aTOC/Mast_TAR_Win06 1 4/3/06, 9:57 AM T ◆ H ◆ E Instructions for Authors ALAN REVIEW ABOUT THE ALAN REVIEW. The ALAN Review is a peer-reviewed (refereed) journal published by the Assembly on Literature for Adolescents of the National Council of Teachers of English. It is devoted solely to the field of literature for Co-editors James Blasingame, [email protected] adolescents. It is published three times per academic year (fall, winter, and spring) and is sent to all members, individual Arizona State University and institutional, of ALAN (The Assembly on Literature for Adolescents of NCTE). Members of ALAN need not be mem Lori Atkins Goodson, bers of NCTE. [email protected] THE ALAN REVIEW publishes reviews of and articles on literature for adolescents and the teaching of that literature: Wamego Middle School, Wamego, Kansas research studies, papers presented at professional meetings, surveys of the literature, critiques of the literature, articles about authors, comparative studies across genre and/or cultures, articles on ways to teach the literature to adolescents, YA Book Review Editor Lori Atkins Goodson and interviews of authors. Middle School Claudia Katz, National Louis Connection Editor University AUDIENCE. Many of the individual members of ALAN are classroom teachers of English in middle, junior, and senior high schools. Other readers include university faculty members in English and/or Education programs, researchers in High School Kay Smith, Utah the field of adolescent literature, librarians, authors, publishers, reading teachers and teachers of other related content Connection Editor Valley State College areas. ALAN has members in all 50 states and a number of foreign countries. Research Connection Jeffrey S. Kaplan, University Editor of Central Florida PREFERRED STYLE. Manuscripts should usually be no longer than fifteen double-spaced, typed pages. A manuscript Publishers Connection M. Jerry Weiss, Jersey City submitted for consideration should deal specifically with literature for adolescents and/or the teaching of that literature. Editor State College, Emeritus It should have a clearly defined topic and be scholarly in content, as well as practical and useful to people working with and/or studying adolescents and their literature. Research studies and papers should be treated as articles rather Professional Resource William Broz, Connection Editor University of Northern Iowa than formal reports. Stereotyping on the basis of sex, race, age, etc., should be avoided, as should gender-specific terms such as “chairman.” Library Connection Diane P. Tuccillo, Mesa Public Editor Library, Mesa, Arizona MANUSCRIPT FORMAT. Manuscripts should be double-spaced throughout, including quotations and bibliographies. Non Print YAL Jean Brown, Rhode Island A title page with author’s name, affiliation, address, and a short professional biographical sketch should be included. Connection Editor College The author’s name should not appear on the manuscript pages; however, pages should be numbered. Short quotations, as permitted under “fair use” in the copyright law, must be carefully documented within the manuscript and in the Editorial Review Board bibliography. Longer quotations and complete poems or short stories must be accompanied by written permission of Lawrence Baines, University of Toledo the copyright owner. Katherine Barr, San Francisco, California Kylene Beers, University of Houston Author interviews should be accompanied by written permission of the interviewed author to publish the interview Jean Borren, Northern Arizona University in The ALAN Review. Interviewers should indicate to authors that publication is subject to review of an editorial board. Cynthia A. Bowman, Columbus, Ohio The title of The ALAN Review should not be used to gain an interview. Linda Broughton, University of South Alabama Jean E. Brown, Warwick, Rhode Island Original short tables and figures should be double-spaced and placed on a separate sheet at the end of the John “Jack” Bushman, University of Kansas manuscript. Notations should appear in the text for proper placement of tables and figures. Michael Cart, Chico, California Melissa Comer, Cumberland College The ALAN Review prefers the use of the Publications Manual of the Modern Language Association (MLA). Chris Crowe, Brigham Young University A 3 1/2-inch IBM compatible disk in a recent version of Word format must accompany all manuscripts. Disks must be Pat Daniel, University of South Florida clearly labeled with author’s name, manuscript title, disk format, and file title. Kevin Dupree, University of Southern Mississippi Joan Elliot, Indiana University of Pennsylvania SUBMITTING THE MANUSCRIPT. Send three clear copies and a disk of the manuscript to: Bonnie Ericson, California State University at Northridge Dr. James Blasingame, Co-Editor, The ALAN Review, Department of English/English Education, college of Liberal Arts Ted Fabiano, Blue Valley Northwest High School and Sciences, P.O. box 870302, Arizona State University, Tempe, Arizona 85287-0302. Karen Ford, Ball State University Nena Foster-Pritchard, North Olmsted High School, Ohio Include a self-addressed stamped envelope to which return stamps are clipped. The manuscript cannot be returned if Montye Fuse, Arizona State University the envelope and stamps are not included. Articles submitted only by facsimile or e-mail cannot be considered, except Marshall George, Fordham University when sent from overseas. Wendy Glenn, University of Connecticut Gail P. Gregg, Florida International University REVIEW PROCESS. Each manuscript will receive a blind review by the editor and at least two members of the Robin Denise Groce, Mississippi State University editorial review board, unless the length, style, or content makes it inappropriate for publication. Usually, authors Kay Bushman Haas, Ottawa, Kansas should expect to hear the results within eight weeks. Manuscripts are judged for the contribution they make to the Kathy Headley, Clemson University field of adolescent literature, clarity and cohesiveness, timeliness, and freshness of approach. Selection also depends Sarah Herz, Westport, Connecticut Kaavonia M. Hinton-Johnson, Old Dominion University on the manuscript’s contribution to the overall balance of the journal. Ted Hipple, University of Tennessee PUBLICATION OF ARTICLES. The ALAN Review assumes that accepted manuscripts have not been published previ Jaime Hylton, University of New England ously in any other journals and/or books, nor will they be published subsequently without permission of The ALAN Review. Rita Karr, Oklahoma Road Middle School, Maryland Joan Kaywell, University of South Florida Should the author submit the manuscript to more than one publication, he/she should notify The ALAN Review. If a Kathryn Kelly, Radford University submitted or accepted manuscript is accepted by another publication prior to publication in The ALAN Review, the Patricia P. Kelly, Virginia Tech author should immediately withdraw the manuscript from publication in The ALAN Review. Daphne Key, Papillon, Nebraska Teri S. Lesesne, Sam Houston State University Manuscripts that are accepted may be edited for clarity, accuracy, readability, and publication style. Terry C. Ley, Auburn University, Emeritus Upon publication, the author will receive two copies of The ALAN Review in which the article appears. Publication usually Rob Lockhart, Morehead State University occurs within 18 months of acceptance. Caroline McKinney, University of Colorado at Boulder Arlene Harris Mitchell, University of Cincinnati DEADLINES. Please observe these deadlines if you wish to have your article considered for a particular William R. Mollineaux, Sedgwick Middle School, Connecticut issue of The ALAN Review. Elaine O’Quinn, Appalachian State FALL ISSUE Deadline: MAY 15 Elizabeth Poe, University of West Virginia Suzanne Reid, Emory and Henry College WINTER ISSUE Deadline: OCTOBER 15 Gary Salvner, Youngstown State University SUMMER ISSUE Deadline: FEBRUARY 15 Barbara G. Samuels, University of Houston at Clear Lake Cover credits: The ALAN Review cover was designed by Jim Blasingame. Credit lines for individual book jackets as follows: John S. Simmons, Florida State University, Emeritus Robert C. Small, Radford University The Realm of Possibility, by David Levithan, jacket copyright 2004 by Alfred Knopf. Margaux with an X, by Ron Koertge, jacket photograph Elaine C. Stephens, Michigan copyright 2004 by Jonathan Cavendish/CORBIS, reprinted with permission from Candlewick Press. Prom,by Laurie Halse Anderson, Jacket Barbara Stover, Chatfield Senior High School photograph copyright 2005 by Marc Tauss, Viking/Penguin Putnam Young Readers Group. Bronx Masquerade, by Nikki Grimes, Jacket art Lois Stover, St. Mary’s College of Maryland copyright 2002 by Christopher Myers, reprinted with permission from Penguin Putnam, Inc. Laugh till You Cry, by Joan Lowery Nixon, jacket Alan Teasley, Durham, North Carolina photographs copyright by Andy Katz/Indexstock (top); copyright Roxann Arwen Mills/Photonica (bottom). Joey Pigza Swallowed the Key, by Mary Ann Tighe, Troy State University Jack Gantos, cover art copyright 2000 by Cliff Nielson; cover design copyright by Hilary Zarcky; cover copyright 2000 by HarperCollins Publish Ellis Vance, Fresno County Office of Education ers, Inc. Walking on the Boundaries of Change, cover photograph copyright 1998 by The Reuben Group, from “Walking on the Boundaries of Change,” by Sara Holbrook. Published by Wordsong, Boyds Mills Press, Inc. Reprinted by permission. Godless, by Pete Hautman, jacket Elizabeth Watts, Broward County, Florida photograph copyright 2004 by Burton Pritzker/Photonica; jacket design by Greg Stadnyk, Simon & Schuster. Rush Hour Sin, Michael Cart, ed., Ann Wilder, Durham, North Carolina cover design by Vikki Sheatsley, from Delacorte Press, a division of Random House, Inc. Carole Williams, St. Louis, Missouri Susan N. Wood, Florida State University Geri Yaccino, St. Charles Middle School, Illinois Connie Zitlow, Ohio Wesleyan University

THE ALAN REVIEW Winter 2006 JimLori BlasingameGoodson & Jim& Lori Blasingame Goodson

From the Editors

itting at last fall’s conference, we marveled at provides a not-so-common opportunity for adolescents the sight—rows and rows of individuals who to voice their own opinions about controversial young Scared enough about young adult literature and adult literature—a subject usually only approached by its thriving community to attend a two-day workshop adults. Enriquez allows young adults to share their as the hectic holiday season was approaching. But it insight—their perspective—regarding such works. wasn’t one of those stuffy conferences—just one row Donald R. Gallo, considered one of the leading in front of us sat author T.A. Barron; Joan Bauer figures in young adult literature, shares his keynote walked down the aisle and offered a friendly pat on address from the November workshop. Despite issues the shoulder; a friend and first-time ALAN attendee that may make us lean toward the negative (banned sat a few chairs down, carefully picking through her books, overemphasis on testing and inadequate stack of books and already making connections of the budgets, to name a few), Gallo reminds us that we are books with specific students waiting at home in her a member of young adult literature’s caring commu classroom. nity—and how that caring attitude involves the No, this wasn’t the typical conference—this was storytellers, the books, and the teenagers who read one filled with passion—for young adult books—and them. One of the field’s most well-known storytellers, the many people who care enough to keep the field Joan Bauer, has gifted us with the talk she gave at the thriving. ALAN workshop. Through her humor and insightful After a successful and rejuvenating fall ALAN stories of everything from liposuction ads to her workshop in Pittsburgh, those who attended will find daughter’s baptism, Bauer encourages us all to this issue of The ALAN Review filled with reminis continue our efforts as bearers of light in the field of cences of the lively conference. And those who were young adult literature. unable to attend will get a taste of the insightful Convention goers who heard Frank McCourt’s conversations regarding “The Caring Community of NCTE opening talk were treated to the thoughts and Young Adult Literature.” Authors, educators, publish feelings of a passionate English teacher (who also ers, librarians, and others once again gathered for happened to win the Pulitzer Prize for Literature with their annual celebration of the genre and the role it Angela’s Ashes) and probably not too surprised when plays in the lives of young adults, and we attempt to he acknowledged his former Stuyvesant High School share just some of their discussions. creative writing student, Jordan Sonneblick, sitting in Ingrid Seitz leads this issue with an extensive the very front row. Hear “the rest of the story” about interview with author T.A. Barron, who shares insight Jordan’s experiences learning from “Mr. McCourt” and into his retellings of Arthurian lore. The interview publishing the smash hit, Drums, Girls and Dangerous provides a look at his continued success in this Pie, in “Venturing into the Deep Waters: The Work of generation’s examination of those timeless stories. Jordan Sonnenblick.” Grace Enriquez offers another voice in the field; she Diane P. Tuccillo speaks out for the significant

THE ALAN REVIEW Winter 2006

b3_4_TAR_Win06 3 4/3/06, 9:58 AM messages offered in what she calls “quiet voices” in Stargirl by Jerry Spinelli are the focus of Steve historical fiction of young adult literature. She empha Redford’s “Transcending the Group, Discovering Both sizes several books that provide thought-provoking Self and Public Spirit,” in which he discusses how he tales of discrimination that young adults could benefit uses young adult literature in a Japanese university to from hearing. Accompanying the article is an inter compare and contrast cultures. view Tuccillo conducted with Laura Malone Elliott, Not to be overlooked are The ALAN Review’s author of Flying South. Tuccillo sees Elliott’s protago regular features, including M. Jerry Weiss’s Publishers’ nist Alice as one of those quiet voices that speaks out Connection, The Research Connection with William regarding segregation in her community. Broz, and more than 30 reviews of the latest in young Jeff Kaplan shares the results of his study, which adult literature with Clip and File. provides a look at dissertations over the past five years The Fall Workshop may have come and gone for that have attempted to shed some light on adolescent another year, but much conversation still lingers literature. Chris Crutcher’s coaches are the topic of regarding young adult literature and the community Caren J. Town’s article, while Carmen L. Medina that continues to care enough to see that engaging examines Latino/a literature as critical fiction. Cindy books reach the eyes that need them most—the young Lou Daniels focuses on literary theory and young adolescent. Enjoy a little eavesdropping into those adult literature, which she deems “The Open Frontier conversations with this issue. in Critical Studies.” Whirligig by Paul Fleischman and

Call for Manuscripts

2006 Spring/ Summer theme: In the Midst of Conflict This theme is intended to solicit articles dealing with young adult literature with conflict of any nature at its center, the use of young adult literature as a means for helping young people deal with conflict or any related topic. The theme is meant to be open to interpretation, but might, for example, deal with young adult literature depicting war, family conflict, or the resolution of neighborhood violence. General submissions are also welcome. February 15 submission deadline.

2006 Fall theme: The Many Ways to be Human This theme is intended to solicit articles about young adult literature and its use in dealing with the great diversity of human beings across the face of our planet. This theme is meant to be open to interpretation and support a broad range of subtopics, but some possibilities include examination and discussion of issues of cultural heritage, gender identity, race, class and sexual orientation as the play out in young adult literature. We welcome and encourage other creative interpretations of this theme. May 15 submission deadline.

2007 Winter theme: Young Adult Literature: Key to Open Minds The theme for our 2007 winter issue will reflect the theme of the 2005 ALAN Workshop: “Young Adult Literature: Key to Open Minds.” This theme is meant to be open to interpretation and support a broad range of subtopics; in addition, articles about any of the authors sched uled to appear at the 2006 ALAN Workshop in Pittsburgh, as well as general articles on any topic dealing with young adult literature and its use, are welcome. October 15 submission deadline.

THE ALAN REVIEW Winter 2006

b3_4_TAR_Win06 4 4/3/06, 9:58 AM William Broz Professional Resource Connection

You the Researcher

t is always risky to assume one’s masters degree before qualitative teacher-candidate classroom own experience mirrors the research was the norm. Returning inquiry in the book Teacher Mentor: Iexperience of others, but here to school in the early and mid a Dialogue for Collaborative goes one of those risks. This 1990’s, I was fascinated by the case Learning by Peg Graham, Sally column offers reviews of several study method and research reports Hudson Ross, Chandra Adkins, new and recent books that intro using that method. For the last Patti McWhorter, and Jennifer duce or renew and extend our fifteen years, understanding and McDuffie Stewart. understanding of qualitative doing qualitative research has been research methods, particularly case essential for doctoral candidates in On the Case: Approaches to Lan study research, as these methods English Education. The reason I guage and Literacy Research (2005), apply to research in English wish I had known more about by Anne Hass Dyson and Celia language arts, literacy, and the qualitative research and classroom- Genishi culture of learning. Additionally, based research by teachers while I the reviews address classroom- was teaching high school English is On the Case: based teacher inquiry that often that I think I could have and would Approaches to takes the form of case study. The have engaged in such projects as a Language and assumption I am making is that classroom teacher if I had had a Literacy Research readers who are classroom teachers better understanding of how to do it. (2005), by Anne and librarians may be in the same This column will review the Hass Dyson and position I was in, when as a new book On the Case: Approaches Celia Genishi, veteran of 17 years in the public to Language and Literacy Research published by school classroom, I entered the by Anne Hass Dyson and Celia Teachers College doctoral program at the University Genishi; a book in press, What Press under the of Iowa and took my first seminar Works? A Practical Guide for sponsorship of the National focused on current research and Teacher Research by Elizabeth Conference on Research in Lan research methods. I really didn’t Chiseri Strater and Bonnie Stone guage and Literacy (NCRLL) is a know much about qualitative Sunstein; some examples of small book of 131 pages before the research. I do not believe I had ever interesting and accessible case reference sections at the end. It is read a serious, academic research study research including Just Girls: the second book in a series on study of any kind, especially one Hidden Literacies and Life in Junior “Approaches to Language and done in my area of English lan High by Margaret J. Finders; and Literacy Research.” In a forward to guage arts. I had earned my some book chapters that address this book, the NCRLL series editors

THE ALAN REVIEW Winter 2006

c5_10TAR_Win06 5 4/3/06, 9:55 AM frame the purpose of their series potential ‘cases.’ Thus, we illustrate another story through each of their this way: that cases are constructed, not chapters. The children’s book “Do you wish you could go found, as researchers make deci Madlenka (2000) by Peter Sis, back to graduate school and take sions about how to angle their about a young girl’s exploration of more research courses? Are you in vision on places overflowing with her multicultural and multigenera graduate school and worried that potential stories of human experi tional city block in New York City, you don’t have the tools to become ence” (2) serves as a fictional data collection a researcher? Does your current But asking the question about site. It is a context and “speech project cry out for an approach that readers researching their own event” that works well as a refer you aren’t quite sure how to classrooms and libraries is jumping ence background for explaining design?” (ix) ahead to the eventual destination of case study concepts because the This rhetorical appeal attracts this column: teachers as research story is frozen in a book; therefore, me, most importantly because this ers. On the Case takes the more Madlenka is a little less wiggly than primer offers examples of actual foundational and formal approach the students in actual classrooms. I language and literacy studies! The to case study research in which the found this device cool and enter foundational material I read back in researcher is likely more of an taining, as well as edifying. the day was all borrowed from outsider who must gain access to In the following concluding sociology and anthropology, the insider experiences of the statement, the authors send readers because, though language and subjects she studies. Dyson and off with a charge that should, after literacy had a few qualitative Genishi offer chapters on coming to reading their book, make complete studies including Heath’s great understand the research “site,” sense: Ways with Words, we had not yet identifying the case and designing Living through classroom life reconceptualized the methodology the study, data collection, data with teachers and children in detail- from the view of our own class analysis, and making generaliza rich case studies potentially room windows thoroughly enough tions. By way of illustration of each stretches educators’ experience in to write our own foundational of these concepts and researcher “naturalistic” ways beyond their guides to those research methods. behaviors, each chapter includes own educational histories. And Here there is still plenty of Clifford substantial excerpts from two carefully constructed “proposi Geertz; it is just not ALL Clifford actual case studies, one conducted tions,” in which the details of a Geertz. This book, while not the by each author. For Dyson it is case are situated within broader only such title to present the “Mrs. Kay’s First Grade.” For assertions about teaching and language and literacy version of Genishi it is “Mrs. Yung’s Pre- learning, potentially help synthe qualitative research methodology, Kindergarten.” The fact that these size these experiences so that covers the ground well. two very illustrative extended common principles become salient. So, does your experimental examples are both inquiries into the In these ways, we hope that the eighth-grade biography unit which learning of very young children is intellectual labor and joy of being ditches the old research paper my only criticism of the book. I on the case come to matter. (131) format and now asks students to believe some readers who read just render their research as a this book might have a hard time Just Girls: multigenre paper cry out to become imagining gaining the cooperation Hidden Literacies the focus of a case study? Why not? of, termed “access to,” older and Life in According to On the Case: student research subjects. But Junior High “Any objective situation—a reading any of the other books (1997) by lesson, an elementary classroom mentioned in this column will Margaret J. [middle school and high school assure readers that such access can Finders too], a day-care center, a commu be gained. Dyson and nity writing program or a theater Additionally, the authors unify Genishi give one project—presents a plethora of their discussions by threading other piece of great advice that will

THE ALAN REVIEW Winter 2006

c5_10TAR_Win06 6 4/3/06, 9:55 AM illustrate how much case studies invitation to write so attractive and ers in our classes! Finders showed can matter. In a five-title annotated the support for engaging in the us the Social Queens were under bibliography headed “Illustrations writing process so non-threatening pressure to “dumb down” in order of Case Studies” they recommend that nearly every student could and to be popular. Social Queens would to readers Just Girls: Hidden would accept the invitation. But check out two kinds of books from Literacies and Life in Junior High that afternoon, Margaret Finders, the library: the popular novels they (1997) by Margaret J. Finders an Iowa Writing Projecter from way carried in the halls, which adver published by Teachers College back, told us that social and tised their membership in the Press. Now this is a killer book. I cultural factors in the school and in group, and the real books they have seen first hand how Finders’ the lives of middle school girls lead actually read, which they hid in case studies can rouse teachers to many students to only pretend to their backpacks. think “beyond their own educa participate in our sacred writing In concluding one of the tional histories.” workshops. A group of working- themes in her 145-page book, The scene is an Iowa Council class girls she came to know as the Finders states: of Teachers of English fall confer “tough cookies” could not be lured Despite teachers’ perceptions of the ence. Peg Finders, who began her into trusting other students or the success of small-group work and read career as an educator teaching teacher enough to share their ing/writing workshops, the girls, con seventh-grade English in southeast writing freely. Their home culture strained by their social roles, coopted Iowa and had since become an valued “doing things yourself.” Peer literate practices when forced to work assistant professor of English response to drafts-in-progress and with those outside their circle of sig nificance; yet, they maintained the ap other collaborative learning Education at Purdue, was our pearance of performing in socially keynote speaker. We were proud to strategies were seen by the Cookies sanctioned ways. . . . welcome her back and likely more as “cheating.” When it came time From the perspectives of the focal stu interested in asking about her for peer-written response celebrat dents, literate practices could be un daughters than the actual content ing the strengths of finished pieces, safe. Carrying the wrong kind of book, of her comments or her book. Were one Cookie brought to class a writing the wrong kind of story, pass we in for a shock! multicolored pen so she could write ing notes to the wrong people, all At that time Iowa was still all of the comments on her own might mark one as an outsider or as an insider in the wrong group. . . . staunchly “writing project country.” paper to make it look like others We would get 600 or 700 teachers had read and commented on it. She Indeed, there were multiple expecta at our fall conferences in the early did not trust her peers, even within tions circulating about the junior high ’90s, mostly writing project partici the classroom community the classroom. . . . The institutional ex pectations, while clearly understood teacher worked so hard to build. pants. Ours was a unified, state by the focal students, were often wide writing project built on a lore Wow! I remember being hardly able coopted by the girls in order to meet that George Hillocks in Research on to wait until the end of Finders’ talk the expectations of other social net Written Composition (1986) calls a to jump up and start arguing about works. A keen awareness of the power “naturalistic approach” to writing this. of peer dynamics in the classroom pre vented any student from believing in process pedagogy—invite students And it was not just the Tough a classroom as a safe haven. (119) to write meaningful whole texts, Cookies who found themselves offer them peer and instructor constrained from participating in I am not sure anyone who support through the writing the “perfect Heinemann class stayed in that hotel that night got to process, and celebrate the successes rooms” we thought we were sleep before midnight. In the bar of those pieces and the growth and creating. The privileged girls, the and in various hospitality suites development of those student “social queens,” were shown to be throughout the hotel, teachers were authors with various kinds of much more concerned about the talking about what Finders said. I classroom publishing. I believed, as number of notes they were passed imagine some poor salesman in the did a lot of other people at that between classes than the papers room next to one of those forums conference, that we could make the they wrote about their grandmoth having to turn up his TV to drown

THE ALAN REVIEW Winter 2006

c5_10TAR_Win06 7 4/3/06, 9:55 AM out the “English teachers” shouting Sunstein (in press from Boynton/ shot section of each chapter next door. Cook at the time of this writing) is presents a different, accessible, and There are a lot of other great the book I needed when I was a entirely “real” teacher researcher things in the book besides parts I high school teacher. and the research study she con have touched on. Telling you that Then I had questions like: Why ducted. I put real in quotes, not Finders named one of her case is it so much fun to teach my only because the teachers and the study groups the Tough Cookies is Individualized Reading class? And studies are real, but because I can just the tiny tip of the iceberg of what is going on with those senior see some aspect of my public what her case study reveals about boys who get so hooked on school teacher-self in each of these the lives and literacies of the Steinbeck that I have to troll used teachers. Cookies. Just Girls does illustrate bookstores to replenish my stock of “Chapter 2: Scratchwork: perfectly the case study concepts Tortilla Flat and Cannery Row? Shaping a Question” won me over. presented in On The Case. This is a Certainly, to many senior boys, the The authors begin: book worth the time of every prospect of spending a few more As teachers we’re not afraid of ques secondary English educator, years hanging out with guys like tions. We are active inquirers, con librarian, and parent of adolescent Pablo and Big Joe Portagee is stantly challenging our curriculum, girls. Reading Just Girls would understandably attractive. But our school culture, our colleagues, and benefit principals or counselors too. having one after the other rural our students. Questions frame our les But Just Girls presents a study Midwestern adolescent male select sons, evaluate our students’ learning, and assess the worth of our own teach that could not have been done by a and read Grapes of Wrath and ing. It won’t be unfamiliar to you to full-time classroom teacher. The especially East of Eden? pose a research question for your time demands would be too great I wish I had taken the time to study. Research questions often begin and the case Finders constructed systematically discover and articu as small, nagging ideas, like an intu and the angle of her vision de late what was going on there. If I ition that needs following, or a hunch that begs further attention. In a sense, manded the stance of an outsider had had What Works? I could have shaping a research question is like looking in—someone who was not done it. scratching an itch that bothers you. (I “the teacher.” The following two Sunstein and Strater (who cannot give you a page reference be books show how we classroom partnered in another book on cause I am reading only a manuscript teachers can study our own qualitative methods, Fieldworking, copy.) students with the aim of not only Bedford/St.Martin’s, 1997, 2002, Steinbeck . . . Was it the answering the fundamental qualita third edition, late 2006) lead themes, the settings. . . . ah, maybe tive question “what’s going on readers through the dual process of the male-dominated cast of charac here” but with the further aim of becoming a teacher researcher and ters? Those questions still bother improving our own teaching doing teacher research (to my mind me. practices through the information symbiotic but separate processes) And Sunstein and Strater are we gather. with ten chapters featuring such correct when they assert in Chapter titles as “PrepWork,” “Headwork,” 2 that it would take teacher What Works? A “Legwork,” and “Eyework.” Each research in my classroom to answer Practical Guide chapter contains three sections: my questions: for Teacher “Strategies, Mindwork, and Snap Research by shot.” While the Strategies section The teaching and learning that hap pens in our classrooms is often more Elizabeth Chiseri discusses some essential feature of qualitative than quantitative. We in Strater and qualitative methodology, Mindwork teract inside cultural settings, more like Bonnie Stone prompts personal/professional parenting, coaching, or mentoring. Sunstein reflective writing exercises to get . . . When we study people inside their What Works? A Practical Guide the would-be teacher researcher own cultures, we don’t try to general ize from a large population. We don’t for Teacher Research by Elizabeth thinking in the right direction and look for what’s replicable, reliable, or Chiseri Strater and Bonnie Stone about the right things. The Snap statistically valid. Rather, we look for

THE ALAN REVIEW Winter 2006

c5_10TAR_Win06 8 4/3/06, 9:55 AM what’s singular, particular, and unique of public school teaching so well whole school year), but how about the students in our classes and and confront them so honestly that classroom teachers might enlist the their work, about ourselves and our one of their main discussions is cooperation of aides, counselors, or teaching. As researchers, we want to include as much of our situation as how to fit teacher research around a volunteer to assist in conducting we can, rather than strip the context full-time teaching schedules. teacher research. or “control” it somehow. In social sci Sunstein and Strater also promote Teacher Mentor: a Dialogue for ence, qualitative research, and particu realistic and extended calendars for Collaborative Learning (1999) larly in teacher inquiry, our goal is to such research. Teacher researchers published by NCTE and Teachers capture particularity, to create a richly supported here are not meeting College Press by Peg Graham, Sally detailed, sharply focused snapshot. thesis or dissertation deadlines. But Hudson Ross, Chandra Adkins, Patti Maybe these male Steinbeck I should caution readers: the stories McWhorter, and Jennifer McDuffie readers were given some kind of individual teacher researchers in Stewart is primarily the story of a license to read seriously by the this book are infectious. When you noble experiment to create true context of a big guy with a beard read this book you will want to do collaboration between a university who liked to talk about deer teacher research. And you will also teacher education program and the hunting handing out the books and know how to do it, so there will be classroom teachers who serve as saying that East of Eden was the no excuse not to. hosts and mentors for the student best book he had ever read! Be kind Any reader of this column who teachers from that program at the of too bad if it was that simple. has experienced the adolescent University of Georgia in Athens. Really, you start reading What male/Steinbeck phenomena please The way Graham and others Works?, and you cannot stop contact me at [email protected]. collaborate with host teachers to thinking like this. reform their program is in itself The strategy focused on in Teacher Mentor: worth reading for anyone who has Chapter 2 is “Gaining the Insider/ a Dialogue for prepared teacher candidates, hosted Outsiders Perspective [through] Collaborative student teachers, or supervised Generating Trial Questions, Narrow Learning (1999) student teachers for a teacher ing the Questions, Creating published by preparation program. I have been in Subquestions within the Ques NCTE and all three roles and am envious of tions.” Using these questioning Teachers College the partnership presented in this strategies, teacher researcher Gail Press by Peg book. Russell, an inner-city high school Graham, Sally One of the features of the teacher bothered by the lack of Hudson Ross, context at UGA is that teacher engagement of her students in their Chandra Adkins, Patti McWhorter, candidates spend a whole year own writing, arrives at this research and Jennifer McDuffie Stewart engaged in field observation and question: “In what ways does Finally, I want to mention a student teaching in the same school reflective writing encourage book that, while not primarily and classroom. During the fall students to appropriate their about case study research, presents semester of the year, those students writing?” Russell’s study shows us some classroom case studies done divide their time between class how she refined her questions (“Do by student teachers or done in room observation and on-campus the ways that students talk and collaboration between student methods courses. In an attempt to write about writing (‘reflect’) teachers and their host teachers. I instill in these future teachers the suggest that they know their own suggest that these case studies value of reflection on practice, part texts?”); and how she goes on to show not only how you might be of the students’ on-campus course collect and analyze her data. To able to work with a student teacher work offers them training as learn her conclusions, you will to do a small case study, especially qualitative researchers preparing to have to read the book. if your have your student teacher do “teacher research” in the There is no pie in the sky here. for a whole semester (or in the case classrooms where they will be These authors know the difficulties of the examples in the book, a student teaching. Part two of the

THE ALAN REVIEW Winter 2006

c5_10TAR_Win06 9 4/3/06, 9:55 AM book, “Teacher Candidate Research student teacher and mentor teacher discourse by answering our own on Literacy in High School Class as they study student engagement questions and sharing those rooms,” presents four case studies in the curriculum of a new voca answers with others. As Sunstein done by student teachers. In some tional English course in applied and Strater assert above: instances the special roles of communications. As teachers we’re not afraid of ques student teacher and host teacher In introducing the section tions. We are active inquirers, con allow both parties to participate in containing these case studies, the stantly challenging our curriculum, data collection, the student teacher authors state: our school culture, our colleagues, and collecting data as she prepares to our students. Questions frame our les In all of this research there is evidence take over the class for her teaching sons, evaluate our students’ learning, of the collaborative nature of our com and assess the worth of our own teach units and the host teacher assum munity and the value we place on ing. It won’t be unfamiliar to you to ing the role of data collector while teacher research. The research ques pose a research question for your the student teacher is teaching. tions often are negotiated by teacher study. In Chapter 6 Graham and candidates, mentor teachers, and the university faculty. We share results and A Very Partial List of Books About Hudson-Ross give a detailed look at insights; we reconceptualize our roles Teacher Inquiry Suggested by how they prepare their teacher as educators; we act on our findings. candidates as teacher researchers. Above all, we choose to continue the Sunstein and Strater Bissex, Glenda and Richard Bullock. 1987. The experiences through which research each year as our group ex Seeing for Ourselves: Case-Study they guide their students could be pands to admit new faces and new questions. (63) Research by Teachers of Writing. copied by teachers to prepare Portsmouth, NH: Boynton/Cook. themselves to become teacher I say, if a student teacher can Burnaford, Gail, Joseph Fischer, and David researchers. Of particular impor do teacher research, we should be Hobson. 2001. Teachers Doing tance is the repeated illustration of able to do it too. These new Research: The Power of Action Through Inquiry. Second Edition. how and why the researchers must teachers entering the field already Mahwah, NJ: Lawrence Erlbaum. locate themselves and their own trained as teacher researchers Goswami, Dixie and Peter Stillman. 1987. histories and biases within the deserve to be celebrated. The Reclaiming the Classroom: Teacher focus of study. Graham and professional educators in both the Research as an Agency for Change. Hudson-Ross guide their students to schools and the university who Portsmouth, NH: Boynton/Cook. profile themselves as learners, and collaborated to mentor these new Bill Broz is Assistant Professor of to write and discuss their own teachers into the profession deserve English in the Department of English writing and reading autobiogra to be congratulated. Language and Literature at the phies before they attempt to study *** *** *** University of Northern Iowa. His their future students’ reading and As practitioner/scholars, our recent publications include Teaching writing lives. In the case studies lives as classroom teachers are Writing Teachers of High School and that make up the rest of Part Two, filled with questions. Sometimes we First-Year Composition, edited with one group of several student Robert Tremmel, Heinemann, 2002, find suggestions for answers to teachers reports “on the practices and articles on grammar and those questions in the professional that encourage and discourage censorship in Voices from the Middle literature and in the person-to young writers.” (80) Another and the Journal of Adolescent and person professional discourse of our student teacher studies “Small Adult Literacy. He was the 2002 discipline. Sometimes that literature Group Book Sharing in Secondary recipient of the NCTE’s Edwin M. and those discussions do not Hopkins Award for his 2001 English Schools;” and a third studies “Using provide specific enough or satisfy Journal article, “Hope and Irony: a Behavior Journal to Discover ing enough answers. Or maybe we Annie on My Mind.” He can be What Causes Disruptions.” The just want to become more active reached most at [email protected] or final case study in the book shows participants in the professional 102 Baker Hall, University of Northern the collaboration between the Iowa, Cedar Falls, IA 50614-0502.

