Professional Resource

From the article, “Where Does Adolescent Literature Belong,” Holly O’Donnell discusses what is labeled as “controversial content” in adolescent literature. She states how “suicide, mental illness, death, [and] child abuse … may not be palatable to those who fear that such realistic themes may corrupt our youth and undermine our society” (O’Donnell 85). Mental illness or "cognitive disabilities" are a neglected topic in adolescent literature for just that reason. She also speaks of and criticizes the limitations in adolescent literature. O’Donnell provides the following limitations as examples: “(3) the mélange of hardships, grief, and handicaps make for dull reading; and (4) there is a lack of adolescent drama” (O’Donnell 85). The text set I used all reject such limitations. For example, Inside Out is filled with drama! The entire novel revolves around the fact that Zach is held hostage by two men at gunpoint. Also, Tara’s “handicap” or cognitive disability/illness in Kissing Doorknobs does not make for “dull reading.” Her life story seems to be a roller coaster full of many confusing lows and relieving highs. All three books address issues of diversity while also being quality pieces of literature as well.

O'Donnell, Holly. “Where Does Adolescent Literature Belong.” English Journal. November 1984: 84-6.

Reflection of Text Set - "Cognitive Disability" or Mental Illness

Throughout the three texts, Inside Out, Humming Whispers, and Kissing Doorknobs, there were many paralleled themes in relation to individuals who are “cognitively disabled” or mentally ill. Each character that suffered from a mental illness (Zach, Tara, and Nicole) made it apparent that although they were conscious of their actions, they could not help them.

Take for example the following quotes:

• Inside Out – Zach states, “The thing is, I am not normal. I’m not, and I can’t help it” (Trueman 7).
• Kissing Doorknobs – Tara states, “Do you think I want to do this! Do you think I like it?” (Hesser 66).
• Humming Whispers – Sophie states, “Nicole says being schizophrenic is like screaming in a closet where no one can hear you” (Johnson 112).

This theme is so significant because it clears up some misconceptions people may have about those who are mentally ill. I personally wondered if people who are “cognitively disabled” are aware of their “abnormal” actions. In learning that they are both aware and helpless at times, have helped me better see that the illness or disability does not make the person. Through each of the characters, I have been able to make the necessary separation of their identities and their “disabilities.” It is also important to add that each of the characters took medication or participated in behavioral therapy to help manage and control their “abnormal” actions and thoughts.

Hesser, Terry Spencer. Kissing Doorknobs. New York: Delacorte Press, 1998.

Johnson, Angela. Humming Whispers. New York: Orchard Books, 1995.

Trueman, Terry. Inside Out. New York: Harper Collins, 2003.

Book Review #3 - Humming Whispers

Johnson, Angela. Humming Whispers. New York: Orchard Books, 1995.

In Humming Whispers, we see the effects mental illness has on the family. This story is told by Sophie, a fourteen year-old girl who lives with her older sister and aunt. Her sister, Nicole, is schizophrenic. She constantly disappears, following the voices in her head. Sophie’s life becomes overwhelmed with fear. Fear for her sister, fear for her family, and most significantly fear for herself. Sophie worries that she too may be schizophrenic. Her anxieties cause her to disassociate herself with her surroundings. Humming Whispers describes heartbreak and joys of this family’s life.

This was a very well written book. Not only does this novel discuss issues concerning mental illnesses, it also covers the struggles of African Americans (shown by Sophie, Nicole, and Aunt Shirley) and of Jewish persons (Miss Onyx). This novel in particular focused a lot on how mental illness affects the family. I feel it provided realistic situations; Sophie feels both frustration and empathy and understanding for her sister. At one point she states, “I know what she would be without the sickness and the medicine and the doctors” (Johnson 10). I also like the fact that Sophie feared that she too may be schizophrenic. This revealed the fact that schizophrenia is a genetic disease. It diminishes the stereotype that individuals with mental illnesses are simply “crazy” because of something they have done.

Book Review #2 - Inside Out

(spoiler to this book :)!)

Trueman, Terry. Inside Out. New York: Harper Collins, 2003.

