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“Can You Name One Good Thing That Comes out of War?” Adolescents’ Questions About War and Conflict Are Answered in Nonfiction Literature

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“Can You Name One Good Thing That Comes out of War?” Adolescents’ Questions About War and Conflict Are Answered in Nonfiction Literature LoriWanda Goodson Brinda & Jim Blasingame “Can you name one good thing that comes out of war?” Adolescents’ Questions about War and Conflict Are Answered in Nonfiction Literature “The lessons of the past offer hope as we invite a new generation to guide their lives with a deep regard for humanity, a commitment to the values of caring and respect for others, and the development of a strong moral and ethical fiber that will enable them to stand up for what they believe in and speak out against injustice.” —Kassenoff & Meinbach xvii very day young people see disturbing images of tions, curiosities, and concerns. Inspired by scholars of violent current events on television, on the adolescent literacy (Baker 2002; Moje 2002; Beers E Internet, and in popular culture, such as movies, 1996; Ivey 2002) who contend that adolescents must music videos, and even video games. In addition to be heard and acknowledged before designing curricula hearing a myriad of inflammatory rhetoric, often in to address their needs, I found it essential to record the form of threats, born of ethnic or cultural hatred the articulate, passionate thoughts of young people from political and cultural leaders around the world, about war and conflict. Ultimately, key questions of teens also read or hear comments from journalists, theirs emerged, questions which informed my selec- teachers, parents, and peers. Not surprisingly, many tion of literature that would present them with what young people are questioning what is right or wrong, they were asking for. what is true or false, and what is really behind current events and their historical antecedents. Adolescents What Are Adolescents Asking? want personal answers from those who have lived in In Helping Our Children Deal with War, the the midst of conflict, not talking points or historical National Mental Health Association alerts adults: “In rhetoric. Instead of obeying the rule to “pay no this time of heightened anxiety over the war with Iraq, attention to that man behind the curtain” of situa- our children are experiencing fear and anxiety, too [...] tions, young people would much rather tear the But unlike adults, children have little experience to curtain down and see war from the point of view of help them put all this information into perspective” those who can tell the truth about it. (1). Adolescents also need guidance and direction to make sense of what it means to be at war. Keeping in mind that the adolescents of today will be To determine specific questions that adolescents the parents, power-brokers, and politicians of tomor- are asking about war, I selected a sample of young row, we, as teachers, need to respect, acknowledge, people between the ages of thirteen and eighteen who guide, and inspire them with resources that accurately, serve on the Prime Stage Theatre Teen Advisory Board aesthetically, and authentically address their ques- in Pittsburgh, Pennsylvania. These students, with a 14 THE ALAN REVIEW Winter 2008 d14_23_TAR_Winter08 14 3/5/08, 4:52 PM diverse range of academic skills, backgrounds, and turbulent worlds. “Adolescent literature provides an interests are quite candid about their thoughts, environment for young adults to see the results of questions, and comments when suggesting topics for decisions made by characters and to evaluate their the theatre to present. After I conducted an introduc- ideas and behaviors” (Hayn & Sherrill 7). History and tory interview session with twelve students, seven current news become more adolescents agreed to participate in this project. than facts or figures when An open-ended questionnaire was distributed authors relate their Age-appropriate, non- through email. This survey invited them to share three experiences or those of to four questions they have about the topic of war, other teens living through fiction literature about people involved in war, and what they would ask a the Holocaust, running teenagers, or books with survivor of war. To ensure that the questions were from bombs in Sarajevo, thoughtful, meaningful, and representative of young hiding in Baghdad base- comments from teenagers people, the participants were given up to two weeks to ments, or trying to keep select and compose their thoughts. safe from the crossfire in facing these horrible sorts Once all the responses were collected through Lebanon, El Salvador, and of conflicts, enable stu- email, each participant was re-interviewed to confirm, Washington, DC. expand, or adjust his or her questions. The students Age-appropriate, dents to read, hear, and and I then chose five provocative questions written by nonfiction literature about the participants that most effectively represented their