THE ALAN REVIEW Winter 2006

c5_10TAR_Win06 10 4/3/06, 9:55 AM LoriIngrid Goodson Seitz & Jim Blasingame

The Chance to Dream: A Conversation with T.A. Barron

was most pleased to meet and incredible leap of faith. So what visit with Tom Barron during the brought you out of the New York I ALAN Workshop in Pittsburgh business sector into the fantastical this past November. I have heard him world of a writer? speak several times and am continu ously impressed with this thoughtful TAB: Look, when I switched careers, I and gentle man whose increasing didn’t know whether anyone acclaim as a young adult author does would ever want to read a single not diminish his sincerity. page of my writing. (My first novel, Barron is the winner of numer written during my travels as a ous literary awards, including the backpacker abroad, was rejected by 2005 Nautilus Book Award-Grand dozens of publishers.) But I had Prize Winner, for The Great Tree of always loved a good story, ever Avalon. This award, for distinguished since the first time I heard a contribution to envisioning a better world, seems to campfire tale as a kid in Colorado. In addition to embody the passion that drives this prolific young that, I sensed that trying to write a few stories of adult writer who has said, “I write books to wrestle my own would stretch and deepen me as a per with life’s biggest questions and to express my deepest son—would help me grow spiritually, and enable passions and concerns about the fragile beauty of the me to ask some of life’s biggest questions. planet that sustains us, and about the miracle of our On top of that, I have always felt keenly children and the value of their dreams.” aware of how very brief life is. How we have just The following interview was conducted through e- this one chance to be all we can be. Life is our mail in the winter of 2006. As I pondered his large unique opportunity to discover our dreams and body of work, many of which have been written about then try to realize them—to find our wings and see in the past, I began this conversation with hopes of how far we can fly. So as scary as it was to change glimpsing the eternal young adult behind the pages. careers—and, believe me, it was—that wasn’t nearly as scary as the idea of growing old and TAR: Tom, you have had a varied and interesting realizing that I had never tried to follow my deepest professional career. Your history as a Princeton passion. graduate, Rhodes Scholar, and successful New York Where did I develop such a strong sense of businessman has been widely reported. Stopping mortality? I’m not sure. Maybe it was getting midstream in a successful career to follow your seriously ill during my time in the Himalayas. Or dream of becoming a writer had to have taken an maybe it was learning about geology from my

THE ALAN REVIEW Winter 2006

d11_15_TAR_Win06 11 4/3/06, 9:54 AM mother, who went back to school at age sixty “to novels, which are heroic adventures in mythic learn to read the book of the mountains.” I’ll never form, allow me to bend the rules of our existence, forget the day we found a slab of petrified wood on in order to highlight some troubling issues about our Colorado ranch. It was more than fifty million the human condition. Fantasy is like a bent mirror. years old. How could I ever think about time in the We can see ourselves, but with certain qualities same way after that? There is nothing like a bit of enhanced and others diminished. And, in the geologic time to remind us that life is truly a gift— process, we can explore what it means to be mortal brief, transient, and yet remarkably beautiful. human beings.

TAR: While you have written High as a Hawk and TAR: I am intrigued by your interest in Merlin, a Where is Grandpa for the younger reader, the main character from the Arthurian legends. You have body of your work is directed to the young adult devoted many of your own years to this wizard. audience. I am curious as to why this particularly What has drawn you to this time period and to this challenging age appeals to you? character specifically?

TAB: Young adulthood is the most challenging, TAB: Ah, Merlin. How I love that wizard! When I was uncertain, and paradoxical time of life. It com a student at Oxford, I often sat under an ancient, presses all of life’s extremes—beauty and ugliness, twisted English oak that I called Merlin’s Tree. But I understanding and ignorance, fate and free will, had no idea at all that, twenty years later, I would sorrow and joy, be adding a few threads of my own to the glorious idealism and despair— tapestry of Merlin’s legend. Real life is much more Young adults still have the into a few brief years. bizarre than fiction! Young adults still have Why is Merlin so fascinating? Why have open-hearted yearning of the open-hearted people been telling stories about this character for childhood, together with the yearning of childhood, over fifteen hundred years? I believe it’s because together with the Merlin stands for three basic ideals: the universality awareness of adulthood. awareness of adult of all people; the importance of embracing both the hood. They are honest light and dark within ourselves; and the sacredness They are honest enough to enough to ask life’s of nature. ask life’s toughest ques- toughest questions. First, take universality. When you look at the And they still have the original Celtic tales, Merlin’s role was truly as tions. And they still have the courage to hope. To tounding: He was the bridge between Druids and them, anything is Christians, nobles and peasants, archbishops and courage to hope. To them, possible. old gray wolves. Then take the light and dark anything is possible. What a poignant within him. Merlin’s understanding of his own and compelling time of weaknesses and strengths made him far more life! I couldn’t ask for humble, compassionate, and wise. Finally, nature is any more fertile ground to plant the seeds of Merlin’s greatest teacher—a source of wisdom, stories. healing, and inspiration. We don’t need to look far to see the importance of these same ideals today. TAR: Why do young adults enjoy fantasy? And why do Plus something more personal: The young you? man I write about in The Lost Years of Merlin books is a lot like you and me. Right from the moment he TAB: Young adults understand both the fun and the washes ashore, more dead than alive, Merlin has power of fantasy. What could be more fun than struggles, sorrows, fears, joys, and secret aspira traveling without limits to other times, other value tions. And he also has, hidden deep within himself, systems, and other universes? And besides, dreams a certain inner magic. So just like the rest of us, he are often the best ways to talk about reality. Fantasy is burdened by the human experience while at the

THE ALAN REVIEW Winter 2006

d11_15_TAR_Win06 12 4/3/06, 9:54 AM same time exalted by it. Just like the rest of us, he emotionally rewarding. The dreaming, poetic side can wash ashore . . . and also climb to the stars. enables us to make metaphors—as well as charac ters who come alive and surprise us with their TAR: I believe that you have “hit the mark” with The secrets. In all this, details are crucial. My job as a Lost Years of Merlin and now, The Great Tree of writer boils down to one goal: making characters Avalon trilogy. I teach middle level students and and places and plots feel true. they are fascinated by the medieval settings of When I started The Great Tree of Avalon, I these stories, the fantasy, the conflicts that confront knew it would be a big, complex tale in three parts. Merlin, and now Tamwyn, Elli, and Scree, and the I knew it would be about humanity’s relationship thrill of the magical components that envelope with nature. And I also knew how the saga would these characters. I have been gratified to see that end. (You’ll find out when you see Book Three!) the content of these books appeals to my reluctant But the beginning, much of the middle, and most of readers, as well as my avid readers. They want to the characters, bubbled up during the creative know if you were as enthralled with King Arthur process. Each volume of the trilogy needed at least and his adventures when you were an adolescent seven complete rewrites, start to finish. That was as they are now. fairly hard work, but well worth it, because the story became tighter and more fully integrated with TAB: The truth is, when I was a kid I was more each new draft. In the end, a book should feel like interested in climbing trees than reading books. But a polished sphere, with no rough edges—smooth among the books I did read, one of my most and round enough to be true. favorites was The Once and Future King by T.H. White. I felt deeply moved by the human flaws that TAR: The Great Tree of Avalon is an extension of The ultimately destroyed Camelot, just as I felt inspired Lost Years of Merlin, so I must ask if you see by the high ideals of that realm. And I loved one another sapling emerging from Avalon? character more than any other—a quirky old wizard who could live backward in time, change Arthur TAB: Well, the answer is yes. I am considering writing into a fish, and place a magical sword in a stone. a prequel to the trilogy, revealing the secret life of Batty Lad. You see, he wasn’t always the zany, TAR: Another question from my students lies in the helpless little fellow who befriends Tamwyn during intricate details you have created in the magical the quest to save Avalon. Far from it! In his earlier kingdom of Avalon. We are curious about your life, Batty Lad knew the explorer Krystallus, the elf writing process in developing such a large body of queen Serella, and the wizard Merlin. For he was work. Did you know that The Great Tree of Avalon actually the boldest, most powerful—But wait . . . if would always be a trilogy, or did it evolve into that? I tell you now, it will spoil the surprise.

TAB: The writing process is still a mystery to me. All I TAR: You have stated that each of us, like Merlin, has know is that, to craft a story, I need three things: a the potential to reach for the stars. This theme character I care about; a wondrous, magical place; resonates in many of your characters, indicating a and a troubling question or idea. Without those truly positive, optimistic, outlook on life. For the three elements, I simply can’t muster the energy to adolescents to whom you write, this is such a spend a day writing or revising a page—let alone message of personal power. That message is pivotal several years creating a trilogy. (The Great Tree of to all that we can wish for our young people. Were Avalon books have taken me five years to com you raised in a family that enforced this belief in plete.) you? How do you translate that to your own I’ve also learned that writing requires both children? sides of the brain. The rational, organized side of our brain enables us to design believable characters TAB: Just inside the door to our farmhouse, the door with journeys that are logically consistent and our kids pass through every day, is a picture of a

THE ALAN REVIEW Winter 2006

d11_15_TAR_Win06 13 4/3/06, 9:54 AM kitten who is looking in a mirror—and seeing a age, color, culture, or economic background. Some great lion. Under the picture are the words “Dream are well known, such as Anne Frank or Wilma big dreams.” That’s an idea we try our best to Rudolph or Stephen Hawking, but many more are encourage. We want our kids to feel loved and largely unknown. So I packed that slim volume valued for who they are, to know they have with dozens of examples of amazing young people, enormous potential to shape their own lives and both historical and contemporary. The result, I the world around them. Just like that boy who hope, is that any young reader will gain a sense of washed ashore, and who ultimately became the his or her own heroic potential. greatest wizard of all times, they have their own Why did I use the idea of walking on a trail? special magic down inside. Because life is a journey through uncharted terrain. We give our children lots of hugs. We read Often arduous, often wondrous, and full of sur aloud often, in every room of the house or outside prises—life resembles the long hikes I’ve taken under the trees. And we almost never watch through the mountains of Colorado, Nepal, or television. This is how I grew up, on a ranch in Patagonia. The older I get, with more creases on my Colorado. In my youth I remember feeling that life’s hiking boots as well as my brow, the more potent possibilities were every bit as vast as the blue sky this analogy seems. And in every journey we need overhead. We hope that our kids might feel that our guides—heroes who have walked this trail way, too. before, who show us how high we can climb.

TAR: So many of your books have main characters TAR: Quite obviously, you are passionate about this that come to believe in this heroic power for good subject in that you have established the Gloria that lies within them. Your non-fiction book, The Barron Prize for Young Heroes. Inspiring young Hero’s Trail, is a wonderful collection of stories of leaders are recognized for selfless contributions to real-life, yet unexpected heroes. It not only is a their communities and/or the environment through great read in and of itself, but it is a powerful this award. Named in honor of your mother, the accompaniment to a teaching unit on heroes. What award would indicate your deep love for her. She led you to this particular book? undoubtedly has been a powerful influence in your life. Would you care to share what was heroic about TAB: I wrote The Hero’s Trail more as a dad than as a her life – at least in the eyes of her son, Tom? writer. In talking with kids of all descriptions, I was struck by how many of them felt utterly powerless, TAB: Gloria Barron, the woman I was lucky enough to both in their own lives and in the wider world. know as my mother, never sought fame. She simply Partly this problem stems from America’s confusion lived the life of a teacher who cared deeply about about the difference between a hero and a celeb her children and her community. She was always rity: While a hero is about inner qualities of learning: The day before she died, at age ninety- character, a celebrity is merely about fame. And two, she delighted in learning a new word origin! partly this problem stems from our society’s And she never lost her childlike sense of wonder. rampant materialism. The mass media gives our I remember once when she took me outside kids all sorts of negative, demeaning messages— on a cold winter day. I was four or five years old; telling them their self-worth comes from what they most of the snowdrifts were taller than I was. But wear or drink or drive, not who they really are she patted one drift and said, “Guess what? There down inside. are flowers under there.” I was astounded. Flowers? I realized that these kids needed to hear She explained about the seasons, and the miracle of stories about heroic young people. Not just fictional seeds. Only later did I understand that she was also heroes, such as the girls and boys in my novels, but teaching me about nature’s power to renew itself, real young people who have faced terrible obstacles to transform—a power all of us share. and triumphed through their own courage, perse She spent twenty years creating a unique verance, compassion, and wisdom. These young nature museum at the Colorado School for the heroes come in all descriptions—every gender, race, Blind—a museum where everything can be 14

THE ALAN REVIEW Winter 2006

d11_15_TAR_Win06 14 4/3/06, 9:54 AM touched. Blind kids can experience the grandeur of your mind is always filled with a backpack full of an eagle by touching its wings, just as they can feel ideas for future stories, but if you knew that you a hummingbird’s delicate nest or a polar bear’s could only write one more book—what would it be rich, soft fur. She never sought any credit for this and why? accomplishment, and the only reward she wanted was the satisfaction of knowing that these kids TAB: If I could write just one more book, it would could now experience some of the beauty of the concern religious intolerance. That could be natural world. That’s the sort of quiet heroism that humanity’s gravest flaw—as seductive as it is countless teachers, parents, and kids show every destructive. So don’t be surprised if the next book day. And those people truly hold our world to . . . Oops! Can’t say more. It’s still a secret between gether. Merlin and myself.

TAR: So much of your work indicates a strong envi TAR: Tom, your writing is born from a kind and ronmental passion. Your work in this area has been compassionate man and I am grateful for your acknowledged in your receipt of the Nautilus award thoughtful responses and for the opportunity you and this strand of your life is woven through so have provided for us to see the “man behind the many of your books. Are you trying to subliminally words.” Thank you for your contribution to the plant a seed of hope in the hearts of your young literate lives of so many young people. We shall readers? A seed that they, too, might throw “into look forward to the books that lie within and ahead the future?” of you.

TAB: Right you are. I would love, in some small way, T.A. Barron is as passionate about opening the to nourish those seeds of hope. For saving the wonderful world of imagination to students as he is in environment is really about saving ourselves. The a personal pursuit of writing. This is so evident in his Earth, after all, is our one and only home. Viewed commitment to reach out to teachers and young from outer space, it is a radiant blue sapphire— writers alike. Please visit Tom’s website, www. fragile, lovely, and alone. We human beings have tabarron.com, for a complete listing of his literary the ability to protect our planet, to be wise stew work, and environmental passions, as well as wonder ards of its air and water and wilderness. Or we can ful resources for teachers who long for a “bit more” to destroy the planet, and all the forms of life it engage their students. Information about the Gloria supports. Which will it be? The choice is ours. Barron prize can be found at http://www.barronprize. And who knows? Maybe one seed in one org/ young person will sprout into a tree as enormous as Avalon. Ingrid Seitz, B.A., M.S., teaches 7th grade language arts at Anthony Middle School in Manhattan, Kansas. Pre- TAR: You introduce yourself to those who visit your service education students at the university join her website by saying, “A life—whether seamstress or middle level students for an after-school collaborative poet, farmer or king—is measured not by its length, writing club each year. As the co-director for in-service for The Flint Hills Writing Project, a site of the National but by the worth of its deeds, and the power of its Writing Project, she is extensively involved in professional dreams.” You instill in your readers the power to development throughout the state. She has presented at dream. For that, we thank you. the state and national levels and has been published in The final book in The Great Tree of Avalon Kansas English, The Journal of Kansas Reading, and by trilogy, “The Eternal Flame,” is to be published in The Master Teacher. Currently, she is the coordinator of the fall of 2006, and we look forward to it with the Classroom Materials section of the Journal of Adoles great anticipation. There is always a “sigh of relief” cent and Adult Literacy, where several of her reviews can that comes with finishing a project, and yet that be read. She has been honored with numerous awards in relief is frequently cushioned with a bit of sadness, her professional life including this past year where she as if saying farewell to a dear friend. I imagine that was a state semi-finalist for Kansas State Teacher of the Year.

THE ALAN REVIEW Winter 2006

d11_15_TAR_Win06 15 4/3/06, 9:54 AM LoriGrace Goodson Enriquez & Jim Blasingame

The Reader Speaks Out: Adolescent Reflections about Controversial Young Adult Literature

re we going to read aloud today?” Kevin1 asks America because it speculates about government immediately upon entering the classroom. corruption and has a depressing ending rather than “A “Of course,” I answer, but his impish because it describes a first kiss (Karolides, 2005; grin warrants suspicion. Kevin’s outward enthusiasm Young Adult Library Services Association, 1996). for reading has been a recent development since we Virtually silent in the debates about controversial began the book. I’ve even seen him with the book YA literature are the voices of those for whom these outside of class, flipping pages to read ahead of the books are intended. It is not difficult to find arguments class. Then it dawns on me. Quickly, I recall what written by educators and writers of YA literature occurs in today’s chapter: the teenage protagonist concerning the use of controversial texts in schools describes his first kiss. Many adults would think that (e.g., Broz, 2002; Cormier, 1992; Crutcher, 1999; Kevin’s interest in reading aloud stems from this Glanzer, 2004; Swiderek, 1996). Some of those risqué description. However, while the passage piques educators and writers offer their reflections on the curiosity because it uses the word breast, it doesn’t controversial books they read when they were younger offer much sensual description beyond one four- (e.g., Cart, 1995; Peck, 1990; Stoehr, 1997). Yet, few sentence paragraph. In fact, it is the only paragraph in studies have considered adolescents as critical evalua the entire 220-page novel detailing any physical tors of their own learning and the information they intimacy between characters. Kevin’s class merely gain from YA novels (e.g., Freedman & Johnson, 2000/ blushes and giggles at the word, then continues on 2001; Keeling, 1999; Mertzman, 2002). Instead, adult with the story. powers, whether national governments or individual The passage is from Robert Cormier’s (1977) I am parents, have taken evaluative stances on children’s the Cheese, a young adult (YA) novel that has won literature. In Canada, Estonia, South Africa, and multiple awards, including a New York Times Out Australia, for example, adults have continued to standing Book of the Year and a School Library Journal examine controversy in children’s literature through Best Book of the Year. Cormier won the 1982 ALAN out the past decade (Marsden, 1994; Monpetit, 1992; award for his contributions to the field of adolescent Naidoo, 1995; Tungal, 1997). In fact, the American literature. Students herald the book for its suspenseful, Library Association’s Office for Intellectual Freedom plot-twisting account of a fourteen-year old boy’s (OIF) reports that overwhelmingly, adults—primarily search for his father, his past, and his true identity. parents—initiate challenges to children’s literature The account of the kiss is a fleeting memory that leads (American Library Association [ALA], 2005b; ALA, the main character to unearth a major clue about 2000). Thus, in many countries producing literature these mysteries. Yet despite its nominal presence and for younger audiences, adolescent views about the the book’s high interest level among adolescent controversies surrounding such texts are hardly readers, the novel is banned in school districts across reported.

THE ALAN REVIEW Winter 2006

e16_23_TAR_Win06 16 4/3/06, 9:52 AM I often wondered how adolescent students feel reading about these topics in depth. Critics of contro about reading YA novels that some adults have judged versial YA literature claim that these novels either inappropriate. Moreover, how does the presence of mirror the adolescent experience, assuring teenagers controversial topics influence their decision to read that they are not alone in their experiences, or they certain texts? In this article, I sought to provide an offer entry into and understanding of a way of life that arena for their voices. First, I describe the unique differs from theirs. Proponents argue that students will characteristics of the body of literature written for the be educated in either case; opponents fear such books young adult reader and experience, reviewing several condone immoral activities or teach topics that reasons for challenge and controversy among adults. students are not yet mature enough to handle (Graff, Next, I present the responses of adolescents to 1992; Reid, 1999). As a result, “too often teachers controversial topics in literature and how their choose not to use certain books for fear that these thoughts measure against adult opinions. Finally, I texts will create controversies leading to confronta evaluate the results, arguing for the need to value tions with parents, the members of the wider commu student voices in the debate about controversy and nity, or school administrators” (Freedman & Johnson, censorship in YA literature. 2000/2001, p. 357). Who decides what students should read and why becomes a matter of significance The challenge and controversy of young to adults rather than students. Since adult opinions adult literature can prevent students from reading worthwhile texts, studying what students themselves say about reading Unlike other genres of literature, YA literature is controversial YA literature in the classrooms presents not so easy to identify or categorize. Children’s picture an opportunity to better assess the significance of books and large-print chapter books are familiar teaching it. enough to distinguish, and adult books unquestion ably deal with adult content and situations, but YA Description of the students, texts, and literature “extends and applies the spare language, the data collection focused story, and the sharply etched conflicts of fiction for younger readers to the multilayered, often Even with evidence of the success of student- ambiguous situations of the dawning adult world” centered pedagogy and teacher research, (Cochran- (Aronson, 1997, p. 1418). Such ambiguity is precisely Smith & Lytle, 1993; Kutz & Roskelly, 1991) the what fuels adults to challenge notable absence of adolescent students’ exposure to YA literature. voices in deciding YA reading Aronson continues, “Although we material seems alarming. Because Since adult opinions can sense in these books a passion and adolescents are the ones most intensity unequaled in any other prevent students from affected by exposure to these texts, category of fiction, we can’t, as it is helpful to understand their adults, decide exactly what coming reading worthwhile texts, definitions of controversy, the of-age literature is” (p. 1418). In topics they consider inappropriate fact, the YA novel has evolved so studying what students for the school setting, how much much in the last three decades that themselves say about exposure they feel is too much, and topics ranging from drug addiction their appreciation of literature in to sexual orientation can be found reading controversial YA general. in any contemporary adolescent With that aim, I gathered data novel (Cart, 2001; Glasgow, 2001; literature in the class in four public middle school Mikulecky, 1998; Salvner, 1998; St. rooms presents an oppor literature classes. Two of the classes Clair, 1995). served as enrichment courses for Contention among educators tunity to better assess the reluctant or average readers; the and parents stems from questions other two classes catered to the about what students gain from significance of teaching it. interests of avid and advanced

THE ALAN REVIEW Winter 2006

e16_23_TAR_Win06 17 4/3/06, 9:52 AM readers. Each class met five days a week for forty-five student statements. During this study, students twice minute sessions and consisted of no more than 25 exchanged their journals with me. Discussions students. The seventy students involved, all between occurred during every class session. Processing the the ages of 11 and 13, were of varying ethnic back data involved both qualitative and simple quantitative grounds and hailed from a fairly affluent suburban analyses. Finally, I searched and broadly compared school district. The community consisted primarily of discussion recordings and journal entries for recurring college-educated, professional parents, many of whom threads of student opinion. were actively involved in home-school associations. Any book under consideration for approval on the Student voices and considerations district’s booklist undergoes careful evaluation about YA literature process. Books pass through several reviews by content area teachers, district evaluators, and adminis What makes a book controversial? trators before they may be used in the classroom. By middle school, students are quite conscious of Approval on the booklist, however, does not guarantee what they should and should not do in a school curriculum approval; rather, it allows permission for setting. This first question immediately led to discus the books to be discussed at a teacher’s discretion. sions about topics considered taboo in public schools. Among those YA novels already on the approved Students readily identified on their own and agreed booklist were Lois Lowry’s (1993) The Giver, Robert upon which topics evoke controversy: drug use, Cormier’s (1974) The Chocolate War, and J. K. profanity, racism, violence, religion, and sexual Rowling’s (1998) Harry Potter and the Sorcerer’s Stone. content. Moreover, they cited several reasons why I collected student responses over two weeks, in these topics were forbidden to explore in school. Some response to Banned Book Week, which honors the students observed practical consequences, as did Karl principle of intellectual freedom (ALA, 2001a). While regarding the use of profanity: “Curse words could there was no school-wide observance of Banned Book find you a spot in detention.” However, most students Week, prior student-initiated interest about censorship considered the social impact of these topics. They led me to address open-ended questions with students identified matters of religion, for example, in their surrounding issues of controversial literature, focusing journal entries: on YA novels because of their inclusion throughout the • Some things that are taboo to read in school is the district’s middle and high school curriculum. Four Bible because people are different religions. (Chris) questions—“What makes a book controversial?”, •Talking about other people’s religion is forbidden “Why are books censored?”, “How do adolescents because talking about other people’s differences is perceive inappropriate topics?”, and “What makes a wrong. (Drew) book worth reading?”—were used to promote exami • In some schools, Harry Potter is taboo because nation because they address the areas adults often people’s churches don’t approve of witchcraft. consider when exploring the same issue (Huck, Kiefer, (Elon) Helper, & Hickman, 2004). Moreover, I hoped these During class discussions, most students agreed that questions would address state curriculum content racism is a topic of contention: standards for promoting critical thinking. Each question served as a focus topic for discussion, in- Elon: You can’t say anything that’s like racial remarks class writing, and homework assignments. ’cause you’ll offend people. To triangulate data and to provide students with varying means of expression to voice their thoughts, Lara: Yeah, you definitely can’t be racist at school. data collection methods included double-entry journal writing between students and teacher and audiotape Drew: That’s an easy one. recordings of whole class discussions. The journal entries alternated as classwork and homework Likewise, all seventy students agreed upon another exercises, and the discussions were taped to clarify controversial topic, though they seemed reluctant to name it:

THE ALAN REVIEW Winter 2006

e16_23_TAR_Win06 18 4/3/06, 9:52 AM Casey: You know, stories about Brad Pitt and Maria: Yeah. They don’t want us to curse, and they Angelina Jolie and things like that. don’t want us to think it’s okay to take drugs.

Me: Are what? Furthermore, prior understanding that violence in literature was considered controversial seemed more Siobahn: Inappropriate adult matters. urgent in the wake of school shootings, bomb threats, and September 11. Journal entries reverberated adult Eventually, and more in writing than during discus consternation about violence: sion, they clearly labeled the controversy: •I believe that talking about terrorism would be frowned upon because it is a touchy and bad “Reading books of sexual affairs between people—my par ents don’t want me to” (Morgan). subject with most. The terrorist attacks on New York and Washington D.C. hurt and touched many Overall, the teenagers viewed these topics as people. It may bring back many memories. (Den problematic in many school districts. As did Elon, they nis) referred to peers in other school districts across the • Endless killings and books with weapons in them country who were not allowed to read books such as can give students ideas of revenge through kills or J.D. Salinger’s (1951) Catcher in the Rye or Laurie evil. (Morgan) Halse Anderson’s (1999) Speak. Furthermore, the •Your Language Arts teacher wouldn’t let you do a topics they identified matched what Huck, Kiefer, book report on a book that is about a serial killer. Helper, & Hickman (2004) identify as “targets of the Now, that would be taboo! I think that we are not censor”: supposed to read about this stuff because we are profanity of any kind; sex, sexuality, nudity, obscenity; the taught that violence doesn’t solve anything. (Kyla) ‘isms,’ including sexism, racism, ageism; and the portrayal •We also probably can’t read about murder, suicide, of witchcraft, magic, religion, and drugs (p. 635). or blood and gore. We don’t want to get any ideas. Further comparison of their responses to studies We also can’t read about guns or weapons because conducted by the OIF indicates more correlation of shootings and killings that happen at school. between adolescent and adult responses (ALA, 2005a). (Maria) Both populations, then, acknowledge that certain Regarding the complexity of discrimination, from topics are too contentious to be readily accepted into racial to religious, students echoed public concerns: the school curriculum. •Anything talking about people of other races in a bad way teaches bad things to children. (Maria) Why are books censored? • Also, studying about religions as if that certain one Most students also easily comprehended why was the best belief is also taboo because if every adults raise concern about what is read in school, one has free will, why choose it for them?” (Tracy) readily citing why the topics mentioned in the previ Of all the reasons for banning books, students auto ous section are often censored. Regarding profanity, matically explained why sexual content was a ques Elon understood that “books with lots of curse words tionable topic: [were prohibited] because the principal and the [guidance] counselors would not want them repeated A.J.: Anything about sex is not allowed in school in the classrooms and halls.” Tracy agreed, adding, “If because kids are considered not old and mature we aren’t allowed to say [profanity], why read it?” enough for it. During discussion, students also perceived concern about literature that depicts drug use: Jack: Yeah, some parents don’t want their kids to learn about that stuff at their age. Matt: Drugs are taboo, too, because we are trying to keep drugs away from kids, and we don’t want to Drew: I think certain topics like those are taboo influence it. because we are too young or they are just wrong. And it’s forbidden to read about sex and drugs

THE ALAN REVIEW Winter 2006

e16_23_TAR_Win06 19 4/3/06, 9:52 AM because this is a reading class, not a sexual educa •I don’t think students should read about actual tion class. murders because it’s just way too violent. (A.J.) Student censorship also reflected a variety of possible Dennis: Sex and romance is considered above us for repercussions, coinciding with adult views. Some various reasons. Books with them are thought of as students predicted a negative influence on vulnerable adult books. peers: •I think books with drugs in it should be taboo. If With further discussion, it became clear that students you do talk about drugs, some children or teenagers compared YA literature to other media that are subject might start taking certain drugs and skip school. to censorship for their age group: (Denise) •I think bad words are bad to read about and can set Sean: Some of the [Play Station 2] games I play are a bad influence. (Lynnette) more violent than what we read in that book [The • Things about sex might put some unpleasant Giver]. thoughts into people’s heads. Even in health class, we shouldn’t be reading about it because we’re Rajani: I know, but my mom hates those games and only 12 and 13. (Mika) [violent] movies, so I’m sure she wouldn’t want us Others believed exposure to these topics may strike a to read bad things like that. nerve in some students, causing anxiety or flashbacks to psychological trauma: Altogether, students’ responses resonated with adult • Some kids might be offended because they might perspectives. These adolescents not only knew which know someone this [murder or drugs] happened to. topics adults considered problematic, but also the It also might make kids scared that this might arguments against them. happen to them. (Tanisha) •Weapons [are inappropriate] because it could be How do adolescents perceive inappropriate topics? taken the wrong way. (Lara) Reassuring as it may be that many teenagers • [G]uns and weapons . . . could be translated into acknowledge controversy in YA literature, the question threats. (Elon) remains about how much exposure to such issues is Most notably, some students even perceived the value too much. If adults differ so greatly on this point, of adult guidance. To them, certain topics warrant would adolescents? One student summarized popular more mature handling to help shed light on complex teenage opinion: or troubling issues: • These [topics] are not allowed to be read because •I think that learning about murder or drugs is not people (teachers) don’t want us to be aware about an appropriate thing for school. We should learn all of this. Personally, I think we should be allowed about these things from our parents.” (Tanisha) because people in our grade already know about •We are not allowed to read about sex or if we get everything like that. (Siobahn) talking about it, we can get in trouble which is only However, such responses energize adult censors who fair. Sex is not a good school subject because it’s believe therein lies the reason for censorship: adoles just not a ‘school subject’! (Elizabeth) cents shouldn’t know about these topics yet. • Only in health class should you talk about drugs. In reality, most of these students actually placed Maybe some children will learn not to take drugs limits on reading books with controversial content. As there. (Denise) with adults, personal values determined their posi Just as some adults draw the line at the mere mention tions: of a hot topic, some students believed there are issues • The topic that I think is taboo is racial discrimina to be avoided in the classroom. Of the seventy tion. It is not fair to those people who are being students responding, seven censored profanity, nine picked on. (Matt) drug use, eight religion, thirteen violence, and twelve • Celebrity affairs are kinda disgusting, and it is very racism, sexism, and ageism. Only eight banned books inappropriate. (Jack) with sexual content, despite consensus among all that

THE ALAN REVIEW Winter 2006

e16_23_TAR_Win06 20 4/3/06, 9:53 AM it is the most controversial of YA topics. Seventy percent of the students admitted that if a Some students, however, qualified their reading of book’s plot description sounded appealing enough, YA novels and tolerated controversial topics under they would read it regardless of the amount of profan certain conditions: ity, violence, sexual content, or discriminatory •I think violence in books is okay as long as the remarks: story is not based on actual events. Students need •I would still read all of them that I said I would to know if they’re reading something truthful or read. I don’t think that it matters. (Kyla) nontruthful. (Carli) • [Curses and sex] doesn’t add anything. If it’s a • It depends what the books say and what the good and interesting book, it doesn’t change children’s interests are in reading it. (Julie) anything. (Karen) •I think it’s okay to talk about but not read about • The words someone uses does not change the because kids might try it and take drugs because story. (Elon) they heard it was okay. (Kathleen) • I’d still read it if [the plot] was cool. (A.J.) •Maybe in health class we are allowed to learn about Ten students out of seventy said they would change these things [drugs and sex], but we shouldn’t even their minds. However, their decision to read a book think about bringing information on them into a that initially sounded engaging seemed influenced by different class. (Kyla) personal preference rather than inappropriate content: While some censored contentious topics immediately, • Curses on like every three pages? No, because I most students kept an open, albeit cautious, mind. don’t like curses. (Rachel) Overall, student responses implied dependence on • Bloody violence is too gruesome for me to read certain supports, whether provided by their own about. (Casey) developing maturity or the experience and wisdom of On the other hand, when asked if controversial adults. passages would make a text they considered unappeal ing more interesting, all seventy students said no. What makes a controversial book worth reading? Controversy, therefore, did not seem to sway student To determine their interest in reading books that opinion if the plot of the story was not attractive in the detailed situations and topics they considered contro first place. versial, I read aloud the Amazon.com and BarnesandNoble.com plot summaries of ten award- Discussion winning YA books and asked students if they would Adolescence is and always has been a time of want to read the book. These novels were Avi’s (1990) curiosity and experimentation. This article shows The True Confessions of Charlotte Doyle, Robert many adolescents to be well aware that certain topics Cormier’s (1977) The Chocolate War, Chris Crutcher’s in literature generate controversy regarding their (1993) Staying Fat for Sarah Byrnes, Bette Greene’s appropriateness in a school curriculum. Throughout (1973) Summer of My German Soldier, S. E. Hinton’s our exploration of controversial YA literature, students (1967) The Outsiders, Lois Lowry’s (1993) The Giver, showed insight regarding the grounds for censorship. Walter Dean Myers’ (1988) Fallen Angels, J.D. Young adult author Shelley Stoehr (1997) explained, Salinger’s (1951) The Catcher in the Rye, Sonya Sones’ “[T]he issues for contemporary young adults are not (2001) What My Mother Doesn’t Know, and Terry so different now than they have always been for Trueman’s (2000) Stuck in Neutral. Initially, I did not young people—the main concerns still being sex, tell students that seven of those novels are among the drugs, and rock and roll. What’s changed more than most frequently challenged books since 1990 (ALA, the issues themselves is how they are dealt with by 2001b; ALA, 2005a). Moreover, the plot summaries the media and the arts, including literature” (p. 3). contained no indication that any of the aforemen Judy Blume argued that students may be “inexperi tioned hot topics were involved. Immediately after enced, but not innocent, and their pain and unhappi reading the summaries, I asked students if they would ness do not come from books. They come from life still read those books that interested them if controver [author’s emphasis]” (Swiderek, 1996, p. 592). sial topics were included in the novels.