In Inside Out, we immediately are introduced to the main character Zach Wahhsted. During his usual visit to the coffee shop, Zach and eight others are held hostage by two gunmen. Both the gunmen and hostages are taken back by Zach’s “weirdness.” Zach is schizophrenic and very aware of his condition. He’s also aware of what happens when he doesn’t get his medicine. Throughout the novel we are able to see first-hand how Zach’s schizophrenic mind rationalizes his circumstance and surroundings.

I really enjoyed this book! I particularly liked how the setting and events revealed elements of Zach’s illness. I do, however, question the ending of this novel. On the last page we are informed that Zach has committed suicide. Suicidal tendencies may be a symptom of individuals who are schizophrenic, but is not a symptom for all. Zach took medication that helped eliminate his suicidal voices “Rat and Dirtbag.” However, we find out that his medication is not enough. I wonder about the messages this perpetuates about the illness? Does it seem stereotypical? Does it send a hopeless message, or is it showing the realities of this disease? I personally feel it would have ended better had Zach not committed suicide.

Book Review #1 - Kissing Doorknobs

Hesser, Terry Spencer. Kissing Doorknobs. New York: Delacorte Press, 1998.

Kissing Doorknobs describes the life of Tara Sullivan, a teenage girl who has obsessive compulsive disorder. Early on in her life, Tara begins worrying about little things. With age, her worries eventually grow into stronger fears and anxieties. When she hits fourteen “powerful invisible dictators” (Hesser 30) in her head are controlling her urges. She becomes vulnerable to obsessions and rituals she performs. Tara’s relationships with her family and friends are severely strained as she struggles to find understanding and peace in her life.

I very much enjoyed this novel. I feel it realistically represented both the confusion and helplessness of persons with mental illnesses. This novel characterized diverse literature in that it seemed to correct or show truth to misconceptions people may have about those who are mentally ill. Sometimes those who are mentally ill or stereotyped as being “crazy” and not “normal.” This book demonstrated that Tara was not crazy; she simply was confused and lost as to what was happening to her. At one point she states, “Do you think I want to do this? Do you think I like it” (Hesser 66). This statement reveals the separation of Tara’s identity and the disease. Once she and her family understood and learned how to manage the disease, readers were better able to see her.

Creating a "Beale Street" in the Classroom

I really enjoyed Eric A. Kimmel's article, "Joy on Beale Street." One passage that I'm particularly fond of is the following:

"'If you could be black on Beale Street for one Saturday night, you would never wan to be white again.' It's true. Anot not only on Beale Street. And not only for African Americans. Every minority group has its own Beale Street. Embracing your identity brings great joy, along with a sense of wholeness, completion. 'I know who I am and where I belong. These are my people'" (Kimmel 411).

This quote is so significant when looking at it with a pedagogical perspective. As a future teacher, I feel my classroom should sort of be a "Beale Street" for my students. I would hope that my students will feel like they belong both as individuals and as a collective whole to the classroom. I want them to be able to hold no reservations about being themselves.

Throughout this class, I have learned that I can make this possible by being sensitive, aware, and empathetic to issues of diversity and multiculturalism. Presenting accurate portrayals of diverse topics through literature is one way to do so. It's important that children are able to see themselves accurately in the literature, and therefore the classroom. It's also important to be sensitive to students' lives outside the classroom. For example, being sensitive to what holidays children celebrate is necessary. It's necessary to include a variety of ways people celebrate, allowing each child to feel seen. Each child should feel like they are an important part of the classroom! :)

Kimmel, E.A. (2003). Joy on Beale Street. The Lion and the Unicorn, 27(3), 410-15.

"We are mirrored in other people's reflections"

Whenever I read books, I usually pick out a few favorite quotations I have. I found one that I love in David Levithan's Boy Meets Boy. Towards the end of the book Paul states, "We are mirrored in other people's reflections" (Levithan 178).

I absolutely love this line because I feel it has such a universal power to it, especially in the context of multiculturalism and diversity. This line really reminded me of my study abroad experience in Italy. I traveled to a country where I was completely unfamiliar with its culture: their language dress, traditions, values, etc. However, at the end of my experience not only did I understand and empathize with their culture, I began to see myself in their culture realizing that there are not as many differences amongst us as I once though. I eventually feel like I was able to "mirror myself in their reflection."

