American Born Chinese

“American Born Chinese,” written by Gene Luen Yang was the first graphic novel that was part of the assigned reading for our course. At first I was not sure if I was going to enjoy reading this book, because do not like reading comics. However, within the first few pages I was hooked!

Yang did a fantastic job of describing the socio-cultural conflicts of a Chinese-American boy; who was struggling to maintain his image within a predominantly white suburb. The book follows three story lines that cover racism, bullying, social isolation, adolescent crushes, legends of creation, power and stereotypes.

Yang’s creative use of literature and imagery composed a novel that, at first, seemingly does not fit together. In the end all three stories come together and can make readers put the book down and walk away either scratching their head or smiling.

I would absolutely recommend this book to all young adult readers. It would be a valuable addition to any classroom library. Young adults, in middle school and high school, will definitely be able to relate to all of the themes touched upon in the three stories. Young adults, who do not enjoy reading, or have difficulty reading, will enjoy this book. The illustrations are simplistic, yet detailed. In addition, the stories are down-to-earth, yet mysterious.

I give “American Born Chinese” two thumbs up!

The Dear One / From the Notebooks of Melanin Sun

Two of Jacqueline Woodson’s novels, “The Dear One” and “From the Notebooks of Melanin Sun,” are effected literature works that can be used to teach young adult readers about economic diversity, sexuality and racism. Woodson is successful in treating the topics effectively because young readers can easily relate to the storylines. Her style of writing deals with multi-cultural issues in present time and touch upon topics that many young students may have to face themselves.

Each of the novels held my interests because I enjoyed the way each story flowed. Both stories were a quick read, but hit upon real and serious issues in a matter-of-fact way; nothing was sugar-coated or overly fabricated. The protagonists in both novels made me realize that young adults have to face various multicultural issues, and these situations are real and may be present within my own classroom.

Both novels brought the issue of sexuality into the story line. Each book brought to light how same-sex couples are perceived by others, as well as how young people handle the situation too. I’m not sure if I would use either of these novels in my class this year, because one of my students is currently struggling with parent separation and one parent is engaged in a new relationship with a same-sex partner. I feel that if I used either of these books in my current class, the story might not be well received by the majority of students. However, I would not be opposed to using either novel in next year’s class.

The universal themes that can be found within both books are familial ties and social acceptance. Both novels demonstrate the direct correlation between familial bonding and how people are perceived in social situations. The manner in which young adults handle social challenges is directly effected by the amount of immediate family support and resources that are available to them.

I enjoyed Woodson’s novels and would add them to my classroom library. However, due to the culturally sensitive issues contained within each story, teachers should known their students before assigning such works.

When Pigs Fly

“When Pigs Fly,” written by June Rae Wood is a story that tugs on the reader’s emotional strings, while navigating through a complicated maze of issues pertaining to social justice, economic windfall, poverty and discrimination.

From the first pages of the book, the story captured and maintained my interest through the end. My favorite character was Buddy. Many of Buddy’s struggles such as self-image, friendship, secrets and being forced to live within tight economic means, reminded me a lot of my issues in middle school; except I did not have to care for a younger sibling with Down’s Syndrome. As each issue added more pressure to Buddy’s life her devotion to family and friends continued to shape her character. In the end, the reader could easily imagine Buddy developing into a self-confident, successful young woman with sound morals.

Young readers could benefit from reading this book to help them identify with issues of loyalty to friends and family. In addition, students will hopefully be able to relate to the emotions people must endure due to the actions of bullies. Many adult readers can enjoy the story and relate to economic pressures and decisions Buddy’s family was forced to endure. Also, adult readers will be reminded of the pressures during middle school years, and may recall their own childhood experiences.

After reading the book, the story made me keenly aware that so many of my students come to class with a lot of psycho-social “baggage.” It renewed my silent commitment to my students to be more compassionate and understanding when they do not come to class prepared with materials, homework, projects and/or unacceptable uniforms.

The story made me reflect upon my personal experiences, as a young adult, and refreshed my outlook toward my students.

The Watsons Go to Birmingham - 1963

“The Watsons Go to Birmingham – 1963,” written by Christopher Paul Curtis, is a brilliant story about a lower-class African American family, residing in Michigan during the 1960’s. The author brings humor to an otherwise tragic tale of those who fell victim to protests during the Civil Rights Era during the mid-20th century.

The novel is a fast-moving and entertaining read. I was immediately drawn into the Watson family, and felt as if I were a guest in their home who was watching the story unfold. I do not have a favorite character in the story; instead I enjoyed the individuality of each character and the uniqueness they brought to the story.

The multicultural issues addressed in the novel are clear…segregation and discrimination of African Americans. In addition, the author touched upon economics within an African-American, suburban community; as the issue of welfare and government food was debated and discussed among the Watson children and their mother. Lastly, there is an inference, throughout the story that African-Americans living in the Midwest had more luxury and freedom than those who resided in the South. The author used subthemes, plots and characters to support this underlying theme, such as the two brothers from Kansas, the church bombing, and Mr. Watson poking fun of Mrs. Watson’s southern upbringing.