THE ALAN REVIEW Winter 2006

e16_23_TAR_Win06 21 4/3/06, 9:53 AM Because many YA novels now contain more controver not deliberately shock or frighten children before they sial content, their inclusion in a school curriculum have developed the maturity and inner strength to face raises concern among both adults and teenagers. the tragedies of life” (p. 634). In that respect, nor Based on their criteria for judging what makes a should educators promote examination of contentious book worth reading, the students I spoke with cer topics without ensuring appropriate adult assistance. tainly appreciated the importance of context. Consid A school’s ability to provide a helpful and healthy ering that many teenagers prefer plot-driven texts, it arena for exploring difficult subject matter should be makes sense that what ends up mattering to most of considered along with student voice. them is the story itself. Yet their sensitivity to adult To that end, further research about the benefits of expectations, peer reactions, and individual interest utilizing school and community support systems in enhances their perspective about controversial topics, connection with controversial YA literature would enabling them to evaluate YA literature in profound provide more specific information for making censor ways. ship decisions. When reading YA literature in the This research, then, indicates that adolescent classroom, “nobody wants to turn the curriculum into student voice can provide insight for making decisions a shouting match” (Graff, 1992, p. 12). However, about curriculum. Many censors believe if students because parents, educators, librarians, and public were not exposed to these topics, then they would not figures are so invested in the academic and character engage in any unwanted behavior associated with development of students, the literature adolescents them. Yet, many of these adolescents expressed some read often falls under scrutiny and into contention. If level of hesitation to read YA novels with controversial adults take the time to listen to the reader’s voice, they content. Of particular interest is the realization that may realize that controversial literature is not a more adults would ban profanity and sexual content question of exposing adolescents to something adults in books, but more students would ban violence, want them sheltered from, but a question of in what indicating that they employ evaluative faculties when context, with what approach, and with what aim. thinking about books. In other words, they are not John Marsden (1994) affirmed, “If we accept that passive receptors who simply model their behavior children are not automatically innocent and angelic, after a few intriguing YA characters. The finding that that they are complex, subtle humans who are trying none of them found a novel compelling simply to overcome their ignorance, trying to acquire knowl because its content was debatable underlines this edge so that they can move to the positions of strength argument. Furthermore, since adolescence is inher that the knowing adults seemingly occupy, then we ently a time for testing limits and developing indi can get a clearer idea of the role of fiction in their vidual identity, including student voices when evaluat lives” (p. 103). With that perspective and actual ing YA novels promotes the critical thinking skills adolescent viewpoints, we can approach students’ necessary to facilitate students’ transition to adult encounters with YA literature as a truly valuable hood. interaction. Further considerations are needed, however, when soliciting student responses about curriculum. Many 1 All student names have been changed. students in this study observed the need for adult guidance when dealing with controversial subjects. Grace Enriquez has a B.A. from Boston College, an Fortunately, their school district provided many means M.S.Ed. from the University of Pennsylvania, and is a through which students could find this support, such doctoral student at Teachers College, Columbia University. as health education classes, guidance counselors, She is a middle school staff developer and has written social workers, periodic teacher in-services about several articles on young adult fiction. student development, and significant communication Works Cited between parents and educators. Communities without American Library Association. Office of Intellectual Freedom. OIF such support may find relying too heavily on student Censorship Database 1990-2000 Initiator of Challenge. judgment or interest rather risky. Huck, Kiefer, Helper, 2000. 12 Aug. 2005 .

THE ALAN REVIEW Winter 2006

e16_23_TAR_Win06 22 4/3/06, 9:53 AM American Library Association. Office of Intellectual Freedom. Huck, Charlotte. S., Barbara Z. Kiefer, Susan Helper, and Janet Intellectual Freedom Manual (6th ed.). Chicago: American Hickman. Children’s Literature in the Elementary School (8th Library Association. 2001 ed.). Boston: McGraw-Hill, 2004. American Library Association. Office of Intellectual Freedom. Karolides, Nicholas. J., Margaret Bald, and Dawn B. Sova. 120 (2001). “The 100 Most Frequently Challenged Books of Banned Books: Censorship Histories of World Literature. New 1990–2000.” 2001 4 Sep. 2002 . Keeling, Kara. “‘The Misfortune of a Man Like Ourselves’ Robert American Library Association. Office of Intellectual Freedom. Cormier’s The Chocolate War as Aristotelian Tragedy.” The (2005, February 11). “The Most Frequently Challenged Books ALAN Review 26.2 (1999) : 9-12. of 2004” 11 Feb. 2005 [Press release]. 13 Aug. 2005. Kutz, Eleanor and Hephizibah Roskelly. An Unquiet Pedagogy: . NH: Boynton/Cook, 1991. American Library Association. Office of Intellectual Freedom. OIF Lowry, Lois. The Giver. New York: Houghton Mifflin, 1993. Censorship Database 2000-2003 Initiator of Challenge. Marsden, John. “More Power to Them!.” The Written World: 2005. 12 Aug. 2005 . Mertzman, Tania. C. “Student Responses to Model and Aronson, Marc. “The Challenge and the Glory of Young Adult Nonmodel Characters in Children’s Literature: An Investigation Literature.” Booklist 93.16 (1997): 1418. in Moral Development.” Annual Meeting. American Educa Avi. The True Confessions of Charlotte Doyle. New York: tional Research Association. New Orleans, LA. April 2002. Scholastic, 1990. Mikulecky, Larry. “Diversity, Discussion, and Participation: Broz, William J. “Defending Am I Blue.” Journal of Adolescent & Comparing Web-based and Campus-based Adolescent Adult Literacy 45.5 (2002) : 340-350. Literature Classes.” Journal of Adolescent & Adult Literacy Cart, Michael. “Of Risk and Revelation: The Current State of 42.2 (1998) : 84-97. Young Adult Literature.” Youth Services in Libraries 8 (1995) : Monpetit, Charles. “Book Banning: A How-to Guide for Begin 153-164. ners.” Canadian Children’s Literature 68 (1992) : 6-13. Cart, Michael. “From Insider to Outsider: The Evolution of Young Myers, Walter D. Fallen Angels. New York: Scholastic, 1998. Adult Literature.” Voices from the Middle 9.2 (2001) : 95-97. Naidoo, Beverley. “Undesirable Publication: A Journey to Cochran-Smith, Marilyn and Susan L. Lytle. Inside Outside: Jo’burg.” Battling Dragons: Issues and Controversy in Teacher Research and Knowledge. New York: Teachers Children’s Literature. Ed. Susan Lehr. Portsmouth, NH: College Press, 1993. Heinemann, 1995. 31-38. Cormier, Robert. “A Book is Not a House: The Human Side of Peck, Richard. “Love is Not Enough.” School Library Journal 36. Censorship.” Authors’ Insights: Turning Teenagers into 9 (1990) : 153-154. Readers and Writers. Ed. Don Gallo. Portsmouth, NH: Reid, Louann, ed. Rationales for Teaching Young Adult Boynton/Cook, 1992. 64-74. Literature. Portland, ME: Calendar Islands, 1999. Cormier, Robert. I Am the Cheese. New York: Dell, 1977. Salinger, J. D. The Catcher in the Rye. Boston: Little, Brown, and Crutcher, Chris. “R*E*S*P*E*C*T: For Kids, for Adolescence, for Company, 1951. Story.” Voices from theMiddle 7. 2 (1999) : 17-19. Salvner, Gary. M. “A War of Words: Lessons from a Censorship Crutcher, Chris. Staying Fat for Sarah Byrnes. New York: Case.” The ALAN Review 25.2 (1988) : 45-49. Greenwillow, 1993. Sones, Sonya. What My Mother Doesn’t Know. New York: Simon Freedman, Lauren, and Holly Johnson. “Who’s Protecting and Schuster, 2001. Whom? ‘I Hadn’t Meant to Tell You This,’ a Case in Point in St. Clair, Nancy. “Outside Looking in: Representations of Gay and Confronting Self-censorship in the Choice of Young Adult Lesbian Experiences in the Young Adult Novel.” The ALAN Literature.” Journal of Adolescent & Adult Literacy 44.4 Review 23.1 (1995) : 38-43. (December 2000) : 356-369. Stoehr, Shelley. “Controversial Issues in the Lives of Contempo Glanzer, Perry L. “In Defense of Harry . . . but Not His Defenders: rary Young Adults.” The ALAN Review 24.2 (1997) : 3-5. Beyond Censorship to Justice. English Journal 93.4 (2004): Swiderek, Bobbi. “Censorship (Middle School).” Journal of 58-63. Adolescent & Adult Literacy 39.7 (1996): 592-594. Glasgow, Jacqueline. N. “Teaching Social Justice through Young Trueman, Terry. Stuck in Neutral. New York: HarperCollins, 2000. Adult Literature.” English Journal 90.6 (2001) : 54-61. Tungal, Leelo. “Literature for Children in our Changing Times.” Graff, Gerald. Beyond the Culture Wars: How Teaching the Estonian Literary Magazine, 4. 1997. 13 Aug. 2005, . Norton & Company, 1992. Young Adult Library Services Association. Intellectual Freedom Greene, Bette. Summer of my German Soldier. New York: Committee. Hit list: Frequently challenged books for young Bantam, 1973. adults. Chicago: American Library. 1996. Hinton, S. E. The Outsiders. New York: Puffin, 1964.

THE ALAN REVIEW Winter 2006

e16_23_TAR_Win06 23 4/3/06, 9:53 AM DonaldLori Goodson R. Gallo & Jim Blasingame

The Caring Community of Young Adult Literature

Donald R. Gallo was kind enough to let us print his keynote address, delivered at the ALAN Workshop held in Pittsburgh, Pennsylvania, on November 21, 2005

Good morning! There is much in education today that I could I’m going to be mentioning the names of a complain about: inadequate budgets, far too much number of people during my presentation, but there emphasis on testing, too many incompetent adminis isn’t going to be enough time to note everyone who trators and under-trained colleagues, lack of time to deserves to be included. So if you are someone prepare adequately, hostile or disinterested students, important whom I fail to note, please try not to be uninvolved parents, overly involved parents, religious offended. I mean no disrespect. And if you are one of fanatics who push their narrow agendas and bully those people whose name I mention, please do not school administrators to remove dozens of books from stand up and wave your arms in the air and woooo at our classrooms and libraries. the top of your voice. I’m just going to mention Ooooh, there are lots of worthy targets I could individuals as examples, and your name may just be take my lance to this morning. But Patty Campbell one of the many. But if you somehow feel especially expects me to be positive, to be upbeat, to talk about honored to be mentioned, feel free to invite me to “The Caring Community of Young Adult Literature,” lunch later. I won’t mind. the theme of this year’s ALAN workshop, to celebrate what’s in the glass and not fret over what’s not. * * * That’s not easy for me to do, because I’m nor [Holding up half-full glass of water:] My wife, mally more of a gadfly than a cheerleader. But this whom many of you know, would say this glass is half morning I intend to be a cheerleader, albeit without a full. She’d be right, of course. She would also tell you short, pleated skirt and pompoms. I’m going to do this that I see it as a glass half empty. And she’s probably because I love young adult literature. It’s been a field right about that, too. Not only that, but I’m the kind I’ve valued and championed for nearly 40 years. of person who lies awake at night wondering why the Beginning with the publication of The Outsiders by glass hadn’t been filled, trying to determine who was S.E. Hinton, The Contender by Robert Lipsyte, and Mr responsible for filling it, getting ticked off about how and Mrs Bo Jo Jones by Ann Head in the late 1960s, irresponsible some people are, and attempting to my career has grown alongside that of contemporary figure out what has to be done to get it filled. “Hey! young adult books. Helping to nourish young adult Can we get some more water over here!?” literature in a variety of ways has given me a very [Filling glass from nearby water pitcher:] Aah, productive and satisfying life. I love what I do: thank you. That was easy!

THE ALAN REVIEW Winter 2006

f24_28_TAR_Win06 24 4/3/06, 9:52 AM •reading dozens of excellent books each year—like How many of you have attended a whole lot of Chris Lynch’s National Book Award Finalist, ALAN Workshops, maybe ten or more? Stand up, Inexcusable please. Are those first-timers going to have a good • writing articles and reviews about books and time here? [YES?] teaching, as I do in my English Journal column, I guarantee we will all have a fantastic time here “Bold Books for Teenagers” today and tomorrow—once I get off this platform. You • editing anthologies of brand new short stories already have received the largest package of free about and for teenagers (you have a copy of my books anyone has ever handed you, and if you had to next one in your packet—titled What Are You leave Pittsburgh this minute, you would still be a Afraid Of?) happy reader with all those books. Books are wonder Young adult literature nurtures my daily life as I ful things to own; free books are even better. You can •read professional journals like VOYA and The ALAN thank the publishers and their authors for contributing Review those. • conduct workshops for teachers and librarians “The Caring Community of Young Adult Litera across the country ture.” Just who are the members of this community? • interview and correspond with dozens of fascinat Who is it that cares? ing authors—such as Joan Bauer, Walter Dean Well, we care. You and I—all of us in this room. Myers, Nancy Garden, Laurie Halse Anderson, Alex We care about books, and we care about teenagers. Flinn, Graham Salisbury, Tamora Pierce, and other We tend to take those two things for granted, don’t authors you will hear from today and tomorrow we? We care about books, and we care about teenag • interact with like-minded colleagues in middle ers. Not all adults share that feeling or that perspec schools, high schools, colleges, and libraries—like tive, as you well know. We know that a lot of adults Patty Campbell, Sarah Herz, Teri Lesesne, Walter don’t read any kind of books, no less books featuring Mayes, Mary Arnold, Patrick Jones, Michael Cart, teenage characters. I’m sure you know a few col and others whom you will have the opportunity to leagues—even English teachers—who haven’t read a meet here. book since they graduated from college. Many of us I value the talks I’ve had with talented editors and also have colleagues in our English departments who, creative publishers. I am thankful for the many though they are generally readers, refuse to read a YA congenial marketing and publicity people who send novel. I’ve met too many of them. That’s certainly a me books, and with Amazon and other wholesalers, half-empty glass! paperback distributors, and salespeople in bookstores So let’s look at this in a positive way. Let’s who make those books available for purchase. acknowledge that those of us who read books, I cherish my talks with teenagers during school especially books about teenagers, are a special breed. visits, and meeting readers at book-signings. You and I are a special breed. And it’s such a plea I can envision no better life for myself. sure that we have each other, isn’t it? Even though And this event—this annual, two-day ALAN many of us in this room are strangers to one another. workshop that I have attended almost every year since We can change that easily. Let’s take just a minute the first one 31 years ago—is always the high point of to make ourselves a little less strange to those around my professional year. I expect it will be the high point us. When I give the word, please lean forward, or of your professional year, too, because this is the twist sideways, or turn around and introduce yourself largest gathering of authors who write for teenagers, to someone you don’t know. Name, place where you and of educators who support young adult literature, work, and what you do. Go! [People are given a minute that you will find anywhere on the planet! So I am or two to talk, then are called back to attention.] extremely happy to be a part of this extravaganza with If you came here alone, you now know somebody you all this morning. you can go to lunch with later. How many of you have never attended an ALAN As much as we care about books, I believe most Workshop before? Raise your hands way up high. of us care about teenagers even more. Many adults do

THE ALAN REVIEW Winter 2006

f24_28_TAR_Win06 25 4/3/06, 9:52 AM not care about teenagers—or even like teenagers. A know these things, and books are often their only way lot of adults even fear teenagers, look down on them, to find out. shun them in public, don’t value their interests, don’t As members of this community, we care about understand their needs and attitudes, and don’t care books because they contain not just information, but to. And while none of us can honestly claim to really more importantly, they transmit stories of our lives. understand today’s teenagers (heck, they can’t even When I say “our lives,” I mean that in the broadest understand themselves most of the time!), we still sense of human lives. That is, the stories are not just care about them and welcome them into our conversa about my insular life, or life as I wish it would be, but tions. they are about the lives of characters that cover a Because we care about teenagers, we care about broad spectrum, from today to the distant past, to finding the right books for them, as Teri Lesesne says possible futures and imagined other worlds, from in her book Making the Match: The Right Book for the wealthy suburban communities to crime-ridden city Right Reader at the Right Time, because we know how neighborhoods, to bucolic farm communities, to important books can be for understanding ourselves teenagers in other countries, to . . . well, you get the and understanding the wider world. That’s where you point. Contemporary teenage books tell the stories of and I differ from those adults who spend a great deal all kinds of lives. of their time trying to keep certain books out of the Author Susan Cheever, speaking at a Writers Guild hands of teenagers. Those people and their organiza forum in New York City during the fall of 2004, said: tions do not want teenagers to understand the wider storytelling is the thing that unites all genres [. . .] . Nonfic world, do not want them to think for themselves or tion, column writing, biography, whatever, it’s all storytelling express themselves. They do not trust or respect [. . .] . It’s the way we understand our own lives [. . .] . teenagers. Nor do they respect us There’s something “healing” about professional educators and librar this process of telling stories and the ians or our informed judgments The stories are not just way that we understand our lives through telling stories [. . .] . I think about books. We see value in about my insular life, or human understanding comes through expanding students’ minds and storytelling. [The Bulletin, Winter experiences; they want to keep life as I wish it would be, 2005, p. 23.] children’s minds as narrow as their Those of us who are classroom own limited worldview. I greatly but they are about the teachers often forget about that admire you educators and librarians when we are preoccupied with who fight for these books and put lives of characters that keeping order in our classrooms, your jobs on the line when certain cover a broad spectrum, are under pressure to teach lists of adults want to keep all kinds of vocabulary words and prepare books out of the hands of teenagers from today to the distant students to pass standardized tests, who need them. And I am delighted are trying to be accountable. And and encouraged by the courageous past, to possible futures of course, those who demand that stance of publishers of young adult and imagined other we give those standardized tests books who refuse to give in to and those who construct those tests pressure from censors, and who worlds, from wealthy have no understanding that continue to publish controversial literature is about telling stories books—books that have realistic suburban communities to about our lives. teenage language (including the f- crime-ridden city neigh Those of us who are librarians word sometimes), and characters often forget about that when we who have sexual thoughts (and borhoods, to bucolic farm are concerned with cataloging, sometimes actions), and characters shelf space, overdue books, and who are gay, and that deal with communities, to teenagers slashed budgets. some of the harsher realities of life. Those of us in publishing often Teenagers want to know, need to in other countries. forget about that when we are

THE ALAN REVIEW Winter 2006

f24_28_TAR_Win06 26 4/3/06, 9:52 AM concerned with contract wording, sales figures, and caring community! Together, that’s tens of thousands promoting celebrity authors. of dollars worth of caring! It’s all about story. English teachers would have All that’s expected in return is that you go home little to teach if it weren’t for stories. Librarians and purchase millions of copies of our books. Or wouldn’t have anything on their shelves if it weren’t maybe hundreds. More likely, a class set. In truth, for stories. Publishers wouldn’t have jobs if it weren’t we’ll all be very happy if you go home and share these for stories. books and experiences with your students and your And so our “caring community” depends upon colleagues. storytellers—on fiction writers who create unforget Because they care about their teenage audience, table characters—like Ponyboy Curtis, Wetzie Bat, these writers, unlike writers of generations before S.E. Stargirl, Nightjohn, Jerry Renault, Jenna Boller, Sarah Hinton, are incredibly honest with teen readers. Byrnes, and of course, Harry Potter. Our community Which is the primary reason that teens love these depends on storytellers who place characters in books, and why so many contemporary YA writers get situations that reflect and illuminate important truths into trouble with certain parents, and why teachers about Life; on nonfiction writers like Russell Freed and librarians who try to use these books in our man, Jim Murphy, Elizabeth Partridge, Susan schools and communities get challenged so often. Campbell Bartoletti, Marc Aronson, and Chris Crowe These books deal candidly with issues of significance who research and assemble information that informs to teenagers, and, perhaps more importantly, they deal us as well as entertains us; on poets like Helen Frost, with human feelings. Author Terry Davis suggests that Eireann Corrigan, Jaime Adoff, and Marilyn Nelson, this is why some parents are so afraid to have their who play with rhythms and rhymes to make language kids read this kind of literature—it’s the only thing in sing to us; and on cartoonists like Craig Thompson, their school lives that involves emotions! There are no Chris Ware, Jeff Smith, Marjane Satrapi, and a host of human emotions to deal with in an algebra class or a Japanese manga artists who present stories in graphic calculus class. History classes tend to focus more on form, making them more appealing to reluctant the facts and issues than on the emotions of our past. readers. The subject of science is designed to keep emotions During the rest of today and all day tomorrow you out of investigations. And the only emotions that will hear authors talk about their craft, their experi students in an English class express when studying ences, and their intentions as they attempt to commu grammar are frustration and boredom. nicate with teen readers. You will find that they write In all good literature there is an intimacy— for teenagers because they care about teenagers. In especially when there’s a first-person teenage narrator, fact, you will likely hear a couple of authors quote as occurs in so much of young adult literature—an from letters they receive from student readers who intimacy that draws the reader in, making him or her have been touched by their work, and others may tell a willing confidant, if not an active accomplice, of the you how comments and questions from readers main character. So readers struggle with the charac motivated them to write a particular novel or a whole ters’ problems, feel the pain, experience the anger, series of them. laugh and cringe and cry, and celebrate the These authors, as they will tell you, also value protagonist’s accomplishments with him or her. It is teachers and librarians who bring kids and books that involvement, and its accompanying pleasure, that together. They value all of us so much that they makes teenage readers want more. sometimes even work for free. In fact, all of the Most bookstores—even the largest chains—these authors here at this workshop have come without days seem to be doing their part to provide teenagers remuneration. Our publishers—mine being with access to all sorts of books, but a lot of schools Candlewick Press—provide our travel, lodging, and and libraries could do more. (That half-empty glass meals, and have, as I said earlier, contributed copies of again. Sorry.) But that fact is that not a lot of kids are our books for all registrants. They also were respon reading much on their own. A Harris Poll reported sible for last evening’s delightful wine and cheese earlier this year of kids in grades 3 through 12 con reception that most of you attended. Talk about a ducted in a random selection of schools in October

THE ALAN REVIEW Winter 2006

f24_28_TAR_Win06 27 4/3/06, 9:52 AM 2003 indicates that more than half the students had why this gathering today is so important to me. We— done no personal reading on the day prior to the this caring community—are the ones who must spread survey. More than half—no personal reading! To the the good word about young adult literature. We are question: Thinking only about yesterday, how much the ones who must talk about these books in our time did you spend reading a book that was for your classrooms, display these books in our libraries, let own enjoyment (not a homework assignment)? only teenagers know they exist. Because we care. seven percent of the kids said they had spent between Our classrooms and those of our teaching col 30 minutes and an hour reading, and none of the leagues can be enlivened by the use of more books 2,032 students said they read for more than an hour. like these. The circulation of our libraries can improve None. (Reported in the Cleveland, Ohio, Plain Dealer, if more teenagers learn about these books. There are March 26, 2005, p. B11) teenagers out there who need these books, whose From what I’ve gathered from teenagers, an awful reading lives can be changed. Indeed, whose emo lot of them have no idea that books like those you tional lives might be improved as a result of what they have by your feet this morning exist. They have never read. Teenagers are often desperate to find others like heard of Kathleen Jeffrie Johnson or Han Nolan or themselves, and if they can’t find caring companions Pete Hautman or Pam Munoz Ryan or Laurie Halse in real life, they can surely find kids like themselves in Anderson or even Robert Cormier. How could they? contemporary novels. Whether they are emotionally Television commercials do not advertise them. These confused, physically abused, suffering from peer authors and their books are not mentioned in the pressure, struggling through conflicts with parents, music teens listen to on their iPods. Many of their agonizing over moral issues, or questioning their parents never had access to these books and authors, sexual identity, there is a book waiting for them, if so parents can’t recommend them. Most of the old only they knew it is available. textbooks they have to read for English classes don’t We are the ones who can share these books, who include these works. Even some librarians and English can reach these teens—because we care, because we teachers are unfamiliar with these authors and the are the caring community of believers in the value of marvelous stories they have to tell. young adult literature. At a Barnes & Noble book-signing a couple of You may say “Amen” to that. Amen! Yes. weeks ago in Ohio, I met a middle school librarian Now, as I turn this podium over to Joan Bauer, who picked up a copy of my short story anthology who will surely make you laugh and maybe even cry, Destination Unexpected and looked at the list of the and to Mary Arnold who will introduce her [Holding contributing authors noted on the back cover. She did up glass of water], I wish you an unprecedented two not recognize a single name. Not Alex Flinn, or days of invigorating experiences and a lifetime of Kimberly Willis Holt, or Ron Koertge, or Richard Peck, reading pleasures. Fill your glass! or Graham Salisbury, or Ellen Wittlinger. What was Don Gallo has been a force of nature in the promotion of worse, this was part of the store’s Teacher Apprecia young adult literature. In addition, to mentoring and tion Week, and I was one of ten authors who were assisting everyone from authors and editors, to librarians signing copies of our books. Or I should say had and teachers, to young readers themselves, he has been HOPED to sign copies of our books. Not a single president of ALAN, has been the recipient of both the middle school or high school English teacher showed ALAN Award and the Ted Hipple Award, served in up. (That’s not just a half-empty glass; that’s a nearly numerous positions for NCTE, ALAN, and other organiza drained glass! And it’s very depressing.) tions, and continues to provide wonderful short story How will teenagers learn about these excellent collections on a regular basis. He is Professor Emeritus of books, these talented and dedicated authors? The Central Connecticut State University, and continues as main source of information about these books and adjunct faculty at Cleveland State University. His website authors is [spread arms wide]—us! As a believer in www.Authors4Teens.com is a wonderful resource. Dubbed young adult literature, I’ve often felt like I imagine “the Godfather of young adult short stories,” Don’s column, “Bold Books for Bold Times,” has appeared in members of the early Christian church felt—trying to English Journal for the past two years. In 2003 Don spread the Gospel one person at a time, often alone in established a grant to help new teachers attend the ALAN an ignorant and hostile world. That’s another reason Workshop for the first time. 28

THE ALAN REVIEW Winter 2006

f24_28_TAR_Win06 28 4/3/06, 9:52 AM LoriJoan Goodson Bauer & Jim Blasingame

Bearers of Light

Joan Bauer was kind enough to let us print her speech, given at the ALAN Workshop, which was entitled “Bear ers of Light: The Caring Community of Young Adult Literature,” in Pittsburgh, Pennsylvania, November 21, 2005.

’ve been asked to talk about light this morning. I wouldn’t let the light of God go out in my kid’s life, And light isn’t one of those easily contained and to blow the candle out seemed, you know, hostile. I subjects because it tends to mean different things Evan whispered that Jean would start crying any to different people. But when I think about light, I minute and then we could take her out, but she didn’t think about candles. And when I think about candles, cry. I think about my daughter’s baptism. I’m not proud of this—I took her bottle. But she It was twenty three years ago now. My husband, didn’t cry; she just gurgled—transfixed by the flame. Evan, and I had been told what to expect during the I took her toy. That didn’t work either. By now ceremony. The minister sprinkled the water on Jean’s hot wax was scarring my hand, and I thought, no head; she didn’t cry—I did. He gave her to my offense, God, and blew out the flame. husband, and then the pastor did something we Then she started wailing. hadn’t expected. He handed me a big candle, lit it, and “It’s just a symbol,” I stammered. said, “Never let the light of God go out in your child’s Being a bearer of light can be a lot of pressure. life.” Let’s face it, light isn’t always appreciated. It’s got I held the flaming candle, quite stirred, and heat, it burns, it shows things we’d rather not see like vowed, “I won’t. I swear.” Evan gave me a look. I the dust on your coffee table and the stain on your muttered “amen.” We went back to our seats in the carpet. Light can be tough on the fashion conscious. second row of the church. I was still holding the Ever go out of the house and realize what you’re burning candle as Jean gurgled happily. wearing clashes because you didn’t see it in good I sat there with the candle. It was early in the light? Or the black shoes you thought you put on were service. actually brown, and you spend more time than you’d We sang a few hymns—not easy when you’re like that day hiding in the shadows. holding a burning candle. Bible verses were read, and Light comes to us in so many forms—lamps, by now the hot wax was beginning to form. I tipped flashlights, laser beams, lighthouses. Morning light is the candle over; the wax dripped down my pants leg. hopeful, a lamp turned on is illuminating, the heat of Evan whispered that we could take Jean out, but the a fire, depending on the situation and your mood, can minister was climbing into the pulpit for his sermon, be warming or threatening. The one thing all light has and I didn’t want to be rude—this is one of the real in common is that it changes every place it streams downsides of sitting in the second row. By now hot into. Think about what Rembrandt’s work would be wax was dripping down my hand, and I didn’t know like, or Vermeer’s paintings, without that light. Well what to do because I’d just taken a vow in public that drawn, certainly, but lacking something so deep. I

THE ALAN REVIEW Winter 2006

g29_33_TAR_Win06 29 4/4/06, 4:49 PM wonder what they carried in their hearts to be able to All of this sandwiched between the covers of paint like that. They bore the light, carrying it from Katrina victims trying to start again, and all the their hearts to the canvas. tragedies and horrors of our time. And there is the heart-stirring, dramatic light that I stood there numb and felt all the light within me Olympic runners carry. I used to be a runner (not like diminish. I bought my fudge-covered Oreos and that!), and I always thought there was no greater slumped home. How easily light is diminished. moment than when the last runner lifts the torch, runs We can learn about light from ancient man and across the bridge/the platform, etc. and up all the woman who first figured out about making fire. Never stairs as the music swells and the Olympic flame is take fire for granted. It needs to be fed to keep going. ignited. But the truth is, being a bearer of light has a I’m sorry, you couldn’t get that same effect with downside, a painful side: candles burn out, people in smoke machines, laser shows, or balloons—it’s got to lighthouses are lonely. A dear friend of mine works in be on fire. stained glass. How I love that art form, but the cost to But it is dangerous, this light to which we’re the artist is real—cut hands from working with sharp drawn. My family and I lived in southern California glass and sharp tools. years ago during the season of big fires in the hills. We We don’t need light in the day nearly as much as were driving up there one day and the sight of the fire we need it at night. Once a year in New York City, two was both frightening and strangely beautiful. We beams of laser light stand in the night sky, a powerful almost felt drawn to it—we wanted to get closer but tribute to the World Trade Center—it’s such a quiet, knew that it was dangerous. powerful memorial. What will the memorials be for What is it about light that draws us and holds us Katrina, Iraq, the Tsunami, Bali? It’s too soon to know, back? I suppose. Disasters keep coming at us so fast. We I think the great powers in life, actually, draw us need the light. And yet, it is so hard to keep close. It is and we pull away. Love can be the greatest thing we so very hard to bear. desire, and yet when it comes it can seem like too There was a terrorist threat in New York City much; we pull back afraid. We can say we seek truth where I live over Presidents’ Day. The subways, we with all our hearts, but sometimes when it appears were told, had been targeted. You couldn’t get a car or we’re repelled by it. We are complex creatures who a taxi that day. I took the subway and I admit it, the live in the light and hide in the shadows that it offers. fear and the headlines got to me. I was scared. It And to walk this world right now trying to find the seemed like every rider in my subway car had a light, much less bear it, is a daunting task. newspaper and every headline blared SUBWAY As I was forming these remarks, I had a period of TERROR THREAT—NYC ON HIGH ALERT. real illumination and I felt I was beginning to under I tried to stand like I was on high alert. stand what I wanted to say. That made me hungry. I Come on, make my day. went to the grocery store, partially illuminated. And as But I was having some lower back pain and the I stood there at the check out line, I was besieged by suitcase I dragged on the subway was getting in the Dark Side. The magazine racks, that is, and the people’s way. The car was stuffy and the fear of what headlines: could happen to all of us just hung in the stale air. I looked up at the ad from Dr. Sherman Kazinsky, a Brad and Angelina – The Real Truth plastic surgeon, who said that he had helped many Brad and Angelina – Like You’ve Never Seen Them Before women my age turn into really hot numbers with Why Men Won’t Tell You What They Really Want liposuction. All I had to do to begin this new sultry existence was call his 800 number. Why Women Won’t Tell You Either I sucked in my stomach—on high alert. I won And my personal favorite of 2005 . . . dered if my subway car was going to be blown up, Madonna’s Tips on Parenting wondered if the last thing I would read on this earth was an ad for liposuction.