teenagers, or books with feel the impassioned concerns: comments from teenagers 1. “Why do people have to insist that a certain facing these horrible sorts pleas, rages, and cries of religion is wrong, that a certain group of people are of conflicts, enable young people like them- the root of the world’s problems—how can your students to read, hear, and beliefs in God’s teachings want you to kill innocent feel the impassioned pleas, selves in situations of children? rages, and cries of young 2. “I would ask a war survivor whether or not the people like themselves in anger, fear, loss, and stories we hear about the event ‘live up,’ in a sense, situations of anger, fear, hope. to the actual experience. Does the media portray, loss, and hope. “There is say, the War in Iraq as something worse than it is no other genre that is so or something better than it is?” welcoming and accessible to teenage readers” (White 3. “I would want to talk to youths that are constantly 10). Creating opportunities for young people to living under the threat of terrorism—what keeps identify with characters living harsh events helps them going? What do they think the future holds students understand themselves better as they begin for them?” to understand the actions and choices of others (Davis 4. “Their personal stories—how they survived, what & Watkins 16). Identification leads to empathy, and they did to survive, what did they think about, empathy leads to understanding. The provocative, what kept them going? Why?—so that I can better personal questions of teens are answered in accessible, prepare myself for any future wars that I may have honest, and relevant ways by people they will listen to to live through. Maybe I can do something that may because, as one student said to me: “Those people prevent that next war. What would someone matter.” like me do or not do.” 5. “Can you name one good thing that came out of Literature to Address the Questions of the war, whether it be a person you met or a lesson Adolescents you learned?” The answers to these questions are readily found While there is a vast array of nonfiction books on in nonfiction, first-person diaries, stories, and other war, the ones I selected to address the students’ young adult literature written by and about survivors questions were written by authors who are sensitive to of wars. These works are literary windows into the thoughts, images, and experiences of adolescents. 15 THE ALAN REVIEW Winter 2008 d14_23_TAR_Winter08 15 3/5/08, 4:53 PM According to Totten and Feinberg, Rosner and Frederic C. Tubach, individual human stories within Now, instead of being a gives compelling perspectives of the situations of persecution and Holocaust through the reflections of genocide have the ability to engage place of friendships and a Hitler Youth and a Jewish boy. students in ways that are beyond War experiences in Sarajevo and the ability of other genres of learning, her school is a Baghdad are detailed respectively literature and resources of informa- place where inflammatory through Zlata’s Diary: A Child’s Life tion. This is due to “deeply human in Sarajevo by Zlata Filipovi´c, and aspects—including the passions anti-Semitic insults fill the Thura’s Diary: My Life in Wartime and emotions—that are communi- Iraq by Thura Al-Windawi. Finally, cated” (111). Memoirs, diaries, and halls and hopes of gradu- a global perspective of war is first-person narratives link adoles- ation dissolve. presented by Maria Ousseimi in her cents to historical events so they collection of compelling images and can discover and vicariously comments of young people in experience, as David Russell wrote, the worst and best Caught in the Crossfire. of humankind. “In these stories of suffering humanity, we may at times hear above the cries of despair, the Introductions of Selected Books faint, persistent murmuring of the compassionate Although many of the selections have female heart that will lead us out of the darkness and toward protagonists, all the books are equally appropriate for the light” (280). These are some issues for which boys. Each book has specific strengths in providing young people seek answers. young readers with answers to the five questions. The literature I have chosen to answer the five Short introductions of each book will demonstrate questions that sprang from my conversations with how the books also fulfill criteria established by Totten young people ranges from memoirs of Holocaust and Feinberg for literature that addresses war and survivors, comments of Hitler Youth, diaries of a conflict. Quality resources must assist “students to thirteen-year-old girl in Sarajevo and an eighteen-year- ponder how some are ill-treated or made to feel old girl in Baghdad, to images and accounts of an ‘other,’ to be maligned not because of what they have author who traveled with children into the more done or said, but because of their religion, beliefs, or contemporary war zones of Lebanon, Mozambique, El background” (Totten & Feinberg 158).
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