Four key patterns appeared across the picture books in this study. Together, these findings show that cultural identity and resilience are represented as relational, culturally grounded, and closely connected to family, community, and land. Across the books, identity and resilience were not presented as fixed individual traits, but as lived experiences shaped through connection, care, and cultural continuity.
Rather than presenting resilience as an individual trait, the books in this study most often represented resilience through relationships, care, cultural continuity, and connection to place. Meaning was communicated through the interaction of text and illustration in ways that were accessible and meaningful for children. This pattern reflects broader scholarship that understands Indigenous resilience as relational, collective, and grounded in culture and community (Heid et al., 2022).
The themes presented here are adapted from the research findings and expressed in accessible language.
Identity was often represented through relationships with family, Elders, community, ancestors, and land. Children were shown as connected to others rather than as separate individuals. Across the books, identity was grounded in belonging, responsibility, and connection.
Resilience was not usually represented through dramatic or heroic moments. Instead, it appeared in ordinary experiences such as family care, remembering, storytelling, language, and daily cultural practices. These everyday moments communicated strength, continuity, and well-being.
Many books showed children learning from family members, joining in traditions, asking questions, and participating in cultural practices. Children were not presented as passive observers. They were portrayed as active participants in carrying culture forward.
The visual elements of the books added emotional and cultural meaning that the written text alone could not fully express. Colour, perspective, symbolism, body language, and setting helped communicate relationships, memory, belonging, and connection to land.
A central finding of the study was that identity was most often represented as relational. Children were shown in connection with family members, communities, and land rather than as isolated individuals. This reflects Indigenous perspectives that understand identity as relational, grounded in relationships, responsibilities, and interconnected ways of being (Archibald, 2008).
In many books, identity emerged through interactions with parents, grandparents, siblings, and Elders. These relationships communicated belonging, care, and shared knowledge. They also suggested that identity is learned and strengthened through everyday relational experiences.
Identity was also connected to place. Natural settings, seasonal activities, and land-based experiences were often shown as meaningful parts of who children are and how they belong. In these books, land was not just a background setting, but part of children’s lived relationships and cultural worlds.
The books in this study often represented resilience through ordinary acts of care, continuity, and relationship. Resilience appeared as something lived and shared, not simply as personal toughness. This differs from more individualistic understandings of resilience and instead aligns with research that describes Indigenous resilience as deeply connected to family, culture, and community (Heid et al., 2022).
Resilience was often conveyed through love, protection, teaching, and remembering. These forms of everyday care created a sense of stability and strength. In some books, even quiet family routines carried important messages of healing, continuity, and emotional support.
The books suggested that resilience is supported by connection to family, community, language, and culture. This representation differs from more individualistic understandings of resilience. Strength was often shown as something nurtured through relationships rather than achieved alone.
Another important finding was that children were frequently represented as capable and engaged participants in cultural continuity. The books showed that cultural knowledge is not only passed down to children, but also lived, practiced, and carried forward through their participation.
Children were shown listening, practicing, helping, asking questions, and taking part in cultural routines and teachings. These portrayals highlighted agency and participation. They also positioned children as valued members of family and community life.
Cultural continuity was represented not only through memory or tradition, but through what children actively do in the present. This made continuity feel living, ongoing, and shared. The books suggested that culture is sustained through participation in everyday practices, relationships, and experiences.
The study also found that illustrations were essential to how these books communicated meaning. In many cases, images deepened the emotional, relational, and cultural significance of the story. This is especially important in picture books, where children often make meaning through the interaction of visual and written modes (Pantaleo, 2015).
Expressions, gesture, composition, colour, and symbolism often communicated themes of belonging, memory, and connection in ways that supported children’s understanding. In some cases, illustrations conveyed emotional depth or cultural meaning more strongly than the written text alone.
These books show that meaning is created through the interaction of text and image. This is especially important in picture books, where illustrations are central to how children read and interpret the story. Together, words and images helped communicate identity, resilience, and relationships in rich and accessible ways.