THE ALAN REVIEW Winter 2006

g29_33_TAR_Win06 30 4/4/06, 4:49 PM I looked at the faces of my fellow travelers— Gladstone’s light is costly because it comes at the cost everyone had to be a little afraid, but there we were of her relationship with her son and the role she plays on the subway, sticking out our tongues in terrorism’s in her company. She is a lonely bearer of light, but face. Woody Allen said that 90% of success is just because of that she’s not swayed by darkness, not showing up. And we’d done that, damn the threats, all drawn to it. She doesn’t compromise. Her light bearing in some small way, the light of resolve. changes lives. There are just some people put on this I try to find moments of light when I create my earth that were created to fight the hard battles. characters. I want them, I need them, to carry a light Tree Benton in Stand Tall is curious about the inside—it’s the only way they can make it through the light. He packs big questions into everyday moments: darkness. I think of it as their inner lighthouse. And I Getting ready for bed, watching the clock tick off the sec have to know where it came from before I can bring it onds, minutes. On Saturday Tree had taken the clock apart forth. to see how it was made, and when he put it back together, In Ellie Morgan of Squashed, it’s her unbowed there were two parts left on the table. He didn’t trust the stance on being who she is, hopelessly P.O. (pumpkin clock much after that. obsessive). For A.J. McCreary of Thwonk, it’s her He got into his queen-size bed, lay at an angle, covered him artist’s eye that appreciates weird light. Harry Bender’s self with two blankets. Angle sleeping gave him more room.

light came from spending so much time in the dark He had heard that people grow when they sleep, so last year regions of alcoholism and finding the way out. Hope he’d tried to stay awake to stop his bones from expanding. Yancey’s light comes, in part, from her determination He was so tired, he kept tripping over Bradley, who up to to live and rise to the power of her name. It’s not easy: that time had felt safe sleeping in the hall.

Harrison Beckworth-McCoy, my best male friend at school A cold draft blew into the room. He hadn’t minded a drafty had given me a good-bye present, and I was opening it now room as much when his parents were still married, but his as Addie pushed the Buick through Ohio. Inside the box was room seemed colder these days. a small glass prism that caught the sun. A hand-painted He tried to sleep. Couldn’t. note from Harrison read, “New places always help us look at life differently. I will miss you, but won’t lose you.” Got out the cool laser pen his father had gotten him from the sporting goods show at the convention center. Enter memories, sweet and sour. Took out the insides. Put each part on the desk. Studied the Harrison and me baking enormous mocha chip cookies for laser section—it was so small to make such a big light. the high school bake sale and having them stolen on the Lexington Avenue subway. There was beauty in seeing how things worked, machines in particular. Harrison’s African fighting fish, Luther, who ate Chef Boyardee Ravioli without chewing. Grandpa taught him that.

Harrison reading my mother’s photocopied annual Christ He put the pen back together piece by piece, saw the clean mas letter that she sent to family and friends—“Dear Friends lines of each ink cartridge, the small tunnel for the laser . . .” (she’d cross out friends and write in “Addie and my beam that had to be fixed on the little battery just so. The little Tulip.”) Harrison commenting that motherhood should batteries had to be put in the right way or the flashlight be like driving a car—you should have to pass a test before wouldn’t work. There was no other road to take in the bat you get to do it legally. tery world—the negative and positive ends had to be touch ing. I held the prism up to the light. The sun hit it and showered colors through the windshield. He turned out the light and shone the laser on the wall, making circles and slashes like a space warrior. “Now isn’t that something?” Addie said, smiling at the sight. He wished life could be simple like a laser pen—with clean “Yeah,” I looked out the window, trying not to cry. lines and a clear purpose. Mrs. Gladstone of Rules of the Road and Best Foot Jenna Boller is no stranger to the light. And she Forward has a special kind of light and if you men sees it, too, in everyday places. Here’s one of those tioned it to her, she would probably get huffy. But the moments in Best Foot Forward as Jenna “lovingly” light she bears is doing the right and hard thing. Mrs. locks the door of her new car:

THE ALAN REVIEW Winter 2006

g29_33_TAR_Win06 31 4/4/06, 4:49 PM My new car was glistening red and cool in the early morn And in the days and weeks to follow, that hand ing light. People talk about light dancing off a lake in sum never left me. It steadied me, it gave me comfort, I mer or sunshine pouring through a kitchen window, but stopped feeling alone, it opened the windows of my there’s a true beauty to light beaming off the hood of a re cently washed red car that is absolutely yours. heart and, little by little, the light came through again. I will never forget when God made Himself so real to But in every story I write there’s always a black me. It has changed everything in my life, that touch. It hole of sorts that the main character falls into for influences everything I do. All my writing comes from awhile and struggles to find the light. that time of contact. I don’t have the words to tell you Jenna, surrounded by the pain of her dad’s how that moment of deepest loss opened the door to alcoholism. deepest gain. Hope Yancey in Hope Was Here, carried off against There are human hands, of course, that lift us: her will to the land of lactose. Ivy Breedlove in Backwater, climbing a tall A teacher takes extra time so a struggling student can learn to read. mountain in the middle of winter to find her hermit aunt. A librarian takes an illuminated story and shares it again A.J. McCreary in Thwonk, plunged into the and again. darkness of unrequited love. A friend comes to sit with us in the dark and brings light. Mickey Vernon in Sticks, beaten again and again A child comes up and hugs us when we need it the most. by the dirty rotten bully. Scientists tell us that black holes in space are It’s a journey to find and keep the light. Part of it places devoid of light. I know a bit about places like requires maintenance because lights go out. How well that. I know this. I struggled with so much as a teenager. Like I live in an 1875 brownstone in Brooklyn with Jenna, my dad was an alcoholic. The pain of that wonderfully tall ceilings and recessed lighting. It’s just followed me for years. Whenever I think of that time, I so charming until you have to change the light bulbs. remember Garrison Keillor’s story about a woman My husband and I actually sit in semi darkness as named Margaret. “Margaret,” Keillor explained, “did bulb after bulb burns out until we finally can’t stand it not believe in God, but there was a great deal of anymore, for we know the painful road we must travel evidence to show that God believed in Margaret.” to find the light. I spent several years as an atheist before I moved It begins with the ladder from hell. on to agnosticism. And then, when I was twenty-four It weighs 65 pounds and has to be endlessly years old, I entered one of life’s black holes—a place unfolded, like aluminum origami. devoid of light. Evan is up on the 8 foot rung, trying to unscrew My father committed suicide. the recessed bulbs that the realtor assured us would There was no hope, no comfort, only the darkness “just pop out”—he’s turning like a contortionist and of regret and unrelenting sorrow. groaning because he has a bad back. My job is to keep I don’t remember getting on the airplane. Don’t the ladder steady, hand the new bulbs up and shout at remember getting to the funeral home, but I remember him to be careful. It’s not the most magic time in our walking in the door and seeing the casket and all the marriage. years of our complicated relationship just hit me. Hours later when all the bulbs are in and all the What a colossal waste of a gifted life. lights are on, we flop on the couch and say, “Well, I was numb, of course, I couldn’t function. And that was almost worth it!” then something happened. It was dramatic, too, Maybe we’d feel differently if someone applauded because clear and plain was the only way I was going when we were through. to pay attention. More and more I’m thinking about Olympic torch I felt a hand on my shoulder. I turned around. No carriers—there they are in prime condition with good one was there. posture. They don’t falter. They are assured of their It was God’s hand. mission. They don’t get shin splints like I used to get

THE ALAN REVIEW Winter 2006

g29_33_TAR_Win06 32 4/4/06, 4:49 PM as a runner. They know they’re going to be appreci So if you’re feeling a little nauseous in the ated when they run up the steps, not breathing hard, mornings, if you’ve got lower back pain, if you’re tired to light the great flame. and cranky; if your stomach is getting a tad too big for Teachers and librarians are no strangers to lugging your jeans, and your ankles are swollen. If you’re things up stairs, but you rarely get applause when you weepier than normal, not sleeping too well at night, get to the top. You can stand there with your torch all feeling some odd stirrings in your belly, a kick now alone with no place to ignite it for the glory of litera and then . . . ture. You just might have a light within you that is There’s no eternal flame to honor books, except growing. It won’t be all roses carrying it through, but that is, in the hearts of true readers. to bear it is an honor. I’m a reader and my candle is lit from within. So raise the blinds high, And as for Dr. Sherman Kazinsky and his Open the windows, liposuction—I won’t get that ever! Fling wide the doors, I’ve earned my cellulite—it’s from the layers and And let there be light! layers of all the books I’ve read, the stories that have made me weep and laugh, the characters that have Copyrights, both written and electronic, belong challenged me and changed me and pressed my skin solely to Joan Bauer; this article may not be reprinted to new horizons. or reproduced without her express, written permission. Listen up, Dr. Kazinsky. Humor is emotional liposuction—it sucks out the stuff that’s causing your Joan Bauer has a gorgeous website, maintained by Evan soul to ripple and injects you with joy! Bauer, her husband, at www.joanbauer.com. Joan has been In this super-sized, turbo-charged age, a book can well-described as an author who “explores difficult issues seem like a small thing. A light on a key chain does, with humor and hope.” Among the awards she has won are: too, until you press it and the light comes forth. I was the Newbery Honor Medal, the LA Times Book Prize, the Christopher Award, the Golden Kite Award of the Society of intrigued to learn that the word metaphor comes from Children’s Book Writers and Illustrators, ALA Notable Book, the Greek, which means to bear, to carry over. Maybe ALA Best Book, ALA Quick Pick, American Bookseller Pick that’s why we have sore backs and shoulders. As Don of the List, School Library Journal Best Book, Smithsonian Gallo so well said, we’re struggling against so much Notable Children’s Book, and VOYA’s Perfect 10. Joan’s ap that would pull education down, but God bless you, pearances are cherished events for members of ALAN who you’re carrying it, bearing it, and the power of that is have been fortunate enough to see and meet her in person. incalculable to measure. She and her husband, Evan, live in Brooklyn, New York, To bear a thing, to lift it up, to carry it all the way where their daughter, now in graduate school, is a regular . . . visitor. Pregnancy, whether in actuality or in metaphor, always makes its presence known.

THE ALAN REVIEW Winter 2006

g29_33_TAR_Win06 33 4/4/06, 4:49 PM DianeLori Goodson P. Tuccillo & Jim Blasingame

Quiet Voices with a BIG Message

hat if youthful wisdom brought into focus humor and poignancy, Kenny, the young main one of the prime absurdities of our human- character, relays how he and the rest of his African W ity—that through our history, certain American family, the “Weird Watsons,” head to groups of people have dominated, persecuted, and Alabama to visit Grandma during the time of the civil made subservient other groups, simply using color, rights movement. There they encounter the horrific beliefs, or other reasons as justification? We don’t 16th Street Baptist Church bombings that killed four have to look far to find these human inequities right young-teenage girls and seriously injured two more. within our own society, and right within young adult Kenny’s first-person voice clearly conveys the fear, literature. There are a number of thought-provoking anxiety, and turmoil of an innocent young boy who historical novels set in the not-too-distant past for has faced such a challenging ordeal, and brings the middle and high school age readers with characters heartbreaking injustices he has seen to life. that appear to have quiet voices, but who speak up Another character who witnesses and expresses and act in a way that makes the world take notice her feelings about related injustices is Celli Jenkins, in about issues of discrimination. Their messages are Black Angels by Rita Murphy. Celli is quite embar worth hearing, and young adult readers can learn a rassed by her greatly admired black housekeeper’s great deal from these characters’ quiet yet powerful involvement in the civil rights movement. Set in challenges to situations that are inherently wrong. Georgia in 1961, the story is told in Celli’s first-person The following books would make good choices for voice. Through it, she shares the details of her classroom reading, discussing, and studying about mystical belief in beautiful black angels she sees societal inequalities that have helped shape our around her home while relaying the stark reality of history. Paired up with factual titles and informational prejudice in her community, and ultimately unveils articles, these middle readers and young adult novels her own true heritage. can paint a portrait of unjust conditions more intently Flying South by Laura Malone Elliott (see the than a history text. They can help teen readers see interview with Ms. Elliott following this article) deals parallels and contrasts in their own lives and in with the same basic time period, and is told from the today’s world. These books would also make excellent perspective of Alice, a pre-teen white girl who doesn’t selections for teen book discussion groups and acknowledge or understand the existence of segrega booktalks. tion in her town. Through her quiet and innocent voice, Alice teaches those around her a lesson or two Voices from the Tumultuous Sixties they don’t want or are not ready to hear. She even addresses another societal change that surfaced during One well-known title that fits the above criteria is that time period, when she says “But change is going The Watsons Go to Birmingham, 1963 by Christopher to come whether they like it or not. The whole world Paul Curtis, which won a Newbery Honor. With is getting evened up. Even for girls.”

THE ALAN REVIEW Winter 2006

h34_42_TAR_Win06 34 4/3/06, 9:49 AM Voices as Forerunners of Change honor book again brings fiction based on fact to life. In it, Turner Buckminster, the 14-year-old minister’s The civil rights movement in the United States, son, who is white, befriends smart, perceptive Lizzie reflected in the above-mentioned stories, did not begin Bright, an African American neighbor his age from in a vacuum. It was the culmination of frustration and nearby Malaga Island. Although written in third anger over years of injustice and inequality, and a person, Turner’s voice comes through with humor, demand to repair and compensate for innumerable pathos, and clarity. When the townspeople decide to wrongs. There are many quiet yet clear voices in banish Lizzie and the members of her community so young adult literature replicating the factual struggles that they can take over and develop a tourist spot on that occurred in the decades before the tumultuous her island, Turner speaks up against the cruelty and 1960s, leading up to that point. The following titles are unfairness of the plan and tries to stop it. His father good examples of other quiet voices that question finally speaks up as well when he realizes Turner is injustices and hope for a better future. right: “I will not stand with you at the destruction of Chris Crowe chronicles a dire situation and Malaga Island. I will instead stand with my son.” precursor to the civil rights movement that erupted in A comparable story, set in the 1920’s in a small the mid-1950s, still echoed in the news today, in Texas town, is Carolyn Meyer’s White Lilacs, also Mississippi Trial, 1955. The fictional voice of a 16 based on an actual situation. Twelve-year-old artist year-old white Arizonan, Hiram Hillburn, who is Rose Lee Jefferson loves her home and family, and visiting his grandfather in Mississippi for the summer, finds special pleasure in the beautiful gardens planted experiences the horror of racism when he is immersed by her beloved grandfather. When she discovers the in the true nightmare of the brutal murder of Emmett white townsfolk are planning to evict the African Till, an African American teenager from Chicago American Freedomtown community to the “sewer accused of whistling at a white woman. Hiram speaks flats” so they can build a park in the center of town, up with information he knows about the suspected Rose Lee realizes her voice of protest must be heard. murderers, even though his grandfather warns him Despite the sad outcome, Rose Lee’s first-person against it and it doesn’t change the outcome of the narrative is powerful and moving. trial. “It was the right thing to do,” he says. Crowe’s Also set in the 1920s, Jonathan Scott Fuqua’s subsequent nonfiction companion, Getting Away with Darby features a young white girl from Marlboro Murder, reinforces the fictional story. County, South Carolina, who writes an article promot Similarly, Devil at My Heels by Joyce McDonald ing racial equality for the local newspaper. When the zeros in on the Ku Klux Klan and its evil influences in brave newspaper publisher agrees to print her inno the late 1950s. 15-year-old Dove Alderman is a white cent yet powerful viewpoint, the Ku Klux Klan is girl who lives a quiet life in the ironically named rural provoked. The publisher tells Darby, “You do realize town of Benevolence, Florida. When she begins to see that this is going to cause a certain amount of up the growing injustices around her—mysterious fires roar?” And Darby responds, “Saying the truth is what being blamed on the black migrant workers on her newspaper girls do.” Later, the publisher has a brick father’s farm, harassment of a young black friend and thrown through his window, and Darby’s family finds a white girl who fall in love, and suspicions of the a burning cross on their front lawn. Darby asks her KKK influence in her community—Dove has no choice mother if she is afraid. Her mother tells her no, that but to speak out and stand up for what is right, even “in lighting that cross, they didn’t push me down. though it means a terrifying ordeal, and challenging They stood me up.” Although Darby is only 9, the and alienating her own father. intensity of the story make it appropriate for middle A reverse situation occurs in Lizzie Bright and the grade and junior high readers. Buckminster Boy by Gary D. Schmidt, as the main A variety of voices speak of the fear instilled by character’s father supports his son’s decision to stand the Ku Klux Klan in a1924 Vermont town, including up for what is right rather than opposing him. Set that of a young African American girl and a young decades earlier in a 1911 costal town in Maine, this Jewish girl, in Karen Hesse’s Witness. In verse novel powerful and brilliantly written Newbery and Printz form, which Hesse popularized through her Newbery

THE ALAN REVIEW Winter 2006

h34_42_TAR_Win06 35 4/3/06, 9:49 AM winner Out of the Dust, she brings forth the startling glitters, as a place where the calls of the crickets and and sad insight that the KKK was active in other the crows and the wind are everyday occurrences that places besides the southern United States at that time. also happen to be magic.” Chris Lynch’s Gold Dust is set in Boston, where Other Voices and Perspectives undercurrents of racial prejudice still fester in 1975. In the middle of the school year, Richard Riley Moncrief, Two decades after Witness, on the opposite side of who is white, befriends his new classmate, Napoleon the world, 14-year-old Sorry Rinamu’s fictional voice, Charlie Ellis, a dark-skinned boy from the island of in Theodore Taylor’s The Bomb, focuses on the 1946 Dominica. Napoleon is bright, interesting, and wears atomic testing by the United States on Bikini Atoll. forthrightness like a shield against the bigotry around Like Rose Lee in White Lilacs, he sees the injustice, him. Even though Richard professes to be his friend, inequity, and danger surrounding the plan to displace Richard is oblivious to Napoleon’s sensitivity to the his people, and he sets off on a deadly mission to racially oriented comments and situations surrounding attempt recognition of and response to his voice of him. He also dreams of molding Napoleon into a huge dissent. baseball fan and dedicated player like he is. However, Farther north in the Pacific, during World War II, that’s not Napoleon’s dream. He would rather play Hawaiian eighth-grader Tomi Nakaji enjoys playing cricket, be in a choir, and not have to deal with racial baseball with his friends and tries to live the life of a intolerance. It is the quiet voice of their friend Beverly normal American teenager in Under the Blood-Red who sees and wakes Richard up to the truth when she Sun, by Graham Salisbury. However, his Japanese says, “Did you ever wonder, Richard, what Napoleon’s heritage often triggers prejudicial behavior by others dreams are? Did you ever even ask him?” toward him. After witnessing the bombing of Pearl Another kind of intolerance comes to light when Harbor, Tomi sees his father and grandfather arrested readers experience books about the plights and the simply because they are Japanese, and Tomi finds controversies surrounding people coming across the himself on a mission for justice, risking his own life southern border of the United States seeking a better for his family. Tomi also learns to stand up for himself, life. A book that gives insights into their desperation, finally declaring to a man taunting him: “You got it and that portrays realistically what life is like once wrong, mister. I was born here. I live here, just like they get here, is Journey of the Sparrows by Fran you do. And I’m an American.” Leeper Buss. It was written with the assistance of In the Newbery-winning Kira-Kira by Cynthia Daisy Cubias, a native of El Salvador, and a poet, Kadohata, another American family of Japanese educator, and human rights activist. Journey of the heritage moves from Iowa to Chesterfield, Georgia in Sparrows is beautifully told in the first person voice of the late 1950s. Sisters and best friends, Katie and Lynn sweet, heroic Maria, a 15-year-old Salvadoran who Takeshima, realize quickly that people in their new crosses the border in a crate, determined to earn town do not treat them as equals. Their parents get enough money to help her family survive. Despite the jobs in a poultry processing plant, where they work in harsh and cruel treatment she receives in Chicago, deplorable conditions, have no time off for emergen Maria manages to scrape by, and soon learns she must cies, but refuse to support the union in fear of being risk going back across the border to rescue her baby fired. When Lynn gets cancer, the family has no sister. money to pay for the medical treatment she desper A pertinent concluding title, Crossing Jordan by ately needs, and Katie sees her sister’s health fading Adrian Fogelin, takes a contemporary look at a close away. After the ordeal with Lynn, their parents realize friendship between two girls in Tallahassee, Florida. what matters in life, and finally stand up for what is Seventh-grader Cass Bodine, who is white, watches right. Lynn had taught Katie the word “kira-kira,” her father putting up a big fence one day during the which means “glittering,” and in her open and summer, and learns it’s because an African American accepting way Katie herself learns what is important, family is moving in next door. He tells her “Good when her quiet voice reflects: “My sister had taught fences make good neighbors,” and “If they stay out of me to look at the world that way, as a place that our business and we stay out of theirs, we’ll get along

THE ALAN REVIEW Winter 2006

h34_42_TAR_Win06 36 4/3/06, 9:49 AM An Interview with Laura Malone Elliott on Flying South

Diane Tuccillo: What was your inspiration for writing DT: For what reason did you choose to set the story in Flying South? the late 1960s?

Laura Malone Elliott: I had long had the character of LME: Part of the reason rests in the fact I was about a curmudgeonly but loveable gardener rattling Alice’s age during 1968 and when I’ve talked to my around in my head. The character of Doc is actually children about that time period, they often look at based on a sketch I started in high school of an my blankly! One of the nicest reactions to Flying elderly man I knew and loved as a child. I always South is that mother-daughter book clubs choose to tell students to keep their journals and writing read it together. So, the 1968 setting was a way to notebooks, because there will be the seeds of expose children to that decade, to humanize the stories in them no matter how badly written they individual choices that have to be made during might have been originally! In journalism we call sweeping social change. A line from a critic I really that “saving string.” appreciate: “Flying South shows how national But the concept of Flying South’s story was movements, though they may seem distant today, born in sadness, when my father died. As I so often were very real—and very personal—to the people have as a parent when my children faced a difficult who lived through them.” issue, I looked for a book to help my children deal The late 1960s was such a pivotal time in with the loss of their grandfather. There are many American history in terms of attitudes and respect gentle picture books and thought-provoking YA for the rights of others. Although laws were novels on the subject—but not as much for the changed to demand equality and access to things as middle reader. And so, I felt pushed to write one. fundamental as a bus seat or public toilet, a subtler My purpose was to reassure young readers that racism continued to permeate daily life. As even though a loved person is gone, the influence Bridget—the voice of the status quo—says, “Al and lessons shared remain as profound talismans. lowed and wanted are two different things.” The As all pithy characters should be, Doc is an only way for that difference to change is for people amalgamation of inspirations—people I have like Alice to have the courage and decency to speak known, people I have read about, people I’d like to up for it. Those smaller, day-to-day choices—which see on this earth. In Doc, there is definitely a bit of perhaps bring about a deeper, more permanent the old, rather crusty gentleman who was my change—are not made on the Senate floor with friend; a dollop of some demanding and philo inspiring oratory but at the lunch counter and the sophic teachers I had; and a strong dash of my school playground facing down the intimidating father who raised award-winning roses and so disapproval of neighbors and classmates. loved and celebrated the natural world. Setting Flying South in the late 1960s also There are many “messages” I hope Flying allowed me to slip in some other social realities South shares—about friendship, the life force, the that are quite startling to young people today, wonders and solace of nature, the gift of elderly especially to girls. That topic, of course, is discrimi wisdom, and the importance of a young person nation based on sexism. While civil rights were making his/her own decision about what is right finally becoming legal reality, women still had and wrong, no matter what peers or society say. many battles ahead of them. The concept that The civil rights movement provided the perfect test women would be barred from state universities, or for the final theme. paid less for doing the same job as a man, or were All these concepts were inspiration that frowned upon for having a career, or would prodded me to write Flying South. tolerate—even expect—bullying by their spouse is quite shocking to our middle-grade readers. Thank

THE ALAN REVIEW Winter 2006

h34_42_TAR_Win06 37 4/3/06, 9:49 AM goodness! But these are advances they should LME: I have to admit that the symbolism of the roses realize are relatively recent. These were topics I had was quite an organic and magical experience for written about as a journalist. Quite frankly, they me. They became a symbol as I wrote. The roses slipped into Alice’s narrative as themes without my were there initially as backdrop because they are really planning on it. beautiful, I love them, and it seemed a natural Finally, 1968 was a frightening, unpredictable thing for Doc to grow and cherish. My husband and year—assassinations, rioting, a bloody war that I were married in my father’s rose-garden. divided the country—not unlike the turmoil and I hadn’t pre-planned the thorns and the uncertainty our children have faced since 9/11. I blossoms to be a metaphor for the pain and the joy hope seeing Alice survive her challenges helps steel life brings us. And yet, as I wrote those paragraphs, today’s preteens to face their own with confidence it happened. I could hear my father’s voice telling and a commitment to doing what they know is me that for a rosebush to thrive and continue to right. As Doc says, “Life is going to test you. How bloom, a gardener must prune away the dead to you deal with those tests is the measure of what make way for new life. That roses needed careful kind of a person you are.” and constant tending and were well worth the effort because what could be more breath-taking DT: Alice is such a sweet and innocent, yet realistic than a rose garden in full glory? And what could be and perceptive, character. Why did you choose the a better analogy for the miracle and thrill of raising voice of such a preteen girl to demonstrate the folly children? Or a better message for young people— of discrimination in our society? that things worth doing require hard work and personal challenges? LME: Those preteen years are so critical in terms of a I felt my fingers fly across the keyboard. I young person learning to be true to himself, to have to tell you that such spontaneous moments at hang on to an inner compass. The desire to belong the computer make a writer want to jump up and and to fit in is so strong. Preteens are tested dance afterward! constantly in terms of having to choose between That being said, I had very much planned on what they know is right and what those seemingly Doc’s garden being a symbol of the life cycle, of all-important social cliques want them to do. And rebirth, a clear reassurance of life going on, even so often, what cliques perpetuate is discrimina after a loved person dies. I worry that so many of tion—ostracizing a child because he or she doesn’t our children grow up as “hot-house” adults now, have popular clothes, music, or attitudes. Alice unused to witnessing a seed turning into a plant, risks her “status” with Bridget, with her commu stretching up toward the sun, blooming, “dying” nity, to stick to her love and respect for Edna, her during the winter, only to reappear the next spring. mother, herself. And, of course, she falters at first I think trusting in the earth’s life continuum lends a under Bridget’s influence. She hurts Edna. I hope perspective that builds resiliency and a deep Alice’s faltering but ultimate success helps readers appreciation of each moment we have here on her age understand that each day offers a chance to earth. “Things have their time of beauty,” as Doc begin anew and to break away from the pettiness says, and the trick is recognizing that and relishing and discrimination often perpetuated by “popular” it when it’s happening. kids. I wear a bracelet with a prayer from the author Jane Austen inscribed on it: “Teach us that DT: Doc says, “The more you challenge something, the we may feel the importance of every day, of every more it produces . . . If you ignore them (the hour, as it passes.” roses), they won’t amount to nothing . . . sort of like children.” Tell me about the symbolism of the DT: The friendship between Alice and Doc, and the roses, and why you included that element in the warm relationship between Alice and Edna, are story? exceptionally loving and beautiful. Why did you

THE ALAN REVIEW Winter 2006

h34_42_TAR_Win06 38 4/3/06, 9:49 AM choose these intergenerational relationships to help Finally, living in a metropolitan area just fulfill the story’s purpose? outside Washington, DC, I witnessed a great many of my children’s peers grow up with long-term LME: I was blessed to know a number of witty, wise, nannies in their homes, replicating in many ways and vibrant elderly people as I grew up. In fact, the relationship between Edna and Alice. Like someday I need to write a story inspired by my Edna, many of these caregivers are devoted and surrogate grandmother, who was a lawyer with the loving, augmenting parental nurturing in ways State Department back in the 1920s—talk about a extended family-members once did. Often, today’s ferocious and demanding intellect! caregivers are recent immigrants, with limited I made the relationship between Edna and English and different ethnic backgrounds. Sadly, I Alice, Doc and Alice, as loving and strong as I did have seen some of these wonderful people treated for a number of reasons. Mostly, it is a statement with the same kind of disdainful haughtiness that about friendship. Bridget displays toward Edna. I hope Bridget’s Young people need to know that friends— snobbish, disrespectful conduct will prompt some true friends—can come in all colors, sizes, and soul-searching among more privileged children who ages. They don’t have to be peers. might make similar mistakes. In that regard— Older people bring such a wonderful perspec civility and respect for all people no matter class or tive. As I grew up during Vietnam, the assassina education—I still see parallels between 2005 and tions of the best and brightest of our nation, and 1968. the sordid details of Watergate, my hope in the prevailing good intentions of mankind was pre DT: Alice is both innocent and wise. How does that served by knowing people who had survived the combination make her a perfect channel for the BIG Depression, deadly outbreaks of polio and influ message? enza, World War II, the “Red Scare,” and horren dous discrimination. They had a kind of matter-of LME: Remember that old saying: “Out of the mouth of fact faith, knowing full well that change was babes . . .?” Wisdom born of innocence is often the brought about by courage and sacrifice but that most clear-eyed because it is instinctive and man was completely capable of such bravery. They uncorrupted. Alice has not yet been inculcated to expected it of us, just as Doc and Edna expect it of what 1968 society held to be “correct.” Preteens Alice. By osmosis, their faith shored me up. Doc can be in that wonderful stage in life—smart and and Edna guide and lead Alice to what she knows mature enough to consider more difficult questions, in her heart to be right. yet still relatively free of prescribed, traditional In our mobile culture, so many of our attitudes. Alice sees straight to the heart of things children grow up without consistent contact with because she is not sophisticated enough to look at older relatives. It’s such a shame, especially the trappings. When Bridget corrects her for because it puts so much pressure on the short visits inviting the African American mother and daughter they do have. Reaping the benefits of a relationship into the all-white restaurant, saying “allowed and with older people requires a little patience—they wanted are two different things,” Alice doesn’t move a little slower, want to tell metaphorical understand the ugly, legal nuance of Bridget’s anecdotes that at first seem boring, or can be short- argument. She misinterprets Bridget’s statement, tempered because their joints ache. I hope readers replying the mother and daughter did want to come will heed what Alice says about Doc: “You can’t in, she could tell. And that was the crux of the have your whole opinion about someone wrapped matter, wasn’t it? up in a bad moment. Give a person like Doc long enough and he might just say something wonder DT: It was. It was a very powerful and moving point in ful.” the book.

THE ALAN REVIEW Winter 2006

h34_42_TAR_Win06 39 4/3/06, 9:49 AM LME: Doc tells Alice: “Stand up for yourself and what Those are reactions to craft, of course, not com you know is right. Grown people come to believe a ment on thematic content—but you can understand lot of foolish things because of money, status, old a writer’s delight in them! prejudices that their class of people tells them are Still, I have been very gratified when asked to proper. They’re afraid of losing their place at the speak to schools on Flying South to hear students’ top of the hill.” insistent questions about why Bridget was the way I’ll never forget my daughter’s reaction to a she was, why were people so opposed to the book on the Underground Railroad when she was African American mother and daughter entering the in first grade. She couldn’t grasp what it was about. restaurant? They really get stuck on that, which is a When I explained, she looked at me with complete terrific springboard for me to ask them why they horror and incredulity, “You mean, people owned think people believed race mattered. Then I can people?” challenge them further, asking why they exclude their peers sometimes. All those disquieted “how DT: Near the end of the story, Grace (Alice’s mother) come” questions, as Alice calls them, tells me that stands up to Bill, saying, “It is time I follow her they “get the big message” because it’s as if they lead and stand up for myself and for her.” How do have an itch they can’t quell. Also, one teacher you see this situation connecting to the bigger laughed in telling me how she had cried as she read picture of the importance of civil rights in the story? the ending to her classroom. Evidently, her emo tional candor prompted a wide-ranging confession LME: I hope it shows that standing up for what is among her students to all the times they had right is contagious! And that children can affect behaved badly to people of other color or socio adults and lead by example. I think young people economic class. sometimes feel their actions, their voices, their I don’t know that readers feel hit in the face beliefs will be ignored simply because they are with the “big message” of Alice’s story. But I can children. They need to believe that taking a stand see that her questions linger and prompt some soul with conviction will inspire others to be brave as searching. Sometimes it is the quiet but persistent well. thoughts that most affect us. Early on in my writing career, my editor at DT: Have you heard from young people who have read the Washingtonian magazine gave me a simple but your book? Have they expressed that they have profound piece of advice: Remember that readers gotten the BIG message from this quiet but power think. Allow them to digest and react to the ful story? meaning of scenes I painted or quotes I collected. In other words, show rather than tell, illustrate LME: I haven’t received as many letters about Flying rather than preach. And look for inspiring stories South as I have for other YA novels, Under a War- rooted in everyday life, in adversity readers them torn Sky and Annie, Between the States, which are selves might face so they can truly feel and under both much more of an adventure story. Those two I stand it. hear about constantly. As you say, Flying South, is a I’ve always tried to remember that, especially quieter, more contemplative story. What I have when writing for young people. They hate being heard and thrills me is readers actually quoting lectured—a sure way to turn them off to any pieces of the text to me. One child told me that she message you’re trying to convey! My hope is that tells her mother: “Give me a real hug not one of Flying South’s themes are like a sweet, subtle tune those quick for-show ones.” Another reader giggled that gets stuck in one’s head and ends up being a over the line: “Bright red on a scowl is scary,” a permanent companion. description of Grace’s vibrant-colored lipstick.