Levithan, David. Boy Meets Boy. New York: Random House, 2003.

Questioning the Text - Confessions of a Closet Catholic

Confessions of a Closet Catholic won the Sydney Taylor Book Award, an award that goes to outstanding children’s literature depicting Jewish content. The award focuses on the importance and existence of “positive Jewish content” within literature (Silver 44). Committee members judge “how authentically [the literature] portrays the individual characters in their interplay with Jewish belief, history, values, and practice” (Silver 44). Confessions of a Closet Catholic depicts the life of a young Jewish girl struggling to find her identify both within her family and her religion. Throughout the story, Jussy often compares her family with her friends’ families. Although her family is Jewish, does Justine’s immediate family (father, mother, sister, brother) depict “positive Jewish content” such as the Weinsteins do? How do their portrayals affect how you view them and the way they practice religion?

Check out the following passages in relation to my proposed question ...

(p. 18) - Shira Weinstein's family is said to be “a lot more observant of all Jewish traditions” (Littman 18). Like Bubbe, every Saturday they walk to synagogue rain or shine (Littman 18).
(p. 20) - “Dad says that quitting doing things for Shabbat was find in the olden days, but as modern people living in America, we shouldn’t have to do things like that” (Littman 20).

Does this tension between the ways religion is practiced cause the reader to judge either family in a certain way? Compared to the Weinstein’s, do the Silver’s reflect “positive Jewish content” although they too are Jewish?

(p.63) - Mrs. Weinstein brings Shira and Jussy hot chocolate. Jussy states, “There aren’t that many of my friend’s moms with whom I can imagine sitting around on my bed having hot chocolate and cookies. I can’t even imagine doing it with my mom, because I’d be so worried about spilling my drink or getting crumbs on the bedspread. But it seems cozy and natural doing it with Mrs. Weinstein” (Littman 63). (Compare this to Jussy's tumultuous relationship with her mother.)

Although they ultimately have the same histories, do they share the same beliefs, values, and practices of the Jewish religion? As mentioned before, the Weinstein’ practice Judaism more traditionally compared to the Silvers. Are the qualities in each woman any way reflective of their religion? Is this an effect of the way they practice religion differently? Could the reader maybe associate it in such a way?

I thought of this question, because similar to the Silver's being "twice a year Jews" (Littman 20), my family are sort of "twice a year Christians." We normally attend church on Christmas Eve and Easter. I wondered about the different ways this could be viewed. Although I don't practice my religion "traditionally" I'd like to think my life reflects "positive Christian content" in relation to my beliefs and values. I do see, however, that others may view it in a different way. This made me wonder how the readers viewed the Weinstein's and Silver's.

Work Cited

Littman, Sarah Darer. Confessions of a Closet Catholic. New York: Penguin, 2005.

Silver, Linda R. "Judging Judaica." School Library Journal 48 (2002): 44-5.
(TE 448 Course Pack p. 235-6)

Middle East Book Awards Assignment

The Middle East Book Award
The following information is paraphrased from the official website for The Middle East Book Award:
http://socialscience.tyler.cc.tx.us/mkho/MEOC/middle_east_book_award.htm

The Purpose:
MEOC established the Middle East Book Award in 1999 to recognize books for children and young adults that contribute meaning-fully to an understanding of the Middle East.

Selection Criteria:
Books are judged on the authenticity of their portrayal of a Middle Eastern subject, as well as on their characterization, plot, and appeal for the intended audience. (Awards are announced in November for books published during the period from January of the previous year through September of the current year.)
Eligible books are books for children and young adults that contribute meaningfully to an understanding of the Middle East. Award categories include picture books (for ages 3-8), literature for children or young adults, and reference books for children or young adults.Sponsor:
Middle East Outreach Council (MEOC) is the sponsor of the award. Established in 1981, it is a national nonprofit organization working to increase public knowledge about the peoples places, and cultures of the Middle East, including the Arab world, Israel, Iran, Turkey, and Afghanistan. MEOC is a national network of educators dedicated to disseminating apolitical and nonpartisan information, resources and activities furthering understanding about the Middle East.

