Children's literature remains a primary vehicle for intellectual and imaginative maturation, and it is thus important to ask whether younger students have the opportunity to transact with books that represent and raise questions about shared experiences and cooperation across social, cultural, and linguistic boundaries. The authors examine three promising texts from their larger study that provide a platform for investigating braided histories. Through these books, they illustrate ideological shifts in representation and draw out potential theoretical and pedagogical implications. (Contains 1 figure.)