THE ALAN REVIEW Winter 2006

h34_42_TAR_Win06 40 4/3/06, 9:49 AM fine.” Cass doesn’t agree with that, especially when ———. Getting Away with Murder. Phyllis Fogelman, 2003. she meets one of the new neighbors, a girl named Elliott, Laura Malone. Flying South. HarperCollins, 2003. Jemmie who is her age, also loves running, and is as Fogelin, Adrian. Crossing Jordan. Peachtree, 2000. Fuqua, Jonathan Scott. Darby. Candlewick, 2002. determined as she is to read Jane Eyre. As their Hesse, Karen. Out of the Dust. Scholastic, 1997. friendship grows, the girls’ families try to keep them ———. Witness. Scholastic, 2001. apart, and they worry what the other kids in school Kadohata, Cynthia. Kira-Kira. Atheneum, 2004. will think about their relationship, but the girls decide Lynch, Chris. Gold Dust. HarperCollins, 2000. to stand together proudly and fight for their friendship McDonald, Joyce. Devil on My Heels. Delacorte, 2004. Meyer, Caroline. White Lilacs. Gulliver, 1993. as a team. When they do, there is no fence that can Murphy, Rita. Black Angels. Delacorte, 2001. hold them back, and perceptive readers will under Schmidt, Gary D. Lizzie Bright and the Buckminster Boy. Clarion, stand that if more fences of bigotry were torn down, 2004. the world would be a better place. Salisbury, Graham. Under the Blood-Red Sun. Delacorte, 1994. Taylor, Theodore. The Bomb. Harcourt Brace, 1995. Many More Voices to Be Heard Laura Malone Elliott is the author of the acclaimed World There are numerous quiet, but clear, voices in War II novel Under a War-torn Sky (Hyperion, 2001), for young adult literature that convey messages against which she is currently researching and planning a sequel. racial, ethnic, and other forms of social intolerance. Her other notable books are Annie, Between the States The titles represented here are just a selection of fine (Katherine Tegen, 2004), and Flying South. In 2006, her examples. To discuss a wider variety of YA books forthcoming book, a Revolutionary War story set in 1775, will be published. Ms. Elliott lives in Virginia with her addressing the folly of humans treating one another husband and their two children. with hatred, inequality, or unkindness, and the various kinds of discrimination that is the result, while Diane Tuccillo is the author of Library Teen Advisory featuring young adult characters who speak up for Groups: A VOYA Guide, Scarecrow, 2005. She was the what is right, would take a whole book rather than an Young Adult Coordinator at the City of Mesa Library in article! However, the titles represented here are a good Arizona for almost 25 years, frequently contributes book start for exploring those important topics, and getting reviews and articles to the professional literature, presents readers to think about and discuss an array of related, workshops on teen library participation, and is an adjunct many-faceted issues. instructor at the University of Arizona teaching “Young Adults & Libraries” and has taught the “Adolescent Bibliography Literature” course at Arizona State University. Diane has Buss, Fran Leeper. Journey of the Sparrows. Dutton, 1991. presented at ALAN Workshops, is the Library Connection Curtis, Christopher Paul. The Watsons Go to Birmingham, 1963. column editor for The ALAN Review, served on the ALAN Delacorte, 1995. Board of Directors, and is currently ALAN President. Crowe, Chris. Mississippi Trial, 1955. Phyllis Fogelman, 2002.

THE ALAN REVIEW Winter 2006

h34_42_TAR_Win06 41 4/3/06, 9:49 AM 42

THE ALAN REVIEW Winter 2006

h34_42_TAR_Win06 42 4/3/06, 9:49 AM T ◆ H ◆ E , ALAN REVIEW

oman

obably

John Jacob

Joy Frerichs Joy

Oak Park, IL Oak Park,

ace Relations

ery brought to ery brought

Chatsworth, GA Chatsworth,

ISBN: 0-439-71559-8

ISBN: 0-7868-0490-4

Dogs/Human Relationships

a family take her to a vet for her to a vet a family take

Historical Fiction/R

es’ lives both past, present, and future. both past, present, es’ lives

ed and is lucky to ha

her behind. Eventually she finds a home with a w her behind. Eventually

is a most provocative novel. Written in dialogue, different characters are characters different in dialogue, Written novel. is a most provocative

by Julius Lester by

Ann M. Martin

eryone speaks. Seen through these different perspectives, the reader experiences the experiences the reader perspectives, these different Seen through speaks. eryone

om the white master, his children, house slaves and field hands to the auctioneer house slaves his children, om the white master,

surgery. Still, these people lea surgery.

A Dog’s Life: The Autobiography of a Stray Life: The Autobiography A Dog’s by Scholastic, 2005, 244 pp., $16.99 2005, Scholastic, A dog named Squirrel and her brother Bone are followed from their birth until their from followed Bone are and her brother A dog named Squirrel separation. In portraying stray dogs, Newbery Honor winner Ann M. Martin also dis- Newbery dogs, stray In portraying separation. cusses and shows the various ways people treat strays, from ignoring them to trying to from strays, people treat ways the various cusses and shows kill them to treating them well. Squirrel understands many things that a dog pr many understands Squirrel them well. kill them to treating cannot, including human speech, so readers will have to suspend their disbelief in will have cannot, including human speech, so readers reading this book. reading Martin’s writing is elegant and insightful. The story is realistic, though at times dis- writing is elegant and insightful. The story is realistic, Martin’s heartening because of how we often treat stray animals. Squirrel stays away from feral from away stays Squirrel animals. stray often treat we heartening because of how dogs when she can, but she is injur

who treats her as a companion. who treats

Day of Tears

Hyperion Books for Children, 2005, 177 pp., $15.99 2005, Hyperion Books for Children, Day of Tears used to divulge to the reader the story of sla used to divulge to the reader Fr ev auction block, the separation of families, and the dehumanizing sla of families, auction block, the separation both white and black people. The format the author uses makes the story real. The the story real. The format the author uses makes both white and black people. deluge of rain in the story symbolizes God’s tears as He looks down on His creation. as He looks down tears God’s in the story symbolizes deluge of rain This is a compelling story

y, a

ydia

oman

thens, OH thens,

Chris Goering

Jennie Dutton

Manhattan, KS

ISBN: 0374308470

Betrayal/Friendship

ISBN: 0-670-05990-0

erful book that will be impos-

Cancer/Rural Life/Friendship Cancer/Rural

YA Book Reviews Clip & File YA

ample of a gloriously po

is an exercise in growth. Toby finds another lump in his Toby in growth. is an exercise

. The book ends with a surprising and dark final scene of

one, that will be hard to get in boys’ hands, and that will be hands, to get in boys’ that will be hard one,

might come from any number of sources: the poetry the w number of sources: any might come from

Peter Moore Peter

Defiance

Macbeth

is a page-turning book with a strong message and stronger, deeper message and stronger, is a page-turning book with a strong

Defiance

by Valerie Hobbs Valerie by

arrar Straus and Giroux, 2005, 116 pp., $16.00 116 2005, and Giroux, Straus arrar

characters. I would give it my highest recommendation. it my give I would characters.

Caught in the Act Viking Penguin, 2005, 256 pp., $16.99 2005, Viking Penguin, When high school honors student Ethan Lederer begins to struggle with class and his student Ethan Lederer When high school honors family’s high expectations, the new student, Lydia Krane, a semi-gothic and seductiv Krane, student, Lydia the new high expectations, family’s sophomore, lends a helping hand. By causing Ethan to get dumped by his steady girl- lends a helping hand. By causing Ethan to get dumped by sophomore, friend first and then helping him blackmail a teacher who caught him cheating, L friend first has a twisted way of trying to reach her goals. Despite this, Ethan finds himself falling Despite this, her goals. of trying to reach has a twisted way for Lydia, a fellow theater junkie, when they share the lead roles in the school pla the lead roles share when they theater junkie, a fellow for Lydia, modern version of modern version Macbeth Caught in the Act

Defiance F Deceptively simple, simple, Deceptively battle with cancer and befriends a cow and a crazy/sane woman all in the same sum- woman and a crazy/sane battle with cancer and befriends a cow mer. The title mer. has Toby read, the cow’s decision about death, Toby’s changing relationship with his changing relationship decision about death, Toby’s the cow’s read, has Toby parents, and Toby’s own decision concerning his mortality own and Toby’s parents, This story ranks as a shining e This story ranks sible to book talk to an difficult to get out of girls’ minds 43

i43-50_TAR_Win06 43 4/3/06, 9:48 AM T ◆ H ◆ E

of Benjamin’s poor health. Exceptionally and po fiction at its finest, treating important (though often neglected) issues of immigr and belonging, pride and faith.

Dread Locks by Neal Shusterman Double Crossing: A Jewish Immigr P Story for Young Adults Cinco Punto Press, 2005, 261pp., $16.95 A modern day telling of the medusa myth, this fantasy thriller is sure to engage readers and leave them with an unfamiliar, unforeseen ending. It’s 1905 in the rural Russian countryside, and Raizel Balaban lo with her y As the protagonist Parker Baer dredges through upper class suburban life, he meets a her father to America. But the threat of pogroms and conscription into the Czar’s army mysterious new neighbor—Tara—in his bedroom, uninvited, one afternoon. The tw force her and her father Benjamin to undertake an arduous, risky journey across Eu- become fast friends, but something doesn’t add up for Parker. Several people who ha r come in contact with Tara seem to be dying as noted by their pale, almost gray, com- dox Jews, they will only eat kosher food) only to be turned a plexions and physical rigidity. Parker begins a detective style search for the truth but is he too late? R connections to the medusa myth and common fairytales

ope and the Atlantic. They survive seasickness, near drowning, and hunger (as ortho-

enguin Putnam, 2005, 176 pp., $15.99 ALAN eaders from seventh grade and up will happily read this page-turning book and mak REVIEW

ounger siblings and telling stories. The last thing she wants to do is go with

by Eve T

ation

Clip & File YA Reviews Book

erfully told, this story is historical

Historical Fiction/Immigr

Coming of Age/Friendship

y at Ellis Island because

es helping her mother

ISBN: 0-525-47554-0

ISBN: 0-938317-94-6

Manhattan, KS

Melissa Moore

Chris Goering

Jackson, TN

ation

F G.P. Putnam’s Sons, 2005, 228 pp., $17.99 Ælfwyn’s story is an educational and captivating foray into tenth-century Britain in the time of the West Saxon ruler, and Wyn’s uncle, King Edward. When Ælfwyn’s mother dies, the Mercian territory under her rule by King Edward refuses to relinquish all loyalty unto the King, and Wyn is thrown into politics though having always been more comfortable with books and poetry. When Wyn is faced with her uncle’s ultimatum of either marrying one of his allies or becoming a nun, she takes the first risk of her sheltered life, fleeing under the guise of a bo

sources for Wyn’s self-discovery. King Wilfrid wants Wyn’s help in a plot against her uncle; her budding courage must sustain her in a decision between what her heart w

storyteller, she finds inner-courage using the Old English poetry she has lo life;

The Dragon Throne Viking, 2005, 212 pp., $16.99 The Dragon Throne the Middle Ages and the turbulent era of the Crusades. This novel follows two squires, Edmund and Hubert, who rise to knighthood and are immediately thrust into perils accompanying their new titles. The pair of new knights, along with two seasoned knights are ordered to escort a young lady of the Queen’s court on a pilgrimage to Rome. Along the way, the story focuses on young Sir Edmund as he encounters danger in many forms and wrestles with the clash of morals being a man of war presents. Cadnum’s novel takes an interesting perspective as it reveals the important role religion played in the daily lives of the people and juxtaposes it with the cruelty of life in a w torn age. interest in the Middle Ages, but contains advanced vocabulary that may frustrate some r

eaders.

ar Traveler

ants and what her r

ar Traveler

The Dragon Throne

RbcaTnl Self-discovery/Exploration/Historical Fiction Rebecca Tingle

includes literary references to such Old English works as

is the final book in Cadnum’s trilogy that takes its readers back to

Michael Cadnum

al upbringing demands

is full of historical detail that will delight those with

With her new identity as a tr

ISBN: 0-399-23890-5

ISBN: 0-670-03631-5

Historical Fiction

atherine Harder

Manhattan, KS

Emily Pauly

Beowulf

Hewitt, TX

ed all her

eling

ar-

44 ,

i43-50_TAR_Win06 44 4/3/06, 9:48 AM T ◆ H ◆ E

es . ALAN

ward REVIEW

John Jacob

Oak Park, IL Oak Park,

Jacksonville, FL Jacksonville,

olting instead of

ISBN: 0316010189

ISBN: 1595140115

Coming of Age/Pets

Coming-of-Age/Adventure

Anjeanette Alexander-Smith

, landing the role of Sandy against her , landing the role

Grease

ed by her fish is explained in flashbacks. Fiona is in flashbacks. her fish is explained ed by

her baby brother or maintain her tribe’s laws? Hoffman’s laws? or maintain her tribe’s brother her baby

e named for boyfriends who have rejected her in the past. rejected who have e named for boyfriends

G.P. Guarente G.P.

as born out of rape.

despite the girl’s nice personality. Of course lurking in the wings is Of course nice personality. despite the girl’s

Alice Hoffman

otic fish tank. The fish ar

enguin, 2005, 198 pp., $7.99 enguin, 2005,

The Foretelling Little Brown, 2005, 176 pp., $16.99 2005, Little Brown, There comes a time when traditions must change. In Hoffman’s newest novel for young novel newest In Hoffman’s must change. comes a time when traditions There adults, Rain is a young girl who is disturbed by her tribe’s coda of violence to her tribe’s girl who is disturbed by is a young Rain adults, men. She is chosen to succeed her mother, Queen Alina. But, her mother treats Rain as Rain Queen Alina. But, her mother treats men. She is chosen to succeed her mother, an outcast because she w As Rain becomes more involved in battles, she finds her conquests r in battles, involved becomes more As Rain

pleasing. She develops an alliance with Io, daughter of her mother’s companion. Rain an alliance with Io, daughter of her mother’s pleasing. She develops also finds comfort in the arms of a young boy. Her actions go against the rigid, Ama- boy. also finds comfort in the arms of a young zon-like regime of her people. But, none of those forbidden relationships can suffice for But, none of those forbidden relationships of her people. regime zon-like the yearning of affection from her mother. of affection from the yearning When her mother dies during childbirth, Rain is faced with a hard decision to mak is faced with a hard When her mother dies during childbirth, Rain Should she risk her life to sa writing style makes this an adventurous tale that will definitely engage adolescents this an adventurous writing style makes

probably one of the highest energy characters in recent young adult fiction. She mak young in recent characters one of the highest energy probably a great Sandy, especially when she dons her black leather for the finale Sandy, a great is a page-turner, and Fiona is a great character. and Fiona is a great and Sinker is a page-turner, Hook, Line,

the boy that Fiona really should be with. That only becomes clear to her in the last that Fiona really the boy pages of the book. Each of the relationships portr Each of the relationships

P Fiona has the busiest schedule this side of school. Besides her studies, she keeps an she keeps Fiona has the busiest schedule this side of school. Besides her studies, ex She is secretary of Student Council and a tutor; most recently she has tried out for an of Student Council and a tutor; most recently She is secretary off-campus production of the musical off-campus production current flame, who plays Danny. But he is romantically involved with another girl that involved But he is romantically Danny. who plays flame, current Fiona doesn’t lik

Hook, Line, and Sinker Hook, Line,

ork,

owd,

eaders.

Elgin, IL

Allie finds

amego, KS

, new boys to boys , new

Julie Zaderaka

Curtis Chandler

Adolescent Males Adolescent

ISBN: 0670060070

ISBN: 0-525-47222-3

to books.

short stories, and novel excerpts and novel short stories,

YA Book Reviews Clip & File YA

by Lauren Myracle Lauren by Friendship

omises of increasing popularity omises of increasing

wn in by Allie’s character. Her humor, honesty, and honesty, Her humor, character. Allie’s wn in by

enth grade—the year that will change her life for the year enth grade—the

er her real identity and questions the significance of climbing the er her real

s Books, 2005, 135 pp., $15.99 2005, s Books,

eaders will be immediately dr eaders

The Fashion Disaster that Changed My Life The Fashion Dutton Children’ Jon Scieszka edited by for Guys Read Guys Write Viking-Penguin Group, 2005, 272 pp., $16.99 2005, Group, Viking-Penguin Finally, Allie has made it to se Finally, better! A fresh start brings hopeful pr better! A fresh for struggling adolescent male r cure latest just might be the miracle Scieska’s consider, and fresh gossip to chat about in the lunchroom. But someho gossip to chat about in the lunchroom. and fresh consider, The book is a compilation of entertaining memoir from authors like Chris Crutcher, Walter Dean Meyers, Gary Paulsen, and Jerry Spinelli. Gary Paulsen, Dean Meyers, Walter Chris Crutcher, like authors from Each selection is unique, entertaining, and aims to lead our bo Each selection is unique, It is rare that such a variety of young adult literature is represented in a single w is represented adult literature of young that such a variety It is rare and makes for a quick read—an excellent choice for guys who have yet to finish their yet who have choice for guys excellent for a quick read—an and makes first book. In addition, teachers and librarians will find each chapter a useful tool for and librarians book. In addition, teachers first getting students hooked on particular authors and novels. on particular authors getting students hooked

herself in sticky predicaments that cause her to question the real value behind popular- value that cause her to question the real in sticky predicaments herself ity and what true friendship is When Rachel, Mika, and Hadley invite Allie to join their elite friendship, Allie loses and Hadley Mika, When Rachel, sight of her former friends, Kathy and Megan. Jealousy and deception surround the and deception surround and Megan. Jealousy Kathy sight of her former friends, daily occurrences of Allie’s life. Throughout her encounters with the popular cr her encounters Throughout life. of Allie’s daily occurrences Allie begins to disco social ladder. R fresh wit will allow many teenage girls to relate to the drama she endures. Myracle’s she endures. to the drama teenage girls to relate many wit will allow fresh fresh style of writing will enchant middle school readers and force them to keep turn- them to keep and force style of writing will enchant middle school readers fresh ing the pages. 45

i43-50_TAR_Win06 45 4/3/06, 9:48 AM T ◆ H ◆ E

The Last Domino The Hunter’s Moon G.P. Putnam’s Sons, 2005, 229 pp., $16.99 Amulet Books, 2005, 284 pp., $16.95 The school shootings that ha This comical yet touching fantas pushes these students to resort to such violent measures. Meyer’s novel is an examina- character, Gwen, is always obsessed with food, which pr tion of the events that compound and e to break and seek final r edge for too long. Living in a family broken after his brother commits suicide, Travis searches for a place to feel significant and finally realizes a sense of worth through a friendship with Daniel— a new student at his high school. Unfortunately, this sense of worth and friendship urge Travis to make those who have hurt him pay, revealing truths about both bo their friendship in the pr This dark, yet gripping novel, leaves its reader with much to think about as T

Gwen’s cousin, acts as a foil for Gwen, adding further humor. The relationship between the two cousins is heartfelt, especially the lengths Gwen goes to in trying to sa Findabhair. Against the backdrop of Irish folktales and culture the adventure is played out. The characters undergo a transformation as they fight against the evil forces of the isle. Every Hunter’s Moon a sacrifice is required of the mortals by this evil force. The fairies must offer up this sacrifice, until the heroines come along. Female readers will appreciate the fact that this book has a heroine who is fully human yet strong and adventurous. Hopefully a new addition to this series will be soon forthcoming, as the author is quite talented in her descriptive skills.

violence erupts on the pages. With its mature themes and language, care is suggested ALAN when recommending REVIEW

by Adam Meyer

by O.R. Melling

The Last Domino.

ocess.

enge from those who ha

made recent headlines ha

y adventur

entually cause its main character, Travis Ellroy,

e will keep the reader engaged. The main

Clip & File YA Reviews Book

been nudging him closer to the

Adolescent Violence/Isolation

vides comic relief. Findabhair

Friendships/Love/Discovery

left many wondering what

ISBN: 0-399-24332-1

ISBN: 0-8109-5857-0

Kenan Metzger

Emily Pauly

Muncie, IN

Hewitt, TX

and

vis’

Learning the Game Scholastic, 2005, 224 pp., $16.95 An Innocent Soldier Nate has been spending the summer working on his basketball game, often joined by translated by Michael Hofmann friends and teammates from his high school’s varsity team at a little park with decent hoops. One day the “enforcer” for his team, the guy who makes the dirty fouls and is not liked much, shows up. The scrimmage continues in spite of his dirty pla The enforcer, Branson, brings his van to the park one day and jimmies open the lock to a local fraternity. In a scene that stretches one’s imagination, he convinces all team and is desperate to escape until he witnesses the consequences of desertion. Adam’s lot members—except one player who goes home—to steal the entire contents of the fr takes a turn for the better, however, when a young lieutenant requisitions him as his nity, which is empty for the summer. Team members stress their innocence when the personal servant, and the surprising friendship that gr coach calls them in, but e what gets them through the terrible war alive. Adam’s gratitude to Konrad Klara for taking him under his wing results in a great bond of loyalty, and his fear and insecurity ev campaign. The war that introduces Adam to so many terrible things also r with true friendship and the possibility of a happier life afterw

Arthur A.Levine Books, 2005, 240 pp., $16.99 An Innocent Soldier a peasant in Napoleonic Eur Napoleon’s

team to be suspended for the season; they watch the one varsity player, substitutes, and freshmen fight through the season. This basketball book features a good guy who makes a bad choice and then rights it.

olve into great bravery and courage as the two of them fight to survive the Russian

Grande Armée,

tells the story of an unusual friendship betw

Kevin Waltman

JsfHlb Courage/Adventure/Historical Fiction Josef Holub;

entually Nate gives in and confesses. That causes the entir

dam Feuchter is instantly terrorized by the horrors of war

ope. Forced to enlist under his master’

s between them is ultimately

Basketball/Juvenile Crime

ard.

een an aristocrat and

ISBN: 0-439-6277

ISBN: 0439731097

s son’s name in

atherine Harder

Manhattan, KS

Oak Park, IL

ds him ewar

John Jacob

ater-

1-0

46 e

i43-50_TAR_Win06 46 4/3/06, 9:48 AM T ◆ H ◆ E ALAN REVIEW

osses,

xpectedly

thens, OH thens,

amego, KS

y/Stereotypes

Jennie Dutton

Curtis Chandler

ISBN: 2004016564

ISBN: 0-670-06007-0

acism/Romance/Prejudice

Sports/Bullying/Liter

ouches of profanity and promiscuity make and promiscuity ouches of profanity

o classes are forbidden to mix, but e o classes are

Malorie Blackman

es us gasping for mor

is a carefully crafted glance at the harsh realities imbedded in high realities glance at the harsh crafted is a carefully

Pinned

by Alfred C. Martino Alfred by

Naughts and Crosses Pinned Simon and Schuster, 2005, 386 pp., $15.95 2005, Simon and Schuster, 272 pp., $16.99 Hartcourt, 2005, Callum and Sephy grew up together, though they had vastly different lives. Callum is a lives. different had vastly though they up together, grew Callum and Sephy Martino’s Naught, the disenfranchised white minority, while Sephy is the privileged class of Cr while Sephy white minority, Naught, the disenfranchised those of African American descent. The tw Callum and Sephy fall for each other in this complicated tale of racism and romance. fall for each other in this complicated tale of racism Callum and Sephy Flipping the sides of racism make for an interesting set of possibilities, and the parallels set of possibilities, for an interesting make Flipping the sides of racism to modern racism and its ever-present power make this a great book for discussions this a great make power and its ever-present to modern racism with teenagers. With all of the complicated racial overtones, the love story between the love overtones, With all of the complicated racial with teenagers. Callum and Sephy reminded me in many of ways of Romiette and Julio by Sharon and Julio by of Romiette of ways me in many reminded Callum and Sephy Draper, though Blackman’s novel is more appropriate for an older audience. This dis- for an older audience. appropriate is more novel though Blackman’s Draper, turbing and powerful story reminds readers how hard growing up can be. growing hard how readers story reminds turbing and powerful

school wrestling. The novel is a quick, engaging read for those interested in sports, but in sports, for those interested is a quick, engaging read The novel school wrestling. also anyone else struggling to survive the teenage years. else struggling to survive also anyone Ivan Korske and Bobby Zane are protagonists whose dissimilar worlds will inevitably whose dissimilar worlds protagonists Zane are and Bobby Korske Ivan collide on the mat as each struggles to reach and win the New Jersey state finals. In state finals. Jersey and win the New collide on the mat as each struggles to reach addition to the rigor of training and making weight, each wrestler finds himself en- each wrestler and making weight, addition to the rigor of training gulfed in a storm of personal demons. Themes include divorce, first romances, death of romances, first Themes include divorce, demons. gulfed in a storm of personal loved ones, and adolescent struggle for autonom ones, loved Martino gives us a crescendo of action and teenage drama that builds from the first to the first that builds from of action and teenage drama us a crescendo Martino gives final page and lea the novel a better choice for high school than middle school. the novel

onic

Elgin, IL

ate Siscoe

ennesaw, GA ennesaw,

and has been

aith H. Wallace

struggles with her

Salem Witch Trials

ISBN: 0-439-69188-5

ISBN: 0-689-87690-4

’s

vide distraction for some vide distraction

Realistic Fiction/Judaism Realistic

must reflect on a relation- must reflect

YA Book Reviews Clip & File YA

follows each major character’s per- each major character’s follows

Julie Hearn has done her research well Julie Hearn has done her research

When a recognition-hungry “witch finder” When a recognition-hungry

by Matthue Roth by

The Minister’s Daughter The Minister’s

gundy-streaked hair . . . and death rock T-shirts—you don’t T-shirts—you hair . . . and death rock gundy-streaked

oung Readers, 2005, 263 pp., $16.95 2005, oung Readers,

, 2005, 360 pp., $7.99 , 2005,

ritten in third person, person, ritten in third

theneum Books for Y

egarding the motives behind the Salem witch trials. Hearn also adds a unique fantas behind the Salem witch trials. the motives egarding

eaders. This fictional look at Salem is appropriate for the early high school audience This fictional look at Salem is appropriate eaders.

aised with knowledge of herbal remedies and paganism to become the next healer of and paganism to become the next of herbal remedies aised with knowledge

eligion, parents, and peers while learning about the complexities of the Orthodo while learning about the complexities and peers eligion, parents,

spective as paths cross and conflict occur as paths cross spective r element, Nell’s healing ability, which may hold appeal or pr which may healing ability, element, Nell’s r

PUSH—Scholastic Grace, a minister’s daughter with high expectations to live up to, conceives a child out up to, conceives to live daughter with high expectations a minister’s Grace, Jewish Orthodox a seventeen-year-old speaks her mind—“when you’re Aaronson Hava of wedlock and must hide her sin. Nell is a merrybegot, a child of natur of wedlock girl with purple-and-bur r Hava her senior year, holding back” (p. 1). During the summer before you’re look like the village after her grandmother passes a the village after her grandmother cast in a network of speaking her mind when she’s learns some of the ramifications moves into town to get to the bottom of the minister’s daughter’s secret, will the village secret, daughter’s to get to the bottom of the minister’s into town moves sitcom and spends the summer in California. Ha television people believe the witch finder as evidence against Nell piles up? the witch finder as evidence people believe and her life in the limelight of temptation while film- ship, the choice to be Orthodox, ing. After several poor choices, Hava’s pictures appear on television and her electr appear on television pictures Hava’s poor choices, ing. After several W diary has been quoted. Roth portrays the Jewish communities in New York and Califor- York communities in New the Jewish portrays diary has been quoted. Roth nia with authenticity and respect. Readers can connect to Ha Readers nia with authenticity and respect. r Jewish culture. Jewish

by Julie Hearn Daughter by The Minister’s Never Mind the Goldber A 47

i43-50_TAR_Win06 47 4/3/06, 9:48 AM T ◆ H ◆ E

Sleeping Freshmen Never Lie Sandpiper Dutton Children’s Books, 2005, 279 pp., $16.99 Simon and Schuster Books for Y Scott Hudson’s life is busy enough—avoiding lunch-money-stealing upper 200 finishing loads of home As the school year wraps up, Sandpiper Hallo hot; the last thing he has time to deal with is a bab a summer sweltering with change, she sneaks away on occasion and captures her he can do; his mother is expecting a child who will be fifteen years younger than Scott. thoughts and feelings in poetry. The pressure of her mother’s wedding, new family How’s a guy to deal? members, and a biological father with wandering eyes are only the beginning. Scott takes the reader humorously through his freshman year of high school, r Upon ending her long streak of shallow relationships, Piper forms a peculiar bond with his thoughts, fears, and wisdom in a “journal” he plans to give to his new sibling. Little W does he know that in the process of trying to get b find themselves? As the ex-boyfriend begins to threaten Piper and her family, the odd connection to Walker proves to be life saving. Ellen Wittlinger inno Piper using a rare but necessary honesty. Piper’s poetry grips the emotions and latches onto the reader. While young readers may be shocked by the occasional explicit detail, older readers will find themselves holding their breath, captivated by the authenticity of the characters and events.

a friend, an honorable man, and a brother. Through an uplifting story, David Lubar shares a true teenager’s perspective. The familiarity and honesty of the characters allows the narrative to unfold with startling realism. laughs and a genuine voice in young adult literature.

ALAN alker, a complete stranger. How are they to know that in finding each other, they will REVIEW 5, 225 pp., $16.95

Sleeping Freshmen Never Lie

Ellen Wittlinger

atively touches a variety of current issues through the eyes of

ork on time, and impressing an old kindergarten pal turned

oung Readers,

David Lubar

is a recommended read for those searching for

w Ragsdale is alone and confused. F

Dating/Interper

Clip & File YA Reviews Book

he is learning what it means to be

Unfortunately, there’s not much

sonal Relations/Walking

Family-Friend Dynamics

ISBN: 0-689-8680

ISBN: 0-525-47311-4

Hoffman Estates, IL

Rebecca Aicher

Algonquin, IL

endi Brown

classmen,

ecording

acing

2-2

Stonewolf The Secret Blog of Raisin Rodriguez Holiday House, 2005, 231 pp., $16.95 P Seven-year-old Nicholas was thrilled to leave his unhappy orphanage life, but soon R r cross-country move from Berkeley to Philadelphia, finds herself beginning se Nicholas must be shr without friends, except for the son of her stepfather’s business associate and he “doesn’t gleaned from his scientist parents, hidden from his captors, as well as his escape plans count.” Sounds serious, but Raisin recounts her adventures in a blog to her two best friends back home in the witty manner (well beyond the range of the usual tw The number of characters is burdensome, but one eventually becomes engrossed in the y mystery of Nicholas’ hidden knowledge. As he tries to escape his captors and takes swallowing the padded bra she’s been “borrowing” from her new stepsister, mistak- increasingly dangerous and daring chances, his predicaments push the boundaries of enly assuming the most popular girls in school are singing happy birthday to her, imagination. It is implied that Nicholas is related to Nikola Tesla, the Serbian-American starting her period in a public place, and having her secret blog published thr scientist. The ending lea the school which hurts the nice boy she’s overlooked while seeking popularity. Raisin ine what Nicholas’, fourteen at the no must make amends, and in doing so, learns the value of offbeat friends o by star quality. The novel is funny and entertaining without being entirely believable.

ealizes his new guardians are holding him captive to unlock secrets from his past.

ear-old) of a born raconteur. Her travails include (but are not limited to), the dog

enguin/Razorbill, 2005, 202 pp., $12.99

aisin, uprooted first by divorce, her mother’s sudden remarriage to a stranger, then a

middle level science buffs, with perhaps some teacher assistance.

Brenda Seabrooke

es numerous unanswered questions and the reader must imag-

d in keeping his returning memory, much of it information

by Judy Goldschmidt

el’s end, future holds. This will be enjo

Fiction/Coming of A

ISBN: 0-8234-1848-0

ISBN: 1-59514-018-2

Myrna Dee Marler

ermillion, SD

er those with

Susan Gapp

enth grade

oughout

Mystery

Laie, HI

ed most

elve-

48 .

i43-50_TAR_Win06 48 4/3/06, 9:48 AM T ◆ H ◆ E ALAN

esh-

es of REVIEW

antasy

ward-win-

amego, KS

Jackson, TN

oger Caswell

proves to be proves

Melissa Moore

enture/Detective/

Historical Fiction/

interest. The book interest.

ISBN: 0-938317-96-2

ISBN: 0-439-77438-1

Adv

Latino Culture/Education

enger hunt as they try to enger hunt as they

el to young readers (ages 9- readers el to young

to help out at home. The year to help out at home.

The Door to Time

books.

, this quiet story will find an audi-

Little House

aham

able characters,

by Edizioni Piemme by

independence is heartfelt. Wile not as strong as independence is heartfelt. Wile not as strong

Esperanza Rising Esperanza

vious owner, Ulysses Moore. The children discover an- discover The children Moore. Ulysses vious owner,

aham

Susan Gonzales Abr

, this tale continues Cecilia’s adventures as she embarks on her fr adventures , this tale continues Cecilia’s

, nor as inspiring as

Cecilia’s Year Cecilia’s

eekend to finalize the purchase of the manor, the twins, Jason and Julia, are left Jason and Julia, are the twins, of the manor, to finalize the purchase eekend

Argo Manor, an old, mysterious mansion on the coast of England, sits atop a cliff and an old, mysterious Manor, Argo offers the perfect place for exploration. With their parents returning to London for the returning With their parents the perfect place for exploration. offers w under the watch of the old caretaker, Nestor. He seems to know more about the myster- more He seems to know Nestor. of the old caretaker, under the watch ies of the old house than he lets his young charges know. Along with their new school Along with their new know. charges ies of the old house than he lets his young friend, Rick, the twins find clues that lead them on a sca

ence with readers who have outgrown the outgrown who have ence with readers

Surprising Cecilia #1: The Door to Time Ulysses Moore and Denise Gonzales Abr 240 pp., $12.99 (trans.), 2004/2006 Scholastic, Cinco Punto Press, 2005, 230 pp., $16.95 230 2005, Cinco Punto Press, Cecilia Gonzales has big dreams of leaving her family’s farm, going to the big city after her family’s of leaving Cecilia Gonzales has big dreams graduating from high school, and getting an office job. The sequel to the a high school, and getting an office job. from graduating ning man year at the modern (for the 1930s) high school. Her mother still disappr at the modern (for the 1930s) man year Cecilia’s dreams, so the 15-year-old goes out of her w so the 15-year-old dreams, Cecilia’s holds many surprises, including a new baby at home and a lo baby including a new surprises, holds many chronicles the journey of discovery as Cecilia makes important decisions about family as Cecilia makes of discovery the journey chronicles the findings of the pr uncover and responsibility. Manor. of Argo within the reality that exists other world Hispanic phrases and proverbs are sprinkled throughout, lending authenticity. Cecilia lending authenticity. sprinkled throughout, are and proverbs Hispanic phrases plot line and belie With a well-crafted is likeable, and her struggle to is likeable, this no I recommend an infectious beginning of a series. Cecilia’s Year Cecilia’s and hidden doors secret them through that takes a quick-paced read 12) who enjoy passageways.

d’s

olving

eaders

Fantasy

Elgin, IL

achel Lance

elationships

Susan Gapp

ermillion, SD

ISBN: 0-399-2355-8

ISBN: 0-8109-5758-2

Family R Family

brothers’ involvement in the involvement brothers’

their

ed King Arthur. Homeria ensnar ed King Arthur.