The universal themes represented in the novel are familial bonds, cultural identity and a sense of community belonging. Both young and adult readers would easily identify the culturally sensitive topics depicted in the story. Additionally, readers would enjoy the author’s sense of humor that is used throughout the book.

As a Social Studies teacher, I would incorporate this book into the 8th grade curriculum. During the month of May I will be introducing a unit on the Cold War/Civil Rights Era. The novel would be a perfect supplemental tool that can be used to “lighten-up” the heaviness of the unit.

“The Watsons Go to Birmingham – 1963” is a unique story and a valuable addition to all multicultural/historical studies!

Children of the River

“Children of the River”, written by Linda Crew is a novel that addresses the challenges between assimilation and remaining loyal to one’s native culture. Crew was successful in creating vivid tale of a young Cambodian girl and her family who came to America to escape the Khmer Rouge. The book is an interesting and easy read, with great use of literary imagery.

Sundara, the protagonist, was my favorite character. Several times, throughout the story, Sundara suddenly finds herself being introduced to new aspects of American culture. Although the story is heavy, at times, Sundara’s cultural experiences can delight the reader. I found myself smiling while reading some of Sundara’s coming-of-age experiences, as she grapples with trying to identify with American society; all the while she brings innocence and light to the novel.

Young readers, starting in the 6th grade, would appreciate the book. Even though the story is about cultural identification, I believe that all students would be able to identify with Sundara’s teenage struggles. In addition, the story can be used to to teach students about the similarities and differences between cultures of the East and West; especially teaching young students about personal/social respect, self-restraint, humbleness and modesty, which are highly regarded personal values practiced in the East. In addition, the book is a great supplemental tool for introducing the historical aspects of the conflicts that took place in Southeast Asia during the mid to late 20th century.

I would highly recommend this novel. I enjoyed every page and have added to my historical understanding of the Cambodian crisis. …a must read for cultural and historical education classes!

Under the Persimmon Tree

Suzanne Fisher Staples’s novel, Under the Persimmon Tree does not address multicultural issues, inasmuch as the story makes readers aware of the current interaction between different factions in Afghanistan. The author’s writing style does an excellent job in creating vivid imagery as one reads through the story. However, this novel did not keep my interest. For me, the book was not a “page-turner.” At times, I found the story difficult to follow and found too many characters to keep track of.

Najmah, the main character, is forced to grow-up very quickly in order to survive the long journey into Pakistan, in order to escape the Taliban. Najmah’s character represents endurance…the endurance to survive to find her father and brother and enduring the loss of her mother and newborn brother.

As compared to the other novels I have read to-date, this particular story does not address multi or cross-cultural issues, but instead discusses the cultural divide in a war-torn nation. The story brings forth the sense of humanitarian urgency for the desperate situation in Afghanistan created by the brutal Taliban government. The novel could be used as multicultural literature when teaching students about the culture and crisis in the Middle East.

I can not say with any amount of certainty that my middle school students would enjoy this novel. As for the other books I have read, I could instantly decide if my students would or would not enjoy the reading, or if the reading at all was grade appropriate. However, with this novel, it is difficult for me to make and immediate decision; as I was not fond of the story and found it difficult to follow. The only way I could make a definite determination would be to introduce the literature to my students. Only after receiving student feedback and reviewing assessment, could I then give a true evaluation if this book would be a supportive teaching tool.

Drown

Junot Diaz’s novel, "Drown", discusses such topics as poverty, immigration, criminal activity, buying/selling and using illegal drugs, prostitution, familial relationships and friendship. All ten stories are written through the eyes of a young boy living in the Dominican Republic and Central New Jersey. The coming-of-age stories are thought provoking, yet simultaneously rough and sensitive.

The author was successful in holding my interest throughout all ten stories. What make this novel different from the others, I have read to-date, is the fact that I did not have a favorite character. I felt disconnected to all of the characters in each story. As the reader experiences the stories through the eyes of the main character, Yunior, at times one may feel revolted, scarred and mind-boggled.

The author would like the reader to get the impression that poverty-stricken immigrants do not have choices. Many of the stories offered little opportunity or hope. However, critical reading will present one universal theme…choice. For Yunior there were times that choices presented opportunity and other times where there were little or no choice. Some of Yunior’s choices may catapult the reader into head-spinning questions pertaining to morality. Yet, despite the author’s attempt to persuade the reader otherwise, coming-of-age choices are presented to individuals regardless of race, class and gender. It is the choices that one makes that will determine the immediate and future action and consequence.

I would not recommend this book to young readers. I would put the book in the category of 18 and older, due to explicit references to drugs and sexual encounters. Overall, the novel was a good read and I would recommend it to anyone who is in desperate need of a reality check.