous authors like Stephen Graham Jones, Morgan Talty, Kelli Jo Ford, Nick Medina, Norris Black, Waubgeshig Rice, and many, many more.
“Many Indigenous people believe that one should never whistle at night. This belief takes many forms: for instance, Native Hawaiians believe it summons the Hukai’po, the spirits of ancient warriors, and Native Mexicans say it calls Lechuza, a witch that can transform into an owl. But what all these legends hold in common is the certainty that whistling at night can cause evil spirits to appear—and even follow you home.”

Indian Burial Ground by Nick Medina
Like most of Nick Medina’s works, Indian Burial Ground, is extremely difficult to put down once you get started. With fast pacing and short chapters, you are sure to fly through this book in no time.
Through his stories, Nick Medina tackles Indigenous issues head-on. In his bestseller, Sisters of the Lost Nation, Medina does an excellent job of bringing attention to the MMIW epidemic and its effects on a tribal community. The two underlying themes that he explores in Indian Burial Ground are teen suicide and alcoholism.
In an attempt to make this recommendation completely spoiler free, we’ll leave the shocking mystery to you. But what we will share is that Medina ramps up his storytelling ability and has the reader following two timelines; one in present time and the other occurs during the summer in the 80’s.
“All Noemi Broussard wanted was a fresh start. With a new boyfriend who actually treats her right and a plan to move from the reservation she grew up on—just like her beloved Uncle Louie before her—things are finally looking up for her. Until the news of her boyfriend’s apparent suicide brings her world crumbling down. But the facts about Roddy’s death just don’t add up, and Noemi isn’t the only one who suspects something menacing might be lurking within their tribal lands.”

Where They Last Saw Her by Marcie R. Rendon
Set on the Red Pine reservation in Minnesota, this novel follows Quill as she decides to take it upon herself to find answers after another woman from her rez goes missing. Out of all the fantastic reads on this list, Where They Last Saw Her, has the highest rating across all platforms, including Goodreads, Amazon, Audible, and Apple books.
Trigger warning, this book touches on difficult subjects that Indigenous women unfortunately often experience such as violence against women and sex trafficking. This book is raw, heartbreaking, as well as powerful and educational, and Rendon masterfully provides insight and perspective on the MMIW/P epidemic.
“As Quill closes in on the truth behind the missing woman in the woods, someone else disappears. In her quest to find justice for the women of the reservation, she is confronted with the hard truths of their home and the people who purport to serve them. When will she stop losing neighbors, friends, family? As Quill puts herself, her family, and everything she’s built on the line to make a difference, the novel asks searing questions about bystander culture, the reverberations of even one act of crime, and the long-lasting trauma of being invisible.”
The Indian Lake Trilogy by Stephen Graham Jones
Truth be told, every single literary piece of fiction by SGJ should be on everybody’s TBR list. Ahead of The Indian Lake Trilogy, Stephen Graham Jones became famous for weaving in traditional stories into contemporary reads with a horror twist. However, this series isn’t that. Sure, there may be callbacks to certain Indigenous legends and lore, but the main character in this series is a badass Indigenous teen girl, Jade Daniels, whose love for slasher films may just save her life as well as her loved ones.
The three novels of the trilogy are: My Heart is a Chainsaw, Don’t Fear the Reaper, and The Angel of Indian Lake. This series is like a cross between Sherman Alexie’s The Absolutely True Diary of a Part-Time Indian and the entire Friday the 13th film collection. The Indian Lake Trilogy is a must read. It is gory, beautiful, and most importantly, it teaches a significant lesson about caring for the land and the impact colonization has on sacred territories.
“You won’t find a more hardcore eighties-slasher-film fan than high school senior Jade Daniels. And you won’t find a place less supportive of girls who wear torn T-shirts and too much eyeliner than Proofrock, nestled eight thousand feet up a mountain in Idaho, alongside Indian Lake, home to both Camp Blood – site of a massacre fifty years ago – and, as of this summer, Terra Nova, a second-home celebrity Camelot being carved out of a national forest. That’s not the only thing that’s getting carved up, though – this, Jade knows, is the start of a slasher. But what kind? Who’s wearing the mask? ….. Go up the mountain to Proofrock. See if you’ve got what it takes – see if your heart, too, might be a chainsaw.”

The Moon Series by Waubgeshig Rice
This series is comprised of two novels: Moon of the Crusted Snow and Moon of the Turning Leaves. Many of you can easily buy into the premise of this series as lots of Indigenous families have experienced this at least once in their lives, albeit at a much smaller degree. This is especially true for those who call Tulalip home and have dealt with days-long power outages from windstorms, where we felt disconnected from the world.
These books take place on a remote reservation, far away from the conveniences of city-living. When the entire rez loses power and communication from the outside world, tribal members have to hunker down and survive a long and cold winter. Days turn to weeks and weeks turn to months as they return to their traditions and are able to get by on the strength of community alone. However, things take a fast and dark turn when the people agree to take in non-Tribal refugees who are fleeing a post-apocalyptic society.
“With winter looming, a small northern Anishinaabe community goes dark. Cut off, people become passive and confused. Panic builds as the food supply dwindles. While the band council and a pocket of community members struggle to maintain order, an unexpected visitor arrives, escaping the crumbling society to the south. Soon after, others follow…. Blending action and allegory, Moon of the Crusted Snow upends our expectations. Out of catastrophe comes resilience. And as one society collapses, another is reborn.”
June 15, 2024 syəcəb
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