YA Book Reviews Clip & File YA

se that was cast by an evil enchantress, an evil cast by se that was

ed. Some sections, especially those inv ed. Some sections,

and Sir Lancelot betr

able read for mature genre fans. genre for mature able read

by David Clement-Davies David by

by Audrey Couloumbis Audrey by

Summer’s End Summer’s

and birthday parties. After a tragic accident, Grace’s challenge of finding safety accident, Grace’s After a tragic parties. and birthday

and the importance of family rise to a whole new level. and the importance of family rise to a whole new Couloumbis’ uses vivid dialogue, and the down-to-earth, yet intricate narrative offers intricate narrative yet and the down-to-earth, Couloumbis’ uses vivid dialogue, an excellent glimpse into the mind of a thirteen-year-old girl struggling to find her place glimpse into the mind of a thirteen-year-old an excellent in a changing world. Young adults are sure to connect to Grace as they walk with her walk as they to connect to Grace sure adults are Young in a changing world. through through

Summer’s End Summer’s G.P. Putnam’s Sons, 2005, 182 pp., $16.99 2005, Sons, Putnam’s G.P. Grace can’t stand the fighting. Since her brother burned his draft card, there’s been there’s card, burned his draft can’t stand the fighting. Since her brother Grace nothing but fighting at home. Having to cancel her first boy/girl birthday party is the birthday boy/girl to cancel her first Having nothing but fighting at home. last straw. Looking for an escape, Grace sneaks a ride in the bed of Uncle Milfor Grace Looking for an escape, last straw. pickup, hoping to find comfort in the routine chores of her grandma’s farm; instead, of her grandma’s chores pickup, hoping to find comfort in the routine she finds that even her cousins are fighting—about her cousins are she finds that even war. As days pass, Grace and her parents come to an understanding—about her brother, the her brother, come to an understanding—about and her parents Grace pass, As days wa

Rhodri’s daily life, seem over-long and distracting. While there are many Arthurian many are While there and distracting. seem over-long daily life, Rhodri’s novels available, this one incorporates interesting and unusual approaches to the leg- and unusual approaches interesting this one incorporates available, novels end, making it an enjo

The Telling Pool The Telling Amulet Books, 2005, 362 pp., $19.95 2005, Amulet Books, Experience magic, deceit, trust, love, and friendship as Rhodri seeks his destiny to save and friendship as Rhodri seeks his destiny deceit, trust, love, Experience magic, King Richard and his land from a long-ago cur and his land from King Richard Homeria, when Guine both Rhodri and his father in her own quest to possess Excalibur, Arthur’s fabled Arthur’s quest to possess Excalibur, both Rhodri and his father in her own sword. Rhodri encounters Wiccan ideas and pagan practices that challenge his beliefs about Wiccan ideas and pagan practices Rhodri encounters Christianity, but is strengthened through visions and messages received by gazing into by visions and messages received through but is strengthened Christianity, a magical pool. Readers will be swept up by the adventures that lead to Rhodri’s dis- that lead to Rhodri’s the adventures up by will be swept a magical pool. Readers covery of his identity. Characters are well developed, especially Rhodri, and r developed, well are Characters of his identity. covery will relate to the many emotions portr to the many will relate 49

i43-50_TAR_Win06 49 4/3/06, 9:48 AM T ◆ H ◆ E

W Under a Stand Still Moon Bro Echo, an Anasazi Indian girl, gr tion. She lives a carefree life until she is 12, when she catches a baby falling from a cliff—considered a miracle. One of the High Priests takes her for a wife and agrees to teach her the secrets of the stars and planets. Echo lives with the old man in a high cliff. Then problems start to occur: Vandals raid the village several times and kill tribe member clouds; this bad sign forces the Indians to ask the High Priests to intervene, but they cannot. Eclipses are known only to the High Priest married to Echo, and only as a m anyone to stop, and the Indians start to lea Echo learns about their religion and becomes the only girl who can hunt game; there is hope some Indians will return to join Echo in raising crops and hunting.

Fr Winnie May is suddenly uprooted from her shallow-but-real-life in Chicago to mo rural Minnesota, where her father has taken a position as a doctor in residence at a state mental health facility. Winnie tries to adjust, but she’s the new kid in school, and her only friend is Justice Goodwater, who lives on the reservation. Complicating matters is her mother’s spiral into depression. Winnie relates more easily to the residents than most 14-y acceptance of, and affection for, them is believable. The friction caused by her friendship with Justice is palpable and relevant and adds complexity to the story. Set in 1959, this novel explores Winnie’s evolving maturity and changing relationship with her parents. Johnson may be trying to accomplish too much in this slim volume, and consequently some issues are only hinted at, but the story strangely does not suffer Instead, it serves as a window on Winnie’s life, with the realization her story will continue.

yth. Then there is a drought. They have overused their land, but she cannot get

ont Street, 2005, 164 pp., $16.95 ALAN orlds Apart REVIEW wn Barn Books, 2005, 192 pp., $8.95

b ida e ono Mental Health/Parent/Child Relationships by Lindsay Lee Johnson

b n oadCelComing of Age/Anasazi Indians by Ann Howard Creel

s up during the dissolution of the Anasazi civiliza-

in great numbers.

Clip & File YA Reviews Book

The sun seems to be eaten by the

ISBN: 978-0-974648

ear-olds would, but her

ISBN: 1-932425-28-4

Melissa Moore

Oak Park, IL

Jackson, TN

John Jacob

1-8-3

ve to ve

Where I Want to Be Putnam, 2005, 150 pp., $15.99 Tw slightly older, schizophrenic sister. The telling is non-linear, and at first, the two story lines don’t seem to converge, which might be off-putting to teen readers demanding a strong story line. Eventually, it becomes clear that Jane is dead, perhaps a suicide, and Lily is guilt-ridden, hiding from her friends, and depending too much on her bo Caleb. Jane must resolve her jealousy and bitterness. Lily must resolve her guilt at being the normal one and let Caleb go. The writing is imagistic, evocative, and appropriately haunting. The e pieces of the narrative puzzle fit together than from large plot developments. The front cover announces that the no story will be valued more by mature and thoughtful readers than reluctant ones.

Publishers who wish to submit a book for possible review should send a copy of the book to:

To contact Lori Goodson at [email protected]

o narrative voices tell this story: Lily, a pretty, popular teenage girl, and Jane, her

submit a review for possible publication or to become a r

Lori Goodson 409 Cherry Circle Manhattan, KS 66503

by Adele Griffin

citement in the story comes more from figuring out how the

el is a National Book A

Finalist, which suggests the

Fiction/Mental Illness

ISBN: 0-399-23783-6

Myrna Dee Marler

eviewer,

Laie, HI

yfriend

i43-50_TAR_Win06 50 4/3/06, 9:48 AM Jeffrey S. Kaplan The Research Connection

Dissertations on Adolescent Literature: 2000–2005

o research column would be and its implications for both might affect new immigrant complete or responsive to adolescent and adult readers. adolescents who are in the process Nthe needs of young adult As no summary of all the of developing their English literacy teachers, researchers and enthusi works cited can be totally complete, and making the transition to asts without a review of the wealth apologies to those who disserta academic confidence. Chiu’s of recent dissertations involving the tions are not represented or to primary question is “if reading study of young adult literature. those whose study is misrepre young adult literature has a positive Thus, the theme of this column is sented. The intent of this columnist effect on literacy development and to bring to readers of The ALAN is to cull the archives for the thesis academic confidence for English as Review an informative summary of listed in dissertation abstracts a second language (ESL) middle significant masters and doctoral within the last five years and to school students?” Using a qualita dissertations completed in the last produce a representative summary tive framework for study, the five years (2000-05) “of” and of the good work accomplished. My researcher triangulates the data “about” young adult literature. hope is that young adult teachers derived from observation, inter The dissertations of young and readers everywhere will benefit viewing, and document analysis of adult literature concern papers that from the plethora of interesting and five recent immigrants to America, study the use of young adult novels provocative research being accom ranging in time frame for coming to in a classroom setting. These plished in the name of young adult the United States from one year and researchers examine the practice of literature and in turn, these rich eight months to five years. All five using young adult literature as a studies might spur investigations of students attended the same middle pedagogical tool and its effect on your own. Enjoy. school with a large number of other the perceptions, attitudes, and ESL students who came from the understandings of adolescent Dissertations Of Young same region in Mexico. These readers. Mexican students were bilingual, Adult Literature The dissertations about young speaking more often Spanglish, an adult literature comprise research Ching-hsien Chiu’s dissertation English/Spanish mix. Initial that analyzes young adult fiction as “New Immigrant Readers: The Role findings show that young adult a literary genre. These literary of Young Adult Literature in literature plays a significant and scholars devote considerable time Literacy Development and Aca vital role in student literacy suc and effort to revealing the charac demic Confidence (North Carolina cess. All indicators for positive teristics of plot, structure and style State University, 2005)” investigates intellectual growth—academic in the works of young adult fiction how reading young adult literature performance, reading fluency and

THE ALAN REVIEW Winter 2006

j51_59TAR_Win06 51 4/3/06, 9:46 AM flexibility, and social growth and their curriculum. Finally, out of the response and dialogic professional development—are rated high in this 93 responses, 38 belonged to the development (the analysis of a qualitative study, indicating that National Council Teachers of conversation to understand a even more time is needed for English and only one, to the professional issue). This case study emerging immigrant learners to Assembly on Literature for Adoles uses a small nationwide online spend more time with young adult cents. mailing list, or listserv, of 22 middle literature that speaks to their Teresa Wilson’s dissertation school teachers who volunteered to immediate experiences. “Bringing Memory Forward: engage in online discussions about Jennifer Claiborne’s disserta Teacher’s Engagement with Con the young adult literature that they tion “A Survey of High School structions of ‘Difference’ in Teacher teach. Using a grounded theory English Teachers to Determine Literature Circles (University of analysis, the researcher Hill cites Their Knowledge, Use, and Attitude Victoria, Canada, 2004),” explores that the as a result of the online Related to Young Adult Literature in the impact of teacher literature discussion, the participating middle the Classroom (University of circles on the development and school teachers increased their Tennessee, 2004)” examines the construction of meaning in study of knowledge of the subject matter, young adult literature books that young adult literature. Between gained insights in their understand teachers use in the classroom. January and June 2003, the re ings of pedagogical practices, and Using information gathered from a searcher studied eighteen practicing experienced personal and profes mailed survey, the researcher teachers, comprising both elemen sional growth. Also noted is that explores three questions—what tary and secondary levels, who the on-line discussions tended to be young adult novels are used in were invited to discuss multi monologic, rather than dialogic in secondary classrooms; what are cultural children’s and young adult nature, and that discussions teachers’ opinions about using literature in monthly book clubs, adhered to conversations about the young adult novels in secondary write their own literary biographies, young adult books themselves, and classrooms; and whether or not and engage in monthly interviews not toward social-cultural issues teachers belong to professional with the researcher. The result is and ideologies about the books read affiliations dealing with the study that teachers reveled in non- in their respective classes. of young adult literature. The authoritative, self-revealing discus Sue L. Jacobs’ dissertation researcher mailed 138 surveys to sions about children’s and young “Artistic Response of Incarcerated secondary English teachers in 12 adult literature, learning that Male Youth to Young Adult Litera different schools in the state of instructional methodologies with ture (Kansas State University, Tennessee. Of the 138 surveys young people that emphasize 2003)” examines ways in which mailed, 93 responses were received, indirect, constructivist teaching incarcerated youth respond artisti netting a response rate of 67%. The approaches are far preferable than cally to young adult literature. Four results showed that of the 93 direct, authoritative instructional males, ages ranging from 13 to 17 respondents, a majority, 73%, did designs. Simply, when young years old, were chosen from a not use young adult literature in readers read what they want, they secured facility. For the four young their classes, and of those who did learn best. boys, the inquiry sessions included use young adult novels, only the Janet Hill’s dissertation “An listening to three young adult classics of young adult literature are Interactive Study of Teachers’ literature books being read orally, represented. Teachers, although Online Discussions of Young Adult writing an artistic response to the reluctant to use young adult novels Literature (Kent State University, books read aloud, and participating in their instruction, did indicate an 2003)” is a qualitative study, in a follow-up interview session awareness of contemporary YA examining the conversations of upon completion of their respective literature, but were reluctant to use teachers as they engaged in on-line artistic responses. Employing a it for a variety of reasons—most discussions of young adult litera qualitative research approach, the notably, they did not feel it was ture. The qualitative study is researcher Jacobs’ data includes an relevant or worthy enough to use in framed within the theories of reader interest inventory, a pre- and post

THE ALAN REVIEW Winter 2006

j51_59TAR_Win06 52 4/3/06, 9:46 AM attitude survey, field notes, artistic Response to Young Adult Novels sity of Texas, El Paso, 2004)” response, and interviews. Results versus Classic Novels (University of examines the relationship between indicate an initial reluctance on Toledo, 2001)” investigates the young adult fiction and middle behalf of the four males to discuss attitudes, interests, and levels of school scientific literacy. Using a the young adult literature in response to a young adult novel statistical analysis of pre- and post question, but after time, these four and a classic novel in a high school scientific knowledge and attitude young boys do open up about the English class of an urban school surveys, Narro concludes that books they heard read to them. district in the Midwest. Using an introducing science fiction literature This study is more fascinating for intense qualitative research design, into an eighth-grade student’s its descriptive analysis of the four Hunt recorded the reactions of both science curriculum has a significant young men in question, than, given teacher and students during an impact on that student’s scientific the small sample size, for any eleven-week observation where literacy level. generalization towards any other both a young adult novel and a study or large group constituency companion classic novel were Dissertations About Young Evelyn Marie Eskridge’s taught. The results indicate that Adult Literature dissertation “Teachers Taking the students demonstrate a better Aesthetic Stance While Practicing interest and higher attitude in the Lori Ann Atkins Goodson’s Discussion of Young Adult Litera young adult novel in contrast to the dissertation “Protagonists of Young ture (Oklahoma State University, classic novel. Students found the Adult Literature and their Reflection 2002)” is a study that is theoreti young adult novel a more appealing on Society (Kansas State University, cally framed in Rosenblatt’s theory and intriguing genre, revealing the 2004)” is an in-depth study which of reading (1978) in which the challenges of using classic novels in employs context-sensitive text reader acts as the central focus a high school curriculum. analysis techniques developed by between the author and the text. Julia L. Johnson-Connor’s Huckin (1992) to examine charac Participants in this study are six dissertation “Seeking ‘Free-Spaces teristics of protagonists in randomly female white teachers—one Unbound’: Six ‘Mixed’ Female selected young adult novels elementary, three middle, one high Adolescents Transact with Litera appearing on the International school, one college—with teaching ture Depicting Biracial Characters Reading Association’s (IRA) Young experience ranging from five to (University of Illinois, Urbana- Adults Choices lists from its twenty-five years. Meeting nine Champaign, 2004)” explores the inception in 1987 through 2003. times over ten weeks, each session female biracial adolescents’ Goodson’s central thesis question is lasting from one to two hours, this transactions as they read and “to what extend do the protagonists qualitative study with the re transacted with selected biracial of recent popular young adult searcher acting as a participant literature, including young adult literature reflect diverse characteris observer reveals that teachers revel literature, in and out of a school tics?” As defined in the thesis, the in weekly participatory discussion book club, both individually and in meaning of diverse characteristics about the value of young adult small groups. Her findings indicate includes ethnic background, gender, literature in their own classroom a need to broaden the definition of and socio-economic status. Also, practice. By building on multiple multicultural education and the role Goodson indicates the dominant perspectives, the participating of multiethnic and multicultural multiple intelligence trait (based on teachers gained greater insight and literature in the lives of adolescents, Howard Gardner’s Multiple Intelli respect for the use of young adult particularly a previously neglected gences) of the protagonist repre literature in their respective group of young people, biracial sented in the young adult novels teaching and serve as a model for children. selected to study. Three books, or teacher development. Celiamarie Narro’s dissertation 10 percent, from each year’s IRA Rebecca Denice Garrett Hunt’s “Students’ Perception of a Relation Young Adult Choices list (1987 dissertation “An Examination of ship Between Young Adult Fiction 2003) were selected for review, Attitudes, Interests, and Levels of and Science Literacy (The Univer yielding a total of 51 novels. An

THE ALAN REVIEW Winter 2006

j51_59TAR_Win06 53 4/3/06, 9:46 AM independent scholar specializing in times, her role is minimized and at surrendered is regarded as a sign of young adult literature and multiple others, her presence is erased. accomplished adolescent maturity. intelligences verified Goodson’s Carrie Nishihira’s dissertation Thus, the loss of a parent, a friend, analysis. Results, not surprisingly, “Fantasies and Subversions: an animal, an object, or even show that typical protagonists in Reworking of Fantasy in Young virginity, is regarded as a first step contemporary young adult fiction Adult Literature” explores contem towards becoming an adult. Novels are predominantly upper/middle porary young adult re-workings in studied include Johnny Tremain, class white girls who are linguisti novels, short stories and films of Old Yeller, A Separate Peace, Bridge cally intelligent. Thus, the implica fairy tales and fantasy sources from to Terabithia, My Brother Sam in tion of this study is whether these a feminist and psychoanalytic Dead, Number the Stars, The books appeal to non-reading perspective. The researcher exam Upstairs Room, The Outsiders, and adolescents? As Goodson con ines the image of women as That Was Then, This Is Now. cludes, classroom teachers trained portrayed in archetypal stories Janet Merle Wossum Hilburn’s to use young adult novels to engage throughout the ages and how these dissertation “Walking in the Light: reluctant or disinterested readers images are manifested in contem The Role of Protestant Christianity need to be cautioned that most porary young adult novels. By in Young Adult Modern Realistic young adult novels are geared to examining the role of sex, power Fiction (Rutgers, the State Univer students whose interests are most and violence as portrayed through sity of New Jersey, New Brunswick, dissimilar from the characters they patriarchal romance narratives and 2005)” is a study that looks at the might encounter in their readings. then how they are reinterpreted in intersection between increased Holly Wagg’s master’s thesis YA literature, the researcher religious fervor in society (the “Producing (In(Visible)) Girls: The demonstrates how reinterpretations emergence of the Religious Right in Politics of Production in Young in young adult fiction are linked to American public life) and its Adult Fiction with Adolescent changing cultural conceptions of reflection in young adult literature. Lesbian Characters (Concordia adolescence, gender, romance and Results of the study show that there Univeristy, Canada, 2004)” exam sex. A range of literary works from has been an increase in the number ines the increase in the publication nearly every genre and era is of books published with some sort of homosexuality-themed young introduced to substantiate the of content pertaining to Protestant adult literature and concludes that findings of this intricate and Christianity since 1990. In these novels that feature adolescent involving study of gender theory as novels, religion frequently becomes lesbian characters account for fewer applied to young adult literature. an area of conflict—both internal than one-quarter of all published Eric Tribunella’s dissertation and external—for the protagonist titles. Based upon interviews with “Disposable Objects: Contrived with the resolution at best, ambigu seven authors regarding their Trauma and Melancholic Sacrifice ous. Characters question their novels published between 1978 in American Literature for Children beliefs, but ultimately embrace a 2003, the author uses a socioeco and Young Adults (City University faith, if not in the specific religious nomic research model to under of New York, 2005)” illustrates the tenets, at least, in a beneficent God. stand how the politics of book ways in which American children’s Marnie Kristen Jorenby’s publishing, particularly novels and young adult literature turn dissertation “About Face: The geared for young adults, yields repeatedly to a narrative in which a Transformation of the Hero in Post- works whereby the adolescent child is compelled to sacrifice or War Japanese Literature for Youth lesbian is an invisible/visible girl in renounce a loved object. The (The University of Wisconsin, adolescent literature. This literary author concludes that such a Madison, 2003),” examines the duality is best exemplified by the literary device is used repeatedly themes prevalent in children and presence of adolescent lesbian on and compellingly to show a adolescent literature written for the pages of young adult novels, demonstrable catalyst for character young Japanese prior and after the but her near absence on book maturation. The symbolic represen second World War. Traditional covers and marketing strategies. At tation of living without the object Japanese literature—prior to the

THE ALAN REVIEW Winter 2006

j51_59TAR_Win06 54 4/3/06, 9:46 AM Asian Pacific War (1940-45) paints than fifty young adult novels approach to Campbell’s hero a clear portrait of the Japanese analyzed, the results are decidedly journey, the results of the study hero, loyal, patriotic, and deter mixed. True, although many young indicate that these award-wining mined war hero. With the Japanese adult novels reinforce traditional books depict with relative degree of defeat in the war, many literary gender roles for young women, authenticity and accuracy the life of leaders began to question the there are many more texts that young African-American adults are validity of showing the traditional challenge perceived ideas about of immense aid in helping young Japanese war hero as a role model female identity and provide African-American readers cope with for young children. In the post war alternative visions of what it means issues of developing self and group era, a new generation of authors to be young and female in a identity. began to write stories depicting patriarchal culture. Amy Jo Lantinga’s dissertation alternate visions of heroism, Rebecca Platzner’s dissertation “A Study of the Novels of Harry courage and responsibility. “The Functional Value of Story In Mazer and Norma Fox Mazer and Jorenby’s thesis analyzes a Young Adult Literature about Incest their Place in Young Adult Litera selection of Japanese children’s and (Walter Fisher) (Rutgers The State ture (University of Tennessee, young adult literature for its vision University of New Jersey, New Knoxville, 2001)” analyzes the of heroes in post-war Japan. Hill Brunswick, 2002)” employs Walter Mazers’ individual and collective concludes that indeed the images of Fisher’s (1978, 1984, 1985, 1987, works according to psychologist’s Japanese hero in the novels she 1995) narrative paradigm as a Robert Havighurst’s adolescent examines has changed; the Japa method of examining 18 realistic tasks found in “Developmental Task nese soldier is depicted as a fictional narratives about incest, and Education” (1972). The Mazers reluctant war hero, more vulnerable published for an audience of young novels are found to readily comply and cautious than previously adults, in which a young adult with Havighurst’s adolescent list of imagined in pre-war Japan. female is the victim of incest by her physical, social and emotional Elizabeth Ann Younger’s father, stepfather, or uncle. Results developmental tasks. The resulting dissertation “How to Make a Girl: of the study demonstrate that benefit is that the Mazers’ work Female Sexuality in Young Adult stories about female victims of makes perfect vehicles for class Literature (Louisiana State Univer incest can serve as methods of room use and discussion. sity and Agricultural and Mechani coping, telling, sense making, and Myrna Dee Marler’s disserta cal College, 2003)” analyzes relationship building—especially tion “Representations of the Black representations of female sexuality stories that are essentially autobio Male, His Family, Culture and in more than fifty young adult graphical narratives. Community in Three Writers for literature texts. The researcher Julie Ann Robinson’s doctoral African-American Young Adults: examines these young adult novels thesis “Charting the Hero’s Journey Mildred D. Taylor, Alice Childress, in relation to each other and in in Coretta Scott King Award and Rita Williams-Garcia (Univer terms of historical development, Contemporary Young Adult Novels sity of Hawaii, 2001)” asserts that demonstrating in clear and vivid (Arizona State University, 2002)” since the end of the civil rights terms how young adult literature examines twenty young adult movement, African-Americans as a has and continues to play a novels selected for the “Coretta group have moved away from the significant role in the social Scott King Award.” The young adult goal of integration to promoting a construction and perception of novels are examined using the three distinct African-American culture femininity and female sexuality. components of Joseph Campbell’s worthy of equal status in a pluralis Sample topics studied include literary analysis entitled “hero’s tic environment. Marler traces the teenage romance, gender roles, journey”—separation, initiation and development of the African- body image, sexual responsibility, return. Using an adapted theoretical American culture within the context heterosexuality, lesbianism, teenage model for content analysis devel of the American mainstream, using pregnancy, and peer pressure. oped by Clifford Geertz, combined young adult literature as a represen Younger concludes that of the more with Molefi Kete Asante’s revised tative example of this profound and

THE ALAN REVIEW Winter 2006

j51_59TAR_Win06 55 4/3/06, 9:46 AM significant change in the depiction 2000)” explores the extent to which yardsticks of value designed by of a cultural and racial identity. African-American authors of young Walter Blair and John Gerber. Focusing, in particular, on three adult fiction incorporate historical Those criteria are clarity, escape, African-American writers for young knowledge and traditional African- reflection of real life, artistry in adults (Mildred D. Taylor, Alice American cultural values in their details, emotional impact, personal Childress, and Rita Williams- works. Using twenty randomly beliefs and significant insights. All Garcia), this researcher examines selected young adult novels written five best novels scored highly on each author’s contribution towards by African-American authors and each of Blair and Gerber’s evalua the representation of a black published between the years 1966 tive characteristics for judging the identity. Mildred D. Taylor depicts a and 1996, Carmichael examines value of a work of fiction. In strong and positive African- these works for authenticity, particular, this researcher notes that American culture which resists consistency and poignancy in a novel’s ability to appeal to a white oppression with dignity; depicting the African-American reader’s emotions and offer concep Alice Childress underscores the experience. The researcher uses tual insights will determine its problems created by poverty and three specific analytical instru popular appeal and critical acclaim. racism; and Rita Williams-Garcia ments—the African-American Walter Dean Roof’s dissertation examines the destructive forces of Cultural Values Survey, the “Poststructural Feminist Power: A modern life that work against Afrocentric Behavioral Assessment Thematic Analysis of Female cultural family and unity. Instrument, and the Family Envi Protagonists in Adolescent Litera Dirk Patrick Mattson’s disserta ronment Survey—to analyze the ture, 1942-1946, and 1992-1996 tion “The Portrayal of Religious textual contents for its representa (University of South Carolina, Development in Young Adult tion of African-American life. The 2004)” is a descriptive investigative Literature: An Analysis of Contem result is that these young adult study which thematically analyzes porary Works (Fritz Oser, Paul novels demonstrate with clarity, adolescent literature, twenty novels Gmunder) (Arizona State Univer resonance, and authenticity the with female protagonists, from two sity, 2001)” is a qualitative study of African-American experience and time periods, 1942–1946, and 1992– fifteen contemporary young adult thus, serve as exemplar literature 1996. Employing the concept of novels which portray the religious for young adults to learn more power in poststructural feminism, developmental experience of its about the life of African-Americans researcher Roof examines the protagonist. Using the stage in the United States. changes, if any, in the portrayal of development theory of religious Amy Beth Maupin’s disserta female protagonists that occurred judgment as proposed by Fritz Oser tion “The Five Best Novels for during the fifty-year interim (1946 and Paul Gmunder, Mattson found Adolescents in the 1990s: An 1996). He compares eight adoles that the portrayal of the protago Evaluative Study (University of cent novels from 1942-1946 with nists in these fifteen young adult Tennessee, Knoxville, 2000)” twelve written during 1992-1996. novels—average age 16.7 years— attempts to answer the question The findings of this study suggest was consistent with Oser and “what traits or characteristics are that the young heroines in the Gmunder’s developmental theory of typical of the best adolescent novels works of these two eras maintain religious judgment in its essential of the 1990s?” A survey conducted certain spirited demeanor, regard characteristics and realistic in its by Ted Hipple (University of less of when the novel was written. portrayal of young people wrestling Tennessee, 2000) reveals that the Still, findings also suggest that in with their religious identity. five novels were Ironman by Chris the earlier works, females exhibit a Rosalind Faye Carmichael’s Crutcher, Make Lemonade by greater signs of independence and dissertation “Educating African- Virginia Euwer Wolff, Holes by less dependence on males, than American Youth: Reflections of Louis Sachar, Out of the Dust by their female protagonist counter Historical Knowledge and Cultural Karen Hesse, and The Giver by Lois parts in the earlier era (1942-1946). Values in African-American Young Lowry. In the study, these novels In the young adult novels written Adult Literature (Temple University, are evaluated according to seven between 1992-1996, women appear

THE ALAN REVIEW Winter 2006

j51_59TAR_Win06 56 4/3/06, 9:46 AM more assertive and adventurous. independent spirit formally re University Teachers College, 2004) Jean Ann John’s dissertation served for males, and adolescent examines the construction of “Teaching Citizenship: Civic Values boys exhibit a nurturing and caring teenage female protagonists of in the Young Adult Novels of Chris demeanor usually associated only historical novels, specifically those Crutcher (Oklahoma State Univer with females. This reversal of written for young people, set during sity, 2002)” explores the notion of stereotypes encourages readers of the American Revolution and civic values as portrayed or not Hesse’s young adult novels to written between the years 1860 portrayed in the novels of Chris become the people they wish to 1998. This literary study spans Crutcher and whether the conse be—regardless of the stereotypical several years and many genres of quences of the demonstration of roles for male and female gender as fiction for young people, including civic values resulted in positive or expected by society. the dime novel, the junior novel, negative consequences for the Gael Elyse Grossman’s disserta and the young adult novel. The characters portrayed in Crutcher’s tion “The Evolution of the Vampire resultant findings indicate that novels. Using a rating scale and in Adolescent Fiction (Michigan female protagonists—as displayed four different raters, researcher State University, 2001)” examines in historical novels during this wide John found a strong presence of the appearance of vampires in and expansive time period—are civic values (tolerance, compassion, young adult novels to assess the always strong and independent honesty, respect, and reflective recent popularity of vampires in figures who defy convention and decision-making) in all seven young fiction and to highlight its distinc stereotype to achieve goals for the adult novels by Chris Crutcher and tion as a genre of fiction, separate greater good. his main character most frequently from horror or shock. To research Cynthia A. Nicholl’s disserta displayed all categories of the this intriguing topic, both novels tion “Rites of Passage in Young aforementioned civic values. The using vampires as lead figures and Adult Literature: Separation, study’s results indicate that readers of vampire fiction were Initiation and Return (Beverly Crutcher’s novels may serve as a studied. Using a cultural coding Cleary, Katherine Patterson, Jerry useful tool for teaching civic values research design developed by Linda Spinelli, Avi, Lois Lowery) (Califor to adolescents. Christian-Smith, researcher nia State University, 2002)” outlines Wendy Jean Glenn’s disserta Grossman’s findings demonstrate the thesis that in the late twentieth- tion “Alternatives for Adolescents: that vampire fiction is filled with Century, young adult literature has A Critical Feminist Analysis of the male and female characters who are evolved to represent the rite of Novels of Karen Hesse (Arizona independent, empowered individu passage experience for teenage State University, 2002)” analyzes als who defy traditional male and readers. Nicholls examines five eight of Hesse’s novels for adoles female roles. Readers react strongly representative young adult novels cents using the critical feminist lens to the characters, identifying with (one from each author cited in the of authentic realism. Authentic many of the strong traits exhibited title) to demonstrate that in each realism is a reading approach, as by male and female characters. book, a young protagonist experi described by Sarah Mills, that Thus, as a result of her study, ences the separation, initiation, and values and encourages a reader’s Grossman urges researchers to return of the rite of passage—or personal connection with the text. study this complex genre closely, coming of age journey—so typical In each of her young adult novels, imploring that its recent popularity of young adolescents in the throes Hesse, as researcher Glenn reveals, among young adults demands our of growing and maturing. explores the notion of gender attention. Mei-Ying Wu’s dissertation identity, questioning the traditional Mary Ann Cappiello’s disserta “What Fantastic Creatures Boys definition of what it means to be tion “Tricksters and Rescuers, No Are: Ideology, Discourse, and the female or male in a society domi Damsels in Distress: Female Construction of Boyhood in nated by patriarchal values. The Protagonists of Historical Novels for Selected Juvenile Fiction (Univer resulting vision is adolescent stories Young People Set during the sity of Idaho, 2005)” explores the where teenage girls display an American Revolution (Columbia notion of boyhood as portrayed in

THE ALAN REVIEW Winter 2006

j51_59TAR_Win06 57 4/3/06, 9:46 AM adolescent novels, particularly J. K. child, but a composite picture of Jeffrey S. Kaplan is Associate Rowling’s Harry Potter series, Gary young people who are aggressive, Professor of Educational Studies in the Paulsen’s Brian books, Lois bright, and often, conflicted. College of Education, University of Lowery’s The Giver and the Jerry JaNae Jenkins Mundy’ disserta Central Florida, Orlando and Daytona Spinelli’s Wringer. The result is a tion “Best Books for Young Adults: Beach campuses. His most recent works include serving as editor of a multi-faceted demonstration of An Analysis of the Structural, six-volume series of books entitled “boyhood” highly dependent on the Stylistic, and Thematic Characteris Teen Life Around the World (Green author’s construct and definition of tics of the 1998 Best Books for wood Publishing, 2003), a nonfiction maleness. Boyhood, as Wu demon Young Adults and 1998 Quick Picks account of the life of a typical strates, is not static, immobile, for Reluctant Young Adult Readers” teenager in a foreign country, and unitary and/or universal; but, analyzes the characteristics of Using Literature to Help Troubled highly dynamic, divergent, socially books of each respective list to Teenagers Cope with Identity Issues and historically contingent, and determine the criteria for selection. (Greenwood Publishing, 1999). Write ideologically contestable. Mundy concludes that books or email Dr. Kaplan in the Depart Shwu-yi Leu’s dissertation selected reluctant readers were ment of Educational Studies, College “Struggles to Become ‘American’: more plot driven, whereas books of Education, University of Central Historical and contemporary selected as best books for young Florida, Orlando, Florida 32816, [email protected]. experiences of Asian-American adults were generally more complex Immigrants in Children’s and Young in structure, style, and theme. Works Cited Adult Fiction, 1945-1999 (Univer Nonfiction books, though, revealed Cappiello, M. A. (2004). Tricksters and sity of Illinois, Urbana-Champaign, no distinct characteristics for either rescuers, no damsels in distress: 2002) discusses how contemporary list. Female protagonists of historical novels Asian-Pacific Americans and their for young people set during the experiences are depicted in books Conclusion American Revolution. Unpublished doctoral dissertation, Columbia for young readers and adolescents. A cursory read of this column University Teachers College, New York. Using both quantitative and reveals two things—1) young adult Carmichael, R. F. (2000). Educating qualitative data, researcher Leu African-American youth: Reflection of novels are studied and studied concludes that there is a paucity of historical knowledge and cultural extensively in dissertations across literature that portrays contempo values in African-American young adult the country and 2) dissertations rary Asian-Pacific Americans and of literature. Unpublished doctoral “of” and “about” young adult dissertation, Temple University, nearly 300 hundred analyzed, only literature have only begun to Philadelphia. a third detail the richness of scratch the surface of what is Chiu, C. (2005). New immigrant readers: growing up both Asian-Pacific The role of young adult literature in required for a thorough and American and American. literacy development and academic extensive study of a literary genre Kristina Peterson’s dissertation confidence. Unpublished doctoral that is relatively new in style and dissertation, North Carolina State “The Gifted Child in Children’s content. Moreover, the relatively University, Raleigh. Literature, 1955-1995 (University of small number of dissertations that Claiborne, J. (2004). A survey of high Minnesota, 2001)” explores the school English teachers to determine examine the use of adolescent portrayal of gifted children in both their knowledge, use and attitude literature in the classroom warrants children and young adult literature related to young adult literature in the the attention of young adult from 1955-1995. Titles were limited classroom. Unpublished doctoral scholars everywhere for only then dissertation, University of Tennessee, to works of fiction, originally will adolescent teachers and readers Knoxville. written in English, intended for begin to develop a full appreciation Eskridge, E. M. (2002). Teachers taking children and young adults, which the aesthetic stance while practicing for the use of young adult novels as feature at least one character the discussion of young adult literature. a viable instructional tool to identified as intellectually gifted or Unpublished doctoral dissertation, motivate both reluctant and highly- Oklahoma State University, Stillwater. talented. Resultant data reveals no skilled readers. Glenn, W. J. (2001). Alternatives for homogenous portrait of the gifted adolescents: A critical feminist analysis

