Literatures created by American Indians illustrate the positive potential that expanding the literary canon has for helping to achieve a more democratic classroom. Expanding the idea of what constitutes a text worthy of study enhances students' degree of involvement in and sense of connection to curriculum content and helps them become better equipped to participate in democratic processes. Affording students meaningful reading experiences in response to a broadened, more extensive and inclusive set of reading choices increases the probability of their participation and involvement. Three recent young adult novels by American Indian authors include such culturally specific themes as: prejudice and discrimination toward Indians; hopelessness regarding the Indian situation; mixed-blood ancestry; alienation from non-Indian peers; Indian/non Indian friendships; and capturing/recapturing tribal identity, spirituality, and traditions. Through exposure to the experiences of American Indians (and by extension, those of members of other racial and ethnic minority groups, as well as women), students gain a more complete understanding of the diversity of America. (RS)