Abstract
Although children's literature is often viewed as a means to achieve educational goals and to strengthen children's identities, existing or ongoing literature projects devalue Indigenous identity - or, more tragically, systematically obliterate it - to the point that every narrative within postcolonial education systems is inherently harmful to children. This study was intended to decolonise children's literature to increase children's reading and mathematics learning. We designed and implemented a decolonised picture storybook as a complementary resource for the third graders with integrating Indigenous West Papuan culture. This collaborative work involved an Indigenous elder and teacher, a homeroom teacher, and an expert. The results of the study showed that students were immersed in the narratives of the books they were reading during reading time. Due to our emphasis on social justice-oriented approaches - familiarizing Indigenous students' experience in this book, students began sharing analytical, intertextual, personal, transparent, and performative responses. They expressed their genuine excitement by saying, 'I want to read this book again!' When brain-crossing pathways took place, students gained a more thorough understanding of the mathematical concept (i.e. multiplication). It occurred as they visualized, drew, estimated, and synthesized the narrative symbols in order to make sense of what they read.