THE ALAN REVIEW Winter 2006

j51_59TAR_Win06 58 4/3/06, 9:46 AM of the novels of Karen Hesse. Unpub dissertation, University of Tennessee, Peterson, K. (2001). The gifted child in lished doctoral dissertation, Arizona Knoxville. children’s literature, 1955-1995. State University, Tempe. Leu, S. (2002). Struggles to Become Unpublished doctoral dissertation, Goodson, L. A. (2004). Protagonists in ‘American’: Historical and contempo University of Minnesota, Minneapolis young adult literature and their rary experiences of Asian-American and St. Paul. reflection of society. Unpublished Immigrants in Children’s and Young Platzner, R. (2002). The functional value doctoral dissertation, Kansas State Adult Fiction, 1945-1999. Unpublished of story in young adult literature about University, Manhattan. doctoral dissertation, University of incest (Walter Fisher). Unpublished Grossman, G. E. (2001). The evolution of Illinois at Urbana-Champaign. doctoral dissertation, Rutgers the State the vampire in adolescent fiction. Marler, M. D. (2001). Representations of University of New Jersey, New Unpublished doctoral dissertation, the black male, his family, culture and Brunswick. Michigan State University, East Lansing. community in three writers for African- Robinson, J. A. (2002). Charting the Hilburn, J. M. W. (2004). Walking in the American young adults: Mildred D. hero’s journey in Coretta Scott King light: The role of Protestant Christianity Taylor, Alice Childress, and Rita Award contemporary young adult in young adult modern realistic fiction. Williams-Garcia. Unpublished doctoral novels. Unpublished doctoral disserta Unpublished doctoral dissertation, dissertation, University of Hawaii, tion, Arizona State University, Tempe. Rutgers the State University of New Manoa. Roof, W. D. (2004). Poststructural feminist Jersey, New Brunswick. Mattson, D. P. (2001). The portrayal of power: A thematic analysis of female Hill, J. (2003). An interactive study of religious development in young adult protagonists in adolescent literature, teachers’ online discussions of young literature: An analysis of contemporary 1942-1946, and 1992-1996. adult literature. Unpublished doctoral works (Fritz Oser, Paul Gmunder). Unpublished doctoral dissertation, dissertation, Kent State University, Kent. Unpublished doctoral dissertation, University of South Carolina, Columbia. Hunt, R. D. G. (2001). An examination of Arizona State University, Tempe. Tribunella, E. (2005). Disposable objects: attitudes, interests, and levels of Maupin, A.B. (2000). The five best novels Contrived trauma and melancholic response to young adult novels versus for adolescents in 1990s: An evalua sacrifice in American literature for classic novels. Unpublished doctoral tive study. Unpublished doctoral children and young adults. Unpub dissertation, The University of Toledo, dissertation, University of Tennessee, lished doctoral dissertation, City Toledo. Knoxville. University of New York, New York. Jacobs, S. L. (2003). Artistic response of Mundy, J. J. (2000). Best books for young Wagg, H. (2004). Producing (in(visible)) incarcerated male youth to young adults: An analysis of the structural, girls: The politics of production in adult literature. Unpublished doctoral stylistic, and thematic characteristics of young adult fiction and with adolescent dissertation, Kansas State University, the 1998 Best Books for young adults lesbian characters. Unpublished Manhattan. and 1998 Quick Picks for reluctant master’s thesis, Concordia University, John, J. A. (2002). Teaching citizenship: young adult readers. Unpubished Montreal, Canada. Civic values in the young adult novels doctoral dissertation, Texas Woman’s Wilson, T. (2004). Bringing memory of Chris Crutcher. Unpublished doctoral University, Dallas. forward: Teachers’ engagements with dissertation. Oklahoma State University, Narro, C (2004). Students’ perceptions of constructions of difference in teacher Stillwater. a relationship between young adult literature circles. Unpublished doctoral Johnson-Connor, J. L. (2004). Seeking fiction and science literacy. Unpub dissertation, University of Victoria, ‘free spaces unbound’: Six ‘mixed’ lished master’s thesis, the University of British Columbia, Canada. female adolescents transact with Texas at El Paso. Wu, M. (2005). What fantastic creatures literature depicting biracial characters. Nicholls, C. A. (2002). Rites of passage in boys are: Ideology, discourse, and the Unpublished doctoral dissertation, young adult literature: Separation, construction of boyhood in selected University of Illinois at Urbana- initiation, and return (Beverly Cleary, juvenile fiction. Unpublished doctoral Champaign. Katherine Patterson, Jerry Spinelli, Avi, dissertation, University of Idaho, Jorenby, M. K. (2003). About face: The Lois Lowry). Unpublished doctoral Moscow. transformation of the hero in post-war dissertation, California State University, Younger, A. E. (2003). How to make a Japanese literature for youth. Unpub Dominguez Hills. girl: Female sexuality in young adult lished doctoral dissertation, University Nishihira, C. (2005). Fantasies and literature, Unpublished doctoral of Wisconsin, Madison. subversions: Reworkings of fantasy in dissertation. Louisana State University Lantinga, A. J. (2001). A study of the young adult literature. Unpublished and Agricultural and Mechanical novels of Harry Mazer and Norma Fox doctoral dissertation, New York College, Baton Rouge. Mazer and their place in young adult University. literature. Unpublished doctoral

THE ALAN REVIEW Winter 2006

j51_59TAR_Win06 59 4/3/06, 9:46 AM JimLori Blasingame Goodson & Jim Blasingame

Venturing into the Deep Waters: The Work of Jordan Sonnenblick

s the 2005 National Council of As proud as Frank McCourt may Teachers of English roared to life be of his former student, Jordan A in an expansive convention hall Sonnenblick, the relationship almost at the Pittsburgh Marriott Convention never was; in fact, the two might very Center Hotel, Frank McCourt, Pulitzer well have never shared the teacher- Prize winner for Angela’s Ashes, took student experience—unless you count the entire audience of several thousand homeroom at Stuyvesant High School, in the palm of his hand, regaling them where Jordan pleaded with Mr. in his charming, lyrical voice, with McCourt to let him into his class for funny and poignant stories of students two years: and schools. Punctuating with the “Please, please, please Mr. McCourt. Let occasional tirade against the powers me into your creative writing class!!!” that-be who impose their ill-informed “And what can you do that 770 others will on schools and teachers in the students can’t do? Besides, there’s not alleged name of school reform (did he going to be a seat for you.” actually name No Child Left Behind?!), Frank recalled his 26 years of experi “I don’t need a seat; I’ll stand if you’ll let me in.” ence as a high school English teacher in New York. Mr. McCourt’s emotions often came to the surface and, And so it began, although Jordan did get to sit down. like all great teachers, his love for his students was Like the best of teachers, Frank McCourt had palpable. Very early in his talk, Frank couldn’t resist expectations equal to his students’ potential, not just acknowledging a former student of his any longer, and their comfort level. He saw something in Jordan, a pointing to a young man sitting in the front row, he very special talent, and he would be satisfied with proclaimed, “and one of ‘em’s sittin’ right there in the nothing less. As Jordan himself remembers,

first row, Jordan Sonnenblick, and he owes everything I wrote like a madman, but I really only ever wrote funny he knows to me!” The audience roared with laughter. things. I was writing for that audience of one, to make my A quick tip of his cap to Jordan’s overnight success in friend Kate laugh. And when it would be my turn to read in the world of young adult literature—Drums, Girls and writing workshop, I would sit on the reader’s stool and read, Dangerous Pie continues to receive accolades around and everyone would laugh, and then I would slowly and painfully look up at Mr. McCourt, and he would always the nation—and Mr. McCourt moved on, moving the have this look on his face as if he had swallowed some crowd to tears and titters. We laughed until we cried, thing horrendous, and he would say: and sometimes we just cried unashamed tears as he “That’s very witty, Jordan. You’re a very amusing writer.” plucked at our heart strings.

THE ALAN REVIEW Winter 2006

k60_64_TAR_Win06 60 4/3/06, 9:45 AM And I would just wilt. But once he took me aside and told make sense of a world come unglued. But the right me that “one day [I] would venture into the deep waters.” book never appeared. That was his expression. Necessity really is at times the mother of inven And Jordan’s senior year rolled along and came to tion and once again, Jordan Sonnenblick found an end, but as it ended and Jordan attended his himself writing for an audience of one, but this time it graduation ceremony in Manhattan’s Avery Fisher was his student and others like her, and this time his Hall, he found out, much to his surprise, that Frank goal was much more than to be “amusing:” McCourt had chosen him as the recipient of the I saw a void, I loved this kid, and I wrote the book that creative writing award. Afterwards, in Jordan’s wasn’t there for her. People say they climb Mt. Everest be yearbook Frank McCourt signed his name and wrote: cause it’s there, well I wrote this book because the need was there. “Yes, you have an awesome comic talent, but there is deeper stuff waiting to come out. You’re a born writer. Love, Frank.” And that was the genesis of Drums, Girls and Thus began Jordan Sonnenblick’s fifteen-year Dangerous Pie, the story of eighth-grader Steven Alper, quest to “venture into the deep waters.” Frank whose five-year-old brother Jeffrey is dying of leukemia. McCourt’s prediction that Jordan would one day move Writing a novel that beyond humor was underscored by the example of his has the terminal illness of own writing. Jordan credits Angela’s Ashes with a child at its center is a “Yes, you have an awe- showing him that wit and humor need not be aban task fraught with hazards some comic talent, but doned in meaningful story-telling; in fact, “The and pitfalls. Sonnenblick saddest times of life are also when you laugh the most was determined to avoid there is deeper stuff hysterically. There’s a leavening that takes place when “Hallmark card” triteness, you balance the sadness with the laughter. I’ve or to hack out some waiting to come out. thought about this a lot.” From Angela’s Ashes Jordan saccharine piece of fiction learned that the best of writers plumbed the depths of that kids would reject as a You’re a born writer. the human experience and included it all, the sad and lie. “I didn’t think that Love, Frank.” noble, the troubling and triumphant. As Jordan now would be comforting to my realizes, “It was very much like a final lesson from my student or anyone truly Thus began Jordan guru. I had learned so much from him and all that experiencing similar remained was to meet the right person to give me the events. Readers won’t Sonnenblick’s fifteen-year believe the message if you subject matter.” quest to “venture into the That person did indeed arrive: one of Jordan’s don’t give them the truth very own middle school English students, someone and they will abandon a deep waters.” whose misleading appearance concealed great pain book without even underneath. Jordan quotes Frank McCourt as often finishing it.” And telling Readers won’t believe the truth included being saying, “a teenager’s job is to fool the adults around the message if you don’t them,” and Jordan found himself duly fooled by this accurate with the details. young woman who seemed to be coping so bravely For help with the details, give them the truth and and well with one of life’s most difficult trials, the Jordan called on B.J., a terminal illness of a sibling. “She’s such a trooper; lifelong friend, now a they will abandon a book she’s handling this awful thing so well,” Jordan told doctor, who would provide without even finishing it.” her mother. As it turned out, however, nothing could him with the needed have been farther from the truth, and as the loving authentic information: And telling the truth mother explained: “She’s not handling it well, she’s specific medicines, hiding it well.” Jordan thought that just the right book dosages and timetables of included being accurate might help and he offered to find it—a book about a symptoms. As youngsters, young person in similar circumstance attempting to Jordan and B.J. had with the details.

THE ALAN REVIEW Winter 2006

k60_64_TAR_Win06 61 4/3/06, 9:45 AM proclaimed their life dreams: B.J. to become a doctor must be crazy! No one is going to want to read this and cure cancer, Jordan to write a famous book. B.J. is book. It’s going to be such a bummer!” now researching cures for cancer, and Jordan is But the real-world response has been quite the among the most popular of new young adult novel opposite. Among the messages from flattering fans, at authors. Back to that audience of one: least one email a day arrives on Jordan’s computer that is from a reader or parent of a reader who Again, I wasn’t writing this for the general public but for suffered through a similar experience, saying, “Thank people who had experienced it and in particular for my student. It was that important to me to be steeped in the you for this book, my son never talked about this medical fact of a condition that my intended audience was when his brother died from cancer years ago, and he living through. It needed to be perfect. A very special reader started talking today.” And for the author, this has was trusting me to tell her the truth, and when someone proven to be the greatest reward: writing a meaningful hands you the ball of their trust, you don’t drop the ball. book that helps young people actually living through Authenticity also called for calling out the usual this awful hardship. The book’s popularity, however, suspects that families of terminally ill patients must is obviously universal and not merely among those endure, such as the afore-mentioned complements for who have experienced similar stories to that of Steven heroically dealing with the situation when nothing and Jeffrey Alper in the book. John Mason, winner of could be farther from the truth, or attempting to make the 2004 ALAN Ted Hipple Service Award and Director the right secret deal with God (has anyone faced with of Library & Educational Marketing, Trade Books a dying loved one not attempted this?), the horrible Group, for Scholastic explains, “In literature, the toll of chemotherapy, the strain on family relations specific becomes universal because the specifics are and the five stages of grief. For young readers, wan true. General readers sense the book’s accuracy, even dering into this minefield of hurt and suffering in real though they may not know from experience, and it life, seeing these experiences in print, recognizing makes it that much more real to them, too.” Jordan their own situation, seeing themselves in the story, says, it’s a sort of paradox that it was for an audience helps them to cope, acting, as acclaimed young adult of one, “I wrote it for this one person I cared about” author Chris Crutcher often says, as “powerful and it became that much more universal through its medicine.” Jordan also uses a medical analogy: accuracy. The initial publishing of this wonderful book did Flu inoculations give you a weakened, non-lethal dose of not prove to be too difficult, but keeping the book in flu germs, which makes you better prepared to handle the real flu. You can better handle the real sadness of life hav print was a story in and of itself! Drums, Girls and ing experienced it in a non-lethal dose combined with hu Dangerous Pie might have been called terminally ill mor in your reading, helping you survive what might oth itself at times due to events unrelated to the book’s erwise feel like unbearable pain in real life. topic or the quality of its writing. Eventually, its Why and how has this book, written for an genius would be recognized (Don Gallo recommended audience of one, become such popular reading for so it to The ALAN Review when its first publisher was many (a recent trip to amazon.com and barnesand going out of business), and Scholastic would pick it noble.com showed very impressive sales ratings)? The up, thus ensuring the publicity needed to get it in the topic alone might easily have exiled it to counseling hands of hundreds of thousands of readers (maybe offices and hospice bookshelves; in fact, when Jordan more), but at first there were moments when the book was writing the book, his older sister, whom he could easily have died a natural death. After finishing acknowledges as a “sometimes, somewhat-cynical the book in April of 2003, Jordan signed a contract for observer of his said, ‘Oh, good! You’re writing a book its publication on July 1, 2003, with a “lovely, small, about leukemia! It sounds like a real blockbuster!’ literary press” who subsequently went out of business (Sarcasm might be a family trait [we might add that in June 2004, just three weeks after Drums had rolled Jordan’s main character, Steven Alper, has a similar off the presses. talent for sarcasm]).” And when he told friends and The saving grace here was probably the book’s associates what the book was about, they said, “You nomination for a Fall 2004 Book Sense Children’s

THE ALAN REVIEW Winter 2006

k60_64_TAR_Win06 62 4/3/06, 9:45 AM Award and an American Library Association 2005 Best soldier in Teach for America (Mr. McCourt mocks Books for Young Adults Award, ironically, just a few Teach for America, Jordan smirks to point out). The days after the original publisher’s closing. In order to Peace Corps also called to his sense of duty to human remain in the running for these awards, the book had kind, but why travel to the other side of the world to be available, and Jordan self-published enough when kids needed his help right here at home? copies to prevent its demise long enough for publish Although it was not his first choice for his ing giant Scholastic, Inc., to take notice and pick up grandson, Jordan’s grandfather was forced to accept not only Drums but also Jordan’s next book, the soon the highest of praise, imitation: to be released Notes from the Midnight Driver. He was determined that I would be a doctor, but all I ever From Jordan’s perspective: wanted was to be like him—a teacher While I wrote the There were a series of serendipities in my life that brought first book [Drums] for one person, I wrote the second book me to the point of writing the book and surviving the fold about one person; I was trying to immortalize my grandfa ing of my small publisher. I wasn’t completely, strictly buf ther. When my protagonist in Notes is convicted of drunken feted by fate, I have done some things to make this happen, driving as a minor, he is sentenced to 100 hours of commu but I do look back and marvel because I have had a lot of nity service in a nursing home, and his mom pulls strings luck, too. behind the scenes to get him assigned to Sol, the most can tankerous old man in the home. I took a walk and while I To which John Mason replies: “and you were was on the walk, most of the story came to me, and when ready for those serendipities when they came.” I returned from the walk, I got a call that my grandfather, Jordan Sonnenblick is truly a talented writer, but probably the most formative person in my life, had pneu monia and was in the hospital and I should come now, and his background was uniquely suited to telling the even if I left immediately, I might not get there in time to story of a 13-year-old at school and at home, as well. see him. After having spent all day generating this plot based Jordan has been a middle school English teacher for on my grandfather, it was an eerie experience. When I got 10 years at Phillipsburg Middle School in Phillipsburg, there the next morning, he was sitting up in bed singing at New Jersey, and so is steeped in the atmosphere and the top of his lungs to the nurses in Yiddish and everybody was laughing. The intravenous antibiotics had facilitated a environment of middle school culture. He comes from miraculous recovery. a long line of teachers, as well as mental health professionals. His mother is an educational psycholo Jordan is not only a remarkable writer but a gist, and his grandfather, a man whom Jordan credits remarkable teacher, as well, one who walks the walk as having a tremendous influence over his life, was a in regard to teaching writing. He describes his instruc high school biology teacher whose relationship with tional approach in class as “somewhere between a Jordan looms large in his second book, Notes from the pure reading and writing workshop ala Nancie Atwell Midnight Driver. Jordan’s late father, a psychiatrist and and a more traditional approach with a little more great Freudian, held that humor is the breakthrough of structure.” He not only appeared as an author at the the unconscious, a belief that may very well find 2005 NCTE Convention in Pittsburgh, but also pre purchase in Drums. sented in a concurrent session on techniques for Not unlike Drums circuitous route to success, teaching writing. Jordan’s session was brilliant and Jordan’s route to teaching was somewhat roundabout. included innovative strategies for eliciting quality Having been a camp counselor, working as a high writing from students. Like any good teacher, he not school tutor in his mother’s tutoring center, and only told the group how to implement these strategies, having grown up with teaching and schools as a but also showed those in attendance by leading them regular part of daily family life growing up, education through the activities. Again, like most good teachers, courses did not seem a necessity for success in the he used illustrations from his own writing, one of classroom to Jordan. In addition, his grandfather, out which was really quite fascinating and brought the of a desire to see Jordan have the best of advantages, group full circle from Frank McCourt to Jordan insisted on paying for coursework on the path to Sonnenblick and back to Frank McCourt again. Jordan medical school but not for education methods class. described a writing activity that Frank had taken And so Jordan entered his middle school classroom, a students through at Stuyvesant High School in which

THE ALAN REVIEW Winter 2006

k60_64_TAR_Win06 63 4/3/06, 9:45 AM they are to imitate a famous author or attempt to write Jordan also credits his loving and supportive wife, in the voice and style of a certain genre of creative Melissa, and their beautiful and energetic children, writing, imitating (even parodying if they so chose) Ross and Emma, who are all on Team Sonnenblick. the syntax, word choice, plot devices and so on of that After writing right through a weekend, sometimes for author or genre. Jordan showed how in so doing, a hours upon uninterrupted hours, “I finish a draft and young writer would be covertly facilitated in recogniz my words are all used up. I’m totally aphasic, and ing all the nuances that go into writing and in the Melissa says, ‘honey, what do you want for supper?’ process of adopting and adapting a famous writer’s And I struggle to even answer: ‘Uhhhhhhhhh, style to his own (the young writer’s) intended story, uhhhhh, the red thing in the freezer?’ I say. And my their own writing would grow tremendously. Those of wife says, ‘Beef, Jordan, you mean beef? You mean the us who remember the lovely movie Finding Forrester roast in the freezer, honey? OK.’ She understands.” (Sony, 2000), starring Sean Connery, Rob Brown and All in all, it is no surprise that when asked the F. Murray Abram, may remember Forrester using a secret to his success as an author, Jordan attributed it similar activity to mentor Jamal—imitate a piece of to writing about “love and humor. Nobody on the writing by a famous author but make it your own. planet can ever get enough of either.” Jordan, thanks Jordan even showed us an example of an exercise in for taking us with you into the deep waters. this he had done himself. The very first page of Notes from the Midnight Driver is a tribute in form, although Jim Blasingame is an assistant professor of English at completely different in content, to the very first page Arizona State University, where he teaches methods of Angela’s Ashes. courses and supervises student teachers.

A Message about the ALAN Speakers Bureau from Catherine Balkin

Dear ALAN Member: Since the purpose of ALAN is to promote the reading, teaching, and appreciation of literature for adolescents, the Board has created an ALAN Speakers Bureau to advance the reading and use of young adult literature in schools, libraries and other settings. We are currently collecting speakers’ names for a posting on the ALAN website. If you are interested in becoming a guest speaker at school, library, or university functions, or if you already do a lot of speaking, a mention on the ALAN website could generate a number of requests for you. If you would like to be included, please provide us with your name, address, phone number, and email address, and tell us your honorarium range, how many presentations you are willing to do each day, your audience preference (YAs only, adults only, both), what kinds of subjects you are comfortable with and how far you’re willing to travel. On the ALAN website, we will publish only your name, school or university affiliation, city and state. All requests for speaking engagements will be filtered through the Speakers Bureau. In return for this service, we ask that you pay ALAN a finder’s fee of 15% of the honorarium you receive from each speaking engagement. The money that ALAN receives from this service will go back into the membership by way of grants, programs, etc., to advance our stated purpose. A satisfaction survey will be sent to each school or university after the speaker program, and upon request, we will be happy to share the results of the survey with you.

If you are interested in joining the ALAN Speakers Bureau, or if you have any questions, please contact Catherine Balkin at telephone 718-857-7605 or [email protected]. Also, if you were previously on the ALAN Speakers Bureau and wish to continue to be on it, please contact Catherine Balkin with the above mentioned details. We look forward to working with you on this enterprise.

THE ALAN REVIEW Winter 2006

k60_64_TAR_Win06 64 4/3/06, 9:45 AM LoriCaren Goodson J. Town & Jim Blasingame

‘Join and Escalate’: Chris Crutcher’s Coaches

n Chris Crutcher’s young adult novels, the main position of mind, body, and spirit” in sports, and in characters are advised (or abused), supported (or their lives. His worst ones reveal how destructive, I undermined), guided (or misguided) by official and angry, hypocritical, domineering, and/or racist adults unofficial athletic coaches. Through his carefully can be. Still, they, too, are not without value: Crutcher crafted portraits of good and bad coaches, Crutcher believes that learning how to resist such bullies gives his readers a detailed outline of what he thinks it positively and creatively is a necessary life skill. means to be a responsible role model for young Even well-intentioned adults can do damage, people. The coaches who are the heroes in his books however, especially if they try to shield children from teach their young charges about the elements of the the difficult truths about life. Crutcher reaffirms in his game in question (of course), but they also help teens autobiography what he has said in numerous inter find strength and determination. What they don’t do— views and emphasizes in every novel—the importance at least the good ones—is try to make sports about of honesty: patriotism, respect for authority, piety, or loyalty to If I have any complaints about my youth . . . one is that one’s school (or coach). They also refuse to tell kids many well-meaning adults lied to me. Not spiteful lies with what to do—or what to think—about the lives they’ve malicious intent but lies designed to prevent emotional and been given. The best coaches in Crutcher’s novels give psychological pain, lies told by the people who cared about adolescents the tools to figure out the world for me most: my parents, teachers, relatives. They were lies themselves. designed to prevent disappointment, lies about the virtues of love, hard work, and any number of terms around which Crutcher is concerned about the role that coaches clichés blossom like desert flowers after a flash flood . . . . play in the lives of young people because, as he says And I believed them, and became disillusioned when life in his autobiography, King of the Mild Frontier (2003): turned out to operate by a different set of rules. (233-4)

I look back and wish my athletic mentors had been able to Ideally, Crutcher believes, adults should tell young present a larger picture and had celebrated the sport rela people the straight (and sometimes painful) truth tive to the ability of the individual athlete. I wish they had about life—and about themselves. His many years as a made it clean, wish they hadn’t made it patriotic, religious, moral. A sport has its own built-in integrity, doesn’t need child and family therapist have taught him that people an artificial one. Athletics carries its own set of truths, and are healed only by telling and hearing the truth, no those truths are diminished when manipulated by people matter how difficult, accepting responsibility, and with agendas. So, in my stories, I let my characters try to reaching out to others for help and support. Terry find the purity, the juxtaposition of mind, body, and spirit Davis, novelist, critic, and Crutcher’s long-time friend, that I discovered in athletics at a much later age. (256) says: Crutcher’s best coaches do just that: help the In the world Chris Crutcher creates in his stories the fact of young adults in their care find “the purity, the juxta human ghastliness doesn’t negate the fact of human glory.

THE ALAN REVIEW Winter 2006

l65_70_TAR_Win06 65 4/3/06, 9:44 AM Both qualities are indeed “facts” of life. Humanity is flawed, the adult world. “Much of the genre,” Trites says, is to be sure, but there is no fatal flaw in the human character, “dedicated to depicting how potentially out-of-control like the idea of original sin, that creates the necessity for adolescents can learn to exist within institutional divine intervention. There is no divine intervention. The people in Crutcher’s world rise and fall, are saved or lost, structures” (7). This doesn’t square with what appears by the degree to which they are connected to the humanity to be happening in Crutcher’s novels. Young adults in in themselves and others. (39-40) his works are not successfully indoctrinated (no matter how hard adults try); they remain, for the most Adults on and off the field, Davis and Crutcher part, outside of the ideological systems that surround agree, have the responsibility to connect to the them. They learn that many adults, even those children in their care and teach them to reach out to specifically appointed to take care of children, are not others. to be trusted, and they are drawn to those who As well as making these connections and being challenge the status quo. Crutcher’s heroes, more honest about the good and bad in life, the wisest often than not, are confirmed in their stubborn adults also learn when to let go. Crutcher tells inter resistance to the often-bullying authority of adults. viewer Betty Carter, “It’s risky business letting people For example, in Crutcher’s first novel, Running have their own lives, particularly if they are our Loose (1983), main character Louie Banks confronts children. It’s risky business giving up ownership, his aggressive and racist football coach, the appropri which, by the way, we never had in the first place” ately-named Mr. Lednecky. In order to win a particu (“Eyes”). Even our biological children, Crutcher says, larly important game, Lednecky tells his players to don’t belong to us; they aren’t our property. This disable the star (and only black) player on the oppos doesn’t mean ignoring what kids need and love, ing team. Louie refuses to comply and is kicked out of though. He comments to Joel Shoemaker: “There are the game, off the team, and eventually out of all high- lots of ways to help someone stretch other than by school athletics for cursing the coach after his team setting expectations too high to achieve. [Adults] will mates seriously injure the player. Clearly, Lednecky get a lot more ‘stretching’ mileage out of a kid by represents the kind of coach Crutcher’s kids must use discovering that kid’s passion and joining with him or as a cautionary tale. her in it. [T]he primary strategy is to join and esca Opposed to Lednecky is assistant football Coach late” (97). Madison, who, as a new teacher, is initially unwilling The adults in Crutcher’s novels with the best to put his career in jeopardy by standing up to for opportunity to “join and escalate” are often coaches, Louie. However, Madison soon encourages Louie to but these men and women are not the perfectly wise participate on the track team, a diversion he desper and inhumanely patient creatures of earlier sports ately needs after the death of his girlfriend, Becky. fiction for teens. In More than a Game, young adult When Lednecky insists that Louie should continue to novelist and critic Chris Crowe says that although be banned from playing sports, in order to teach him Crutcher admires fictional athletic heroes like Clair humility and build his character, Madison exemplifies Bee’s Chip Hilton, he decided to make his athletes Crutcher’s ideal of good coaching. “I’m not building (and their coaches) more flawed than the superhu young men; I’m building athletes,” Madison says. manly talented—and unbelievably nice—Hilton in “What they do with that is their own business. . . . We order to have them “discover truth in more subtle can show them the ways to live their lives, but we ways” (40-1). Crutcher’s novels are filled with portray can’t tell them” (176). Coach Madison, Louie says, is als of very human adults—kind but misguided, “bound and determined to coach me in track and tortured and torturing, challenging and supportive— leave the rest of my life to me” (205). along with realistically-drawn young people who With help from Madison, Louie is able to join the resent, resist, and sometimes even follow their advice track team, in spite of the resistance from Coach (or at least learn from their mistakes). Lednecky and the even “scarier” (88) former coach This complex relationship between mentor and and principal, Mr. Jasper. As Madison says about student seems to undercut Roberta Trites’ position that Jasper, “A man’s position only allows him so much the underlying purpose of the adolescent novel is to room. After he uses it all and grabs for more, it has to prepare young adults to acquiesce to the demands of

THE ALAN REVIEW Winter 2006

l65_70_TAR_Win06 66 4/3/06, 9:44 AM be brought to someone’s attention” (180). Louie takes state for Crutcher’s main characters. Nortie is physi this attitude to heart, and near the end of the novel, cally abused by his father and quits his job at a day- he smashes the principal’s self-aggrandizing monu care center when he hits a child, fearing he is repeat ment. The reader is left with a picture of a Louie ing the cycle. Jeff gets leukemia and is dying at the Banks who has refused to accept “institutional end of the novel. Lion’s parents were killed in a structures,” as Trites calls them. Instead, he has boating accident, and he now lives alone above a learned from Madison that he can “always take one tavern. Walk’s older brother uses drugs and hangs out more step” (187) and should “[r]un loose like always” at a biker bar, much to Walk’s distress. (210). Louie has discovered how to push himself to Reflecting on life, Walk says, “I think if I ever achieve what he wants, to stand up for what he make it to adulthood, and if I decide to turn back and believes, and to distance himself from people who are help someone grow up, either as a parent or a teacher trying to hold him back. or a coach, I’m going to spend most of my time Chris Crowe says about the novel: dispelling myths, clearing up unreal expectations. For instance, we’re brought up to think that the good guys [R]eading about Louie’s experiences in Running Loose will help teenagers realize that not all adults deserve their trust. are rewarded and the bad guys are punished; but upon As readers follow Louie through his story, they will learn close scrutiny, that assumption vanishes into thin air” with him how to distinguish truth from hypocrisy, reasoned (181). This position is consistent with Crutcher’s own actions from irrational actions, and good adults from bad view of life: Responsible adults should not lie to adults. And, by “listening” to Louie’s friends and mentors, children about harsh realities. This novel shows that especially Coach Madison . . . teenage readers will realize that despite the fact that young people lack adult status and the challenge of the sport and the boys’ team spirit authority, teenagers do have the power—and the responsi can pull them through their troubles, but it neither bility—to resist adult hypocrisy and unethical behavior. turns away from those difficult issues nor provides a (Crowe, “Running With” 362-3) happy ending. Their coach is a stern taskmaster, but Louie not only can resist his principal and he knows that pushing them to the limit will teach coach—he must. He learns through experience that them how much strength (and stubbornness) they “there’s no use being honorable with dishonorable really have, and he is fully aware of how much they men” (215). will need those attributes. Throughout the novel, Coach Madison, his father, In The Crazy Horse Electric Game (1987) main and other benevolent adults all support Louie. As character Willie Weaver is a star pitcher, who, after Davis says: “It’s probably more a comment on young being injured in a water skiing accident, suffers adult literature than on Running Loose itself that so permanent motor-skill damage. As if that is not bad many reviewers mentioned the ‘supportive’ character enough, Willie’s family has also lost a child to SIDS, ization of Louie’s parents and other adults. Such and consequently his parents have limited emotional supportive adult characters are relatively few in YA resources with which to cope with his devastating literature” (Davis, Presenting 59). What Crutcher injury and slow rehabilitation. His father, a former manages to do so well—from his first novel on—is to college football star, is especially angry at his son’s carefully differentiate between good and bad adults apparent lack of progress, and at himself for contribut and show when resistance is pointless and when it is ing to the accident. truly warranted. Fed up with his parents (and himself), Willie Stotan! (1986), Crutcher’s second novel, features leaves home without telling anyone where he is going Max, a tough but insightful “Korean cowboy” (3) and ends up in Oakland, CA, where he encounters a coach who pushes his swimmers to their limit physi benevolent (if sometimes violent) pimp and attends cally and teaches them to triumph psychologically, as the One More Last Chance (OMLC) high school. well. The novel centers on a week of intensive training Modeled after the alternative school where Crutcher during Christmas break for members of the swim taught, OMLC provides a space where administrators team. The team members are Nortie, Jeff, Lion, and and teachers (especially Lisa, the P.E. coach) can help the narrator, Walker “Walk” Dupree. Each of them is Willie regain his physical and psychological strength. troubled in one way or another, which is a typical Teaching him to find his “center” (168) and to take