While researching The Middle East Book Award, there were only four websites that had helpful information. The information on each website was similar both in information and word usage. Information on the selection committee qualifications could not be found on any website. An interesting fact is that the book winners have no recognition on the cover of the book or on the inside of the book. All the recognition for the Award Winning Books is on the website. Some of the books that won The Middle East Book Award also won other awards; those awards were mention as "An Award-Winning Book" or "An Award-Winning Author" inside of the book jackets.


Other websites that were used are:
http://socialscience.tyler.cc.tx.us/mkho/MEOC/
http://www.outreachworld.org/article.asp?articleid=45
http://cmes.hmdc.harvard.edu/outreach/news/meoc_2

Contemporary Literature for Asian Pacific Americans

While reading Yamate's article, "Asian Pacific American Children's Literature: Expanding Perceptions About Who We Are," I found similar themes to other readings we have had in class. Yamate discusses how there are so few children's books about Asian Pacific literature, and the ones that are there, give an "artificial view" of the world they live in. She further mentions how the literature that is present depicts Pacific Asian Americans within a past context. This, however, does not adequately represent their culture; it instead it perpetuates stereotypes about their culture.

The same problem seemed to hold true while learning and reading about the representation of Native American's in children's literature. Children viewed Native Americans as "people of the past," no long present or seen in today's society. This seems to be consistent with the literature about Native Americans. Native Americans seems to be most included in historical fiction. Similar to the situation with Asian Pacific Americans, stereotypes of this group seem to therefore perpetuate in literature as well.

While reading articles about disability in children's literature, there was a quote about the perpetuation of stereotypes in literature. In Eve Tal's article, "Swimming in the Mainstream" she states, "How can stereotypes be avoided? Information about the disability needs to be accurate and up-to-date, and the language describing the disability chosen with sensitivity and awareness of current usage." I feel this quote holds true for Pacific Asian Americans and Native Americans as well. Literature representing these two groups of people must be current and up-to-date! It is important that such ethnicities are represented in contemporary realistic fiction literature, not solely historical fiction, and are done so in an accurate way.

Insider/Outsider Debate

The “insider/outsider” debate is a controversial issue that looks at the accuracy of portrayal of multi-cultural issues in children’s literature. However, I believe this issue should be more geared at the definition of an “insider/outsider.” Too much emphasis is placed on “who” an “insider/outsider” is, in terms of the issues of diversity they choose to discuss. If the author writes about an Asian-American child, does he/she have to be Asian-American? Or, does a story about a homosexual individual have to be written by one as well? That seems to be the issue present in the articles we have read. Someone is called an “insider” if their culture matches what they write about, and an “outsider” if their culture is different.

Instead, I believe the issue of “insider/outsider” should be defined by “what” the author does. In our class readings, Harris’ article examines certain criteria for what dictates quality children’s literature. My views are consistent with hers. This should be the criteria that examines the authenticity and accuracy of an author. First and foremost, the author should be an expert in children’s literature. With all other things set aside, multi-cultural literature must be engaging and worthwhile for the child. The author also must be well educated about the group’s literature. And lastly, and most importantly, the author must possess what Harris calls a “critical consciousness.” She states that a critical consciousness enables readers to create “excellent examinations of the depictions of [other cultures].” Therefore an “insider” should be someone who meets such criteria, and an “outsider” should be someone who does not, no matter what culture they identify with. If we can change the definitions of an “insider/outsider,” we as teachers will be able to better evaluate the accuracy of multi-cultural literature for children.

Introduction

Hi! My name is Erin Reardon, and I'm a senior at Michigan State University. My major is elementary education, with a teaching major in language arts. I absolutely LOVE M.S.U. and am privileged to be part of its education department.

I am very interested in diverse literature, and feel that its imperative to welcome it in the classroom. Providing students with diverse and multi-cultural literature will give them insight into how diverse the world truly is. I feel it's very important to give "invisible" or "silenced" people a voice through literature. And in doing so, students will be able to learn more about silenced or stereotyped genders, cultures, or sexualities. Ultimately, upon learning more about diverse issues, students can come to understand, respect, appreciate, and empathize with others who are different than they are. As a future educator, I also feel it is necessary to familiarize myself with, and learn more about issues of diversity.