THE ALAN REVIEW Winter 2006

l65_70_TAR_Win06 67 4/3/06, 9:44 AM responsibility for his injury and recovery, Lisa, like all Crutcher’s core beliefs about sports: “[Caldwell] and Crutcher’s good coaches, doesn’t lecture him about his followers—and they are legion—have somehow life. Instead, she uses sports to show Willie how to confused athletic commitment with patriotism and manipulate (and accept) his altered body and find his human spiritual values, among other things” (85). As path to adulthood. in Running Loose, Crutcher shows in this novel that After more than a year, Willie returns home to athletics should never be turned into a metaphor for Montana to find his family home sold, his parents something else; it has its own inherent value. divorced, his father a drunk, and his mother remar Girls’ basketball coach Kathy Sherman, unlike ried. He stops there long enough to visit his mother’s Caldwell, “knows what athletics is about better than new family and then heads back to California. The anyone in the business. Her teams win and lose with ending is elegiac, with everyone longing for a past grace and dignity, and her players never walk away untouched by accident and death. In this novel adults empty-handed, never walk away without a lesson” are caring, if sometimes seriously flawed, but as in all (18). This, of course, infuriates people like Caldwell, of Crutcher’s work, characters are saved by their who connection to others and their dedication to athletics. hat[e] that she was by far the most successful coach in At his graduation from OMLC, Willie sums up what he town—probably in the state—and that she accomplished learned there: that without the win-at-all-costs philosophy he considered so important in sports, and in life for that matter. She was Nobody here preached at me. Nobody told me everything always giving her kids a voice as she called it, and that just would be okay, or that I should go back home to my par didn’t make sense. (101) ents and work things out when I knew the time for that wasn’t here yet. They let me figure it out for myself; de The lessons Sherman teaches are about hard manded that I figure it out for myself; but they never de work, grace, and personal dignity on the court, not serted me. (266) about God, country, or defeating one’s enemies in the This seems to be the essence of Chris Crutcher’s larger world. While she is teaching those lessons, she good coaching: Let kids figure out what they need for is creating a safe place to be heard. In fact, Sherman’s themselves, and provide them with all the backup dedication to “giving her kids a voice” is what they need to make those discoveries. prompts Dillon to tell her about Jennifer’s abuse and In what is probably his most controversial work, what leads her to shelter Jennifer while Dillon takes Chinese Handcuffs (1989), protagonists Jennifer on her smart and dangerous stepfather. Sherman Lawless and Dillon Hemingway warily circle each exemplifies what Crutcher thinks is best in an adult other for the entire novel. Jennifer is a star basketball role model: She doesn’t turn away from hard truths, player and is being sexually abused by her stepfather. and she is willing to put herself on the line for her Dillon is a triathete and is coping unsuccessfully with kids. his brother’s suicide, his devastated family, and the Staying Fat for Sarah Byrnes (1993), Crutcher’s uncomfortable romantic feelings he has for his fifth young adult novel, features Eric “Moby” Calhoun, brother’s girlfriend, Stacey. The novel has both a larger-than-average swimmer and friend of Sarah dramatically bad and heroically good coaches, mon Byrnes, who at three years old was severely and strous as well as well-meaning (but troubled) parents. deliberately burned by her father. At the beginning of Principal John Caldwell (another former coach) the novel, Sarah has simulated catatonia to escape her has, according to Dillon, “been so busy finding increasingly deranged father: She is not speaking or different ways to tell me what is and isn’t good for me responding and is in the psychiatric ward of a local he never hears me” (7). Quickly, Dillon realizes that hospital. Moby tries to bring her back to life. although Caldwell says that he wants Dillon to respect He is helped by Ms. Lemry, his English teacher him, in reality he wants the young man to fear him. and swimming coach—a “thinking man’s coach” (4). Calling fear respect, Dillon says, is “like fool’s gold” Like Kathy Sherman, Coach Lemry is intelligent, (84). Once again, Crutcher faults adults for not telling tough, and caring. When Moby and his family decide the truth, for not calling things by their right names. to take on Sarah’s father, Lemry at first hides Sarah When talking about Caldwell, Dillon expresses one of and eventually adopts her. At the end of the novel,

THE ALAN REVIEW Winter 2006

l65_70_TAR_Win06 68 4/3/06, 9:44 AM Moby says, “Part of me wishes life were more predict team, in large part because of Mr. Nak’s brusque able and part of me is excited that it’s not. I think it’s support and honest advice. impossible to tell the good things from the bad things The protagonist of Crutcher’s most recent (and while they’re happening” (215). Again readers see arguably his best) work, Whale Talk (2001), does more Crutcher’s message: Life is unpredictable, unfair, and than just coach himself; he assumes the responsibility sometimes downright bad, but coaches like Lemry can of training others. In this novel, The Tao (“T.J.”) Jones help kids stand up to evil and even be excited by the puts together a team of extremely unlikely swimmers challenge. 1 to humiliate a football-player bully and an equally Ironman (1995) alternates between main charac obnoxious coach. T.J. wants all of them to earn letter ter Bo Brewster’s first-person narrative and his letters jackets and gain some confidence and pride, but he to talk-show host Larry King. English teacher and also wants to pop a few inflated egos. He chooses the coach Keith Redmond has it in for Bo after he quit the kids to be on his team because of their mental disabil football team because he didn’t like Redmond’s ity, excessive weight, abusive parents, hyper intelli humiliation-as-motivator coaching style. Bo’s anger, gence, and/or physical handicaps. In spite of vigorous which he directs at Redmond and the principal, keeps opposition by the football coach, who (correctly) getting him suspended, and he winds up in anger recognizes that T.J. is in some way mocking the management class with Mr. Nakatani, an Asian athletic department with his unconventional team, cowboy like Max, who “talks like Slim Pickens and everyone but T.J. eventually earns a jacket. dresses like his fashion guru is the Marlboro Man” Mr. Simet, an English teacher and swimming (26). Mr. Nak, as he is called, takes on the role of coach, aids T.J. in his quest. (The English teacher/ mentor in this novel, while Bo becomes his own coach coach is a familiar Crutcher character.) Simet, T.J. and trains for a triathlon. says: Bo is also engaged in a power struggle with his is a guy who always teaches you something, and it’s not dad, who always has to be right and is certain he always about English or journalism. He was a hell of a swim knows what is best for his son. While Bo trains, his mer himself in his younger years, when dinosaurs roamed father buys a state-of-the-art bicycle for a competitor the planet, and he seldom lets his classes forget what a to teach Bo an ill-advised lesson in humility. (For spiritual experience it is to test yourself against that par Crutcher, all lessons in humility that adults give to ticular element. (12) children are ill advised.) However, Bo’s fellow anger Simet, like Crutcher’s other good coaches but management students materially and emotionally clearly in the minority, is willing to step back and let support him during the race, and he performs well. the boys teach themselves and learn from each other. Mr. Nak says at the end of the novel: Many coaches, T.J. has learned the hard way, “always

“Ya know, I’ve heard folks say ‘Life’s not fair’ in this group have to have it their way. They seem to listen, but in a lot. I’ve even said it myself when the occasion seemed to the end they make the rules and to hell with the call for it. But that ain’t correct. Life is exactly fair. People people who have to follow them” (183). Like Kathy ain’t fair, but life sure as hell is. Most of us just ain’t willing Sherman, Simet knows the value of giving kids a to accept it. Life has Ironmen an’ Stotans an’ American voice. Gladiators, an’ Charles Mansons an’ Jeffrey Dahmers. Life With the help of Simet and the other unlikely has every kind of holy man an’ devil. If you’re ever gonna beat all the anger an’ hurt inside you, you’re gonna have to “Mermen” on his team, T.J., who has deliberately learn to offset the awful with the magnificent. But that re sabotaged his letter jacket prospects in a gesture of quires allowin’ for both to have their place en the world. solidarity with his team members, comes to realize An’ whether you allow it or not, it’s there. The truth don’t that: need you to believe it for it to be true.” (180) [I]n the end I live[d] up to my name. The Tao—the real Tao, Like all positive adult figures in Crutcher’s novels, that knows and is everything—celebrates irony. Nothing Mr. Nak isn’t afraid of telling the truth and empower exists without its opposite. I didn’t earn a letter jacket be ing Bo and the others in his class with that truth.2 By cause I could, and all my friends did because they couldn’t. the end of the novel, the members of the anger Some things really don’t get any better. (204) management class, Bo included, have truly become a This is the lesson of all Crutcher’s novels: There

THE ALAN REVIEW Winter 2006

l65_70_TAR_Win06 69 4/3/06, 9:44 AM are no successes without failures, no good without the Caren J. Town is Professor of English at Georgia Southern bad, no caring coaches and parents without equally University. She teaches classes on adolescent and Ameri damaging ones. Still, kids do manage, with the help of can literature, as well as methods courses for English others, to outrun, out swim, and outplay most of the Education students. Town has recently published The New bad—most of the time. Southern Girl (McFarland, 2004), which features the young adult novels of Mildred Taylor, Katherine Paterson, Throughout Crutcher’s work, his adolescent main and Cynthia Voigt, and the works of other Southern characters learn to overcome obstacles, both physical women novelists on adolescence. She is also assistant and psychological, come to terms with hard realities, editor of the Children’s Literature Association Quarterly. and confront bullying and dangerous adults in their lives. They do this often under pressure from difficult Works Cited home lives, personal challenges, and adults who Carter, Betty. “Eyes Wide Open.” Interview with Chris Crutcher. should be guiding them, not deliberately setting up School Library Journal 46 (2000) 42-5. Ebsco. 28 Feb. roadblocks. Most importantly, though, as Davis says, 2005. . Crowe, Chris. More Than a Game: Sports Literature for Young the time” (Presenting 40). His young people don’t Adults. Lanham, MD: Scarecrow, 2004. have to do it alone: They have coaches like Simet and ———. “Running with, Not from, Running Loose.” Censored Nak, Lemry and Sherman, Lisa, Max, and Madison to Books II: Critical Viewpoints, 1985-2000. Ed. Nicholas J. inspire, challenge, and push them toward the finish Karolides. Lanham, MD: Scarecrow, 2002. 357-65. line. Teachers and coaches outside of novels would do Crutcher, Chris. Athletic Shorts. New York: Greenwillow,1991. (Laurel-Leaf, 1992). well to follow their example: tell the truth, give kids a ———. Chinese Handcuffs. New York: Greenwillow, 1989. voice, and, most importantly, let sports be simply (Laurel-Leaf, 1991). about sports. ———. The Crazy Horse Electric Game . New York: Greenwillow, 1987. (Harper Tempest, 2003). Notes ———. Ironman. New York: Greenwillow , 1995. 1 Roberta Trites says that in Staying Fat, Lemry “communi ———. King of the Mild Frontier. New York, Harper Collins, 2003. cates indirectly but explicitly a key ideology in this novel ———. Running Loose. New York: Greenwillow, 1983. (Laurel- of ideas: adults are responsible for protecting children” Leaf, 1986). (81), but the novel actually shows that, for the most part, ———. Staying Fat for Sarah Byrnes. New York: Greenwillow, kids have to take care of themselves, ideally with some 1993. ———. Stotan! New York: Greenwillow, 1986. help from the adults. Perhaps the better way to put it is, ———. Whale Talk. New York: Harper Collins, 2001. (Laurel-Leaf, as Davis comments, that the end of the novel is “a 2002). powerful example of a soul saved—or a longer stay in this Davis, Terry. “A Healing Vision.” The English Journal 85 (1996): world, at least—by human intervention and human love” 36-41. (Davis, Presenting 43). There is no divine intervention in ———. Presenting Chris Crutcher. New York: Twayne, 1997. this novel, just caring adults and children’s iron will. Shoemaker, Joel. “Crutch, Davis, and Will: That Was Them, This is Now.” Interview with Chris Crutcher, Will Weaver, and Terry 2 Trites, however, says speeches like this assert the Davis. VOYA 94 (2002): 94-9. authority of adults over children. “When Mr. Nak Trites, Roberta Seelinger. Disturbing the Universe: Power and communicates in loco parentis with an air of authority Repression in Adolescent Literature. Iowa City: U of Iowa P, about how Bo can manage his anger,” she says, “Nak is 2000. an adult narrator temporarily displacing the adolescent implied reader” (74). Yes, but Mr. Nak uses speeches like this to lead Bo and his classmates toward independence. In fact, Bo takes over the role of parent, suggesting that he and his father attend counseling sessions as a graduation present, and their relationship seems to be improving at the end of the novel.

THE ALAN REVIEW Winter 2006

l65_70_TAR_Win06 70 4/3/06, 9:44 AM CarmenLori Goodson L. Medina & Jim Blasingame

Interpreting Latino/a Literature as Critical Fictions

To la memoria of Gloria Anzaldúa. Con respeto.

Readers of critical fiction cannot approach work assuming that they already posses a language of access, or that the text will mirror realities that they already know and understand. Much critical fiction dynamically seeks to deconstruct conventional ways of knowing. —hooks, 1991, p. 57

eading Latino/a children’s literature has analysis of the authors’ stances and the social, become a great passion and an important political and cultural ideologies represented in the R component of my work as an educator. The texts. Like hooks suggested in the opening quote, I felt journey began while looking for children’s literary that I did not fully understand or possess the language texts that somehow speak about aspects of my Puerto to “deconstruct [my/ours] conventional ways of Rican/Latina identity and those communities close to knowing” in the interpretation of the literature. The mine. I was looking for personal and literary growth type of responses to the texts seemed monologic in but also for ways in which I could share a different nature in that they focused only on the reader’s literary experience from the mainstream with children responses and excluded the examination of Latino/a and teachers. literature as culturally situated and ideologically Getting access to the literature was quite challeng constructed. ing, but once I developed some familiarity with As a children’s and adolescent literature educator, awards such as the Américas Award, the Pura Belpré I struggle with the same tensions raised by Cai (1997) Award; publications such as Nieto (1997) and Barrera and Rabinowitz & Smith (1998) in terms of my beliefs & Garza (1997) and several on-line resources, accessi about Reader’s Response Theory and the ways in bility became an easier process. As I continued which authors’ stances could be explored. Beyond reading more Latino/a literature and engaging in imposing a set of themes to a literary text, I am more conversations around these texts with teachers and interested in better contextualizing this literature in a children, I realized that access to the literature was not way that becomes more meaningful and active for the the biggest challenge I would confront. Instead, what I readers especially from a sociopolitical perspective. As found unsettling were my own interpretative lens, as theories on critical literacy suggest (Comber & well as those used by teachers and students to Simpson, 2001; Lewison, Flint & Van Sluys, 2002) it is mediate our responses to the books. These lenses important to challenge readers’ beliefs and disrupt seem to be mostly centered in solely our personal commonplaces to look at the ideological aspects of responses to the literature without an in depth texts and move authors out of neutral positions.

THE ALAN REVIEW Winter 2006

m71_77_TAR_Win06 71 4/3/06, 9:43 AM Approaching authors and texts as neutral leads to a ties they represent. Critical fictions often feature the form of colonized literacy where the literature is voices of those authors from underrepresented and integrated to the curriculum but remains critically marginalized communities where their writing works unexamined. as an agent of liberation to claim a space in society, In order to explore the complex nature of the including a literary community that has been domi Latino/a experience in literary texts, I found that nated by white male perspectives. The significance of something more than just the intentions of bringing a this form of liberation according to hooks (1991) text to the classroom was needed. This is particularly derives from the fact that “Globally, literature that significant because many Latino/a writers both for enriches resistance struggles speaks about the way the young and adults speak about their social, political individuals in repressive, dehumanizing situations use and cultural experiences as participants of the United imagination to sustain life and maintain critical States society1. Latina literary critic Rebolledo (1990) awareness” (p. 55). Writing critical fiction is not just a believes that the issue of Latino/a cultural locations form of sharing a narrative with a reader for its and how those are represented in literary texts is an multicultural or cross cultural value. Multicultural area of research that has not been fully developed. She theory works as the point of entry for these authors to asks us look across the literature to contextualize and gain visibility and access multiple audiences. How theorize from within but also to decolonize our ways ever, their writing is a way for them to reflect and of looking at the literature outside of a mainstream maintain a critical perspective that is first “inner” perspective. within the author and then becomes “outer” as Rebolledo’s concern is also relevant for young readers access the story and make sense of it from adult and children’s literature. Based on this idea I use their own cultural locations and positionalities notions of critical fictions (Mariani, 1991) to present (Enciso, 1997). the results of a study that examined a set of Latino/a This notion of reflection is in a sense a form of literature. The purpose was to create a culturally “inner liberation” (Anzaldúa, 1987) and it is found in relevant framework to situate, explore and context many examples of Latino/a literature. Mexican ualize the literature while trying to avoid falling into American feminist writer and literary theorist an imposition of a “fixed” meaning of the texts. The Anzaldúa, who has published both for children and process was to look at the kind of metaphors and adult audiences, argues in her explorations of writing symbols authors’ construct “imagining” aspects of that the struggle is first inner: “[A]wareness of our Latinos/as’ experience, looking for “places” to situate situation must come before inner changes, which in and unpack authors’ ideologies. In order to develop turn come before changes in society. Nothing happens the study I specifically looked at three texts that center in the ‘real’ world unless it first happens in the images on the theme of immigration. The criteria for selecting in our heads” (p. 87). Latino/a writers for young this texts was the vast amount of Latino/a literature audiences create and share images that many times available that portrays the complex nature of the are representative of the resistance and struggle in immigrant experience. These three texts represent their own lives and the communities they belong to diverse and interesting perspectives on immigration (Author & Enciso, 2002). It is interesting that many and Latino/a literature in general. After this analysis I Latino/a writers for children and young adults are suggest further explorations around other critical indeed established authors for adult audiences as in themes such as gender, class and language among the case of Latina feminist writers such as Anzaldúa, others. (1987); Mora, (2002); Cisneros, (1983); Mohr (1990/ 1979); Alvarez, (2002); Ortiz-Cofer, (1995) and also Critical fictions and the Latino/a literary male writers such as Jiménez, (1997); Herrera (1995); imagination Soto (1995) and Anaya (1997) among many others. Their writing is part of a larger literary community Mariani (1991) defines “critical fictions” as those that does not work in isolation. There is a history of literary texts that speak about the political, social and Latino/a literary works that is diverse and complex in cultural experiences of the authors and the communi nature and that also informs the literary community.

THE ALAN REVIEW Winter 2006

m71_77_TAR_Win06 72 4/3/06, 9:43 AM Therefore, when looking for meaningful frameworks to the Caribbean. Latinos/as emigrate from multiple read Latino/a children’s literature, one powerful countries making “border crossing” a powerful and strategy is to read across texts to get a sense of diverse set of images in the literature. Immigration multiple representations and various perspectives from Mexico is found in many texts including The presented by Latino/a authors. At the same time it is Circuit and Esperanza Rising. Immigration from the also important to consider the author’s unique literary Caribbean is found in tests such as Before We were style and locations to understand the diverse voices Free a story from the Dominican Republic. that compose a complex literary community. Within the diverse nationalities one also finds diverse racial and socioeconomic representations. In Border Images and symbols: Latinos/as Before We were Free the characters living in the immigration Dominican Republic seem to belong to a more privi leged middle class where children attend American In order to illustrate the ideological nature of private school and the family can afford a house Latino/a literature I engaged in what Latina literary keeper from Haiti. In Esperanza Rising two of the critic Rebolledo (1996) called a “descriptive thematic main characters, Esperanza and her mother, come analysis” across the literature to analyze, describe and from an affluent class in Mexico. The girl, Esperanza, understand the multiple ideological forms of represen attends private school and lives in a hacienda with her tation and themes within the literature. A powerful family and house keepers. In the story, Hortensia and text set to review and use as an example of the Alfonso, two house employees immigrate with them to analytical process, was to examine immigrants’ the United States. They are from a lower socioeco representation across exemplary literature. The text set nomic status and somehow guide Esperanza and her was examined around questions such as how is the mom through their new life in the United States. immigration experience represented in Latino/a young Latino/a authors explore diverse ideological adult literature? What kind of metaphors and symbols constructions of gender, race and class in the literature do these authors construct “imagining immigration”? as it relates to the previous reality before coming to What kind of personal stories and ideological repre the United States. Furthermore, they also explore how sentations are the authors sharing? What are the those constructions acquire new ideological meanings continued realities of immigration? What can a story and are among the factors that situate the characters convey? in different contexts once they arrive in the United The literature chosen was representative and States. Rather than a homogenous perception of speaks about the Latino/a experiences with immigrat Latinos as one race and one social class the reader ing to the United States and was reviewed as exem encounters a range of representations. Reading across plary by the Américas Award Committee. The texts the literature helps one understand the complex selected were The Circuit (Jiménez. 1997); Esperanza gender, social and racial identities of Latino/a immi Rising (Muñoz, 2000) and Before We were Free grants in the United States. (Alvarez, 2002) (Other possible texts on immigration are included on Table 1). The selection of literature Critical fictions: Authors’ identity provided a diverse range of immigration experiences embedded in the story that conveys the heterogeneous essence of Latino/a identity in literature. Using the notion of critical fictions (Mariani, 1991) allows one to see how the authors’ identity and Multiple nationalities, gender, racial and social, political and cultural locations are embedded in socio economic status the stories they narrate. Those personal locations are represented in multiple forms such as genres and One significant aspect of reading the immigrant literary language. For example, one way in which experience and any other Latino/a literature is to Latino/a authors create critical fictions is by authoring understand that Latina/o is an umbrella term that texts that tell personal and community stories that encompasses people from multiple Latin American represent the multiple circumstances of immigration. countries from Central and South America and also

THE ALAN REVIEW Winter 2006

m71_77_TAR_Win06 73 4/3/06, 9:43 AM In The Circuit, Jiménez narrates his personal the author writes a novel “imagining the life of those autobiography crafting a literary text written in an who stayed behind, fighting for freedom” (p. 166). She evocative language that incorporates significant creates powerful images and metaphors of a historical Spanish words in the author’s life intertwined in the and political reality that is an important part of the life narrative. The chapter titles are strong metaphors of of many people who emigrate from the Dominican their lives such as “to have and to hold”, “moving Republic. This is a fictional but personal account still” and “learning the game”. In addition, the about political repression, justice, the search for powerful and realistic ending leaves the reader democracy and the power of the imagination as a tool wondering what the future holds for this family. for liberation. The reader has access to the author’s life experi ences as the child of migrant farm workers including Crossing “la frontera”: Multiple realities the moment they cross the U.S./Mexico border, faced in a new country experiences in labor camps and being deported back As part of the authors’ narrative there is a critical to Mexico. The author shares a personal reality that is reflection of what happens once Latinos/as arrived in representative of the life, hopes and struggles of many the United States. In Latino/a literature and literary undocumented immigrants in the United States. In an criticism one can find multiple images and metaphors interview (Barrera, 2003) Jiménez shares that writing to describe the social, physical, ideological and his personal story is a form of catharsis where he psychological space Latinos/as navigate while living in discovers new aspects of his identity and his work as a the United States (McKenna, 1997; Herrera-Sobek & writer. Viramontes, 1996). Images such as the “borderland,” They [his experiences] were not necessarily unique to me, the place where multiple aspects of Anglo and Latino/ but common to many, many people in the past and the a identity coexist in tension and harmony (Anzaldúa, present. As I reflected on and began to write about them, I 1987) or Neplanta (Mora, 1993), “the land in the learned this was a deeper purpose for having gone through middle,” have been created by authors to describe the these experiences (p. 2). complex realities and identities of Latinos/as in the Like in Anzaldúa’s notion of “inner liberation” United States. Among the many ideological and socio Jiménez creates a powerful reflection of his life that cultural realities found are the notion of the American becomes a form of inner empowerment. Dream, citizenship and language, literacy and culture. Authors also create critical fictions by sharing The search and hope for the “American Dream” is family stories. In Esperanza Rising for example the one of the complex realities portrayed by authors in author, Muñoz, crafts a fictional tale using her their literature. From the first chapter in The Circuit, grandmother’s story about a young girl who used to Jiménez states the reason to move to the USA is to get be rich but also who lost everything after her father out of poverty. However, the reality encountered by died. Esperanza, her mother and two house employees the family once they crossed the border was one of had no choice but to immigrate to the United States extreme poverty and instability as they moved from and become farm workers. Furthermore, the story took one labor camp to another, living most of the time place during the time when Cesár Chavez and the without running water or electricity. Like the title of farm worker unions were starting to add to the the book suggests, the family was stuck in the “cir narrative a layer of political activism and social cuit” of migration, poverty and marginalization. In justice. Muñoz looks into her past to tell a story that addition to the hope for a dream there are also issues speaks to life and reality faced by previous generations of citizenship and acquiring legal status. In the and passes it to new ones. author’s case, only his father had a green card and the In Before We were Free, Alvarez tells a fictional rest of the family lived in the United States undocu story based on her family’s persecution living in the mented and under the fear of been caught by the Dominican Republic during Trujillo’s dictatorship. Her immigration authorities. Access to social services such father, who was committed to the country’s liberation, as health care were inaccessible to the family, and this is in danger of being caught by Trujillo’s military almost costs the life of one of the Jiménez children. forces. Written in a diary form by the young girl Anita, Despite the labor contribution of his father, mother,

THE ALAN REVIEW Winter 2006

m71_77_TAR_Win06 74 4/3/06, 9:43 AM brother and eventually himself for less than a mini they were not going back and they had to begin a new mum wage, his family lived in the margins and were life in a new place. This is a form of what sociologists denied a fair life. called “involuntary immigration.” The reader gets a Language, schooling and identity are other aspects sense of how the Dominican Republic’s past political of the reality confronted by the characters in The history has impacted the growing immigration to the Circuit. In the story Jiménez, now a professor of United States. Modern Languages in California, includes his literacy narrative based on the schooling experiences in his Testimonios: Implications and further life. Moving from one labor camp to another he had ideas multiple experiences in schools as an english language learner. Even though he was constantly moving from There is a tradition of testimonios or testimonies one school to another he was committed to learning in Latino/a culture where according to Alvarez (2002) and succeeding. Many of the chapters focus on the “It is the responsibility of those who survive the author’s experiences in school and his development of struggle for freedom to give testimony. To tell the story a biliterate identity. in order to keep alive the memory of those who died” A somewhat similar but also counter narrative is (p. 166). The composition of Latino/a voices from the presented in Esperanza Rising when the characters narratives presented here constitutes part of the crossed the border to move to the United States. multiple testimonios available for children. These Esperanza and her mom left a past of wealth to begin literary pieces are not just about those who came a new life as migrant workers. Given their upper class before us and/or have died, but also about the present status in Mexico they were able to obtain legal reality and experiences faced by many Latinos/as. documentation to come to the United States. Crossing These texts are critical fictions and help us understand the USA/Mexico border is not a contested issue like in a unique set of experiences. other narratives such as The Circuit. However, while Even as a Puerto Rican/Latina person who is the legal status made the process of coming much considered many times as an insider to Latino/a easier for them, the reality faced in the labor camps culture, I found it useful to read and unpack the was still one of poverty and marginalization. ideologies presented by these authors. It is after this Esperanza, a girl who came from a highly literate process of looking closely at the complexity of Latino/ family and who attended a prestigious private school, a literature that I feel better prepared to read and found herself in a labor camp babysitting instead of mediate it with children and teachers (See Medina, attending school. And while her Spanish language was 2004). Perhaps I have gained a language of access that very sophisticated, she struggled in her new home to helps me deconstruct my relationships to these texts learn English. (hooks, 1991) and it now informs my mediations of In Before We were Free the perspectives on the literature using a literary and cultural context freedom are very different. Anita and his family situated in the multiple locations from where authors escaped the Dominican Republic under political speak. As I mentioned at the beginning, this is not an asylum. Other members of the family who immigrated attempt to give fixed meaning to the literature but a first, welcomed them to the United States. Anita, her way to understand the authors’ literary, social and mom and brother moved to United States without cultural complexity. The purpose is to broaden our their father who was kept prisoner by Trujillo’s literary imaginations, questioning both authors’ and military forces. The mother believes they will be going readers’ ideologies. While the reader will always back as soon as her husband is liberated and the construct a unique interpretation of a text, this kind of political situation changes. Anita’s mother asks a nun cultural and ideological reading helps us move beyond to let Anita sit in a classroom temporarily until they go looking at Latino/a literature as a generic cultural back home and even though she is twelve years old experience that is neutral or homogenous. As African and attended American school in the Dominican American author Morrison (1993) stated: Republic, she is placed in the second grade classroom. Readers and writers both struggle to interpret and perform The characters in this book eventually realized that within a common language shareable imaginative worlds.

THE ALAN REVIEW Winter 2006

m71_77_TAR_Win06 75 4/3/06, 9:43 AM And although upon that struggle the positioning of the reader By looking at it from broader perspectives, we will has justifiable claims, the author’s presence—her or his in move the reading of this literature out of the neutral tentions, blindness, and sight—is part of the imaginative place in the curriculum to develop culturally visible activity. (p. xii) literacy experiences in the classroom. I suggest similar explorations could be done through the creation of other Latino/a literature text Endnotes sets (See table 1 for suggested titles). The text sets 1 For a good example on how Latino/a author’s identity get could be arranged to take a closer look at literacy and constructed in texts see Anzaldúa (1987). 2 schooling experiences for Latinos/as in the United Many of the books fit in multiple categories. This table is meant to be a beginning place and not a fix set of States, Latina writers and the construction of gender categories. identities, the experiences of second generation Latino/a immigrants or an exploration of Latino/a Carmen L. Medina is an Assistant Professor of Language authors who write for adults and children. The idea is and Literacy Education at the University of British to understand Latino/a literature as an existing body Columbia. of literary texts and not as isolated pieces of literature.

Table 1: Reading across Latino/a literature: Suggested Text Set 2

TEXT SETS SUGGESTED LATINO/A LITERATURE AND AUTHORS Other immigration titles Tonight by the Sea—Frances Temple (C.B.) (Haiti) Behind the Mountains.—E. Dandicat (C.B.) (Haiti) The super cilantro girl/La niña del supercilantro—Juan Felipe Herrera (P.B.) (Mexico) Literacy, language and Tomás and the Library Lady*—Pat Mora (P.B.) (Mexico) schooling La Mariposa*—Francisco Jiménez (P.B.) (Mexico) The Circuit *—Francisco Jiménez (C.B.) (Mexico) My Name is Maria Isabel*—Alma Flor Ada (C.B.) (Puerto Rico) Latina writers and the Cuba 15—Nacy Osa (C.B.) (Cuba) construction of gender The Meaning of Consuelo —Judith Ortíz Cofer (C.B.) (Puerto Rico) identities Friends From the Other Side/Amigos del otro lado—Gloria Anzaldúa (P.B.) (Mexico) My Diary From Here to There/Mi diario de aquí hasta allá—Amanda Irma Pérez (P.B.) (Mexico) Before We were Free—Julia Alavarez (C.B.) (Dominican Republic) Me in the Middle*—Ana Maria Machado (C.B.) (Brazil) Second generation Felita—Nicholasa Mohr (C.B.) (Puerto Rico) experiences Going Home—Nicholasa Mohr (C.B.) (Puerto Rico) An Island Like You: Stories From El Barrio—Judith Ortiz Cofer (C.B.) (Puerto Rico) Finding Miracles—Julia Alvarez (C.B.) (Dominican Republic) Adults authors writing for Gloria Anzaldúa children Nicholasa Mohr Francisco Jiménez Pat Mora Julia Alvarez Sandra Cisneros Rudolfo Anaya *Spanish versions available P.B.—Picture Books C.B.—Chapter Books

THE ALAN REVIEW Winter 2006

m71_77_TAR_Win06 76 4/3/06, 9:43 AM Works Cited Rebolledo, Tey D. “The Politics of Poetics: Or, What am I, a Critic, Anzaldúa, Gloria. Borderlands/La frontera: The New Mestiza. Doing in this Text Anyhow?” Making Face, Making Soul/ California: Aunt Lute Books, 1987. Haciendo Caras: Creative and Critical Perspectives of Barrera, Rosalinda. “Secrets Shared: A Conversation with Feminists of Color. Ed. Gloria Anzaldúa. California: Aunt Lute Francisco Jiménez.” The New Advocate 16.1 (2003): 1-8. Books, 1990. 335-345. Barrera, Rosalinda and Oralia Garza de Cortes. “Mexican Medina, Carmen L. “Drama wor(l)ds: Explorations of Latina/o American Children’s Literature in the 1990’s: Toward Realistic Fiction through Drama.” Language Arts 81.4 (2004) : Authenticity.” Using Multiethnic Literature in the K-8 Class 272-282. room (2nd ed.) Ed. Violet J. Harris. Massachusetts: Christo Medina, Carmen L. and Patricia Enciso. “Some Words are pher Gordon Publishers, 1997. 129-154. Messengers/Hay Palabras Mensajeras: Interpreting Cai, Mingshui. “Reader Response Theory and the Politics of Sociopolitical Themes in Latino/a Children’s Literature.” The Multicultural Literature.” Reading Across Cultures: Teaching New Advocate 15.1 (2002) : 35-47. Literature in a Diverse Society. Ed. Theresa Rogers and Anna Children’s Books Cited: O. Soter.. New York: Teachers College & NCTE, 1998. 199 Ada, Alma F. My Name is Maria Isabel. New York: Simon & 212. Schuster, 1993. Comber, Barbara and Anne Simpson. Negotiating Critical Alvarez, Julia. Before We Were Free. New York, N.Y.: Knopf, Literacies in Classrooms. Mahwah, N.J.: Lawrence Elrbaum, 2002. 2001. Alvarez, Julia. Finding Miracles. New York, N.Y.: Knopf, 2004. Enciso, Patricia. “Negotiating the Meaning of Difference: Talking Anaya, Rudolfo. Maya’s Children: The Story of La Llorona. Illus. Back to Multicultural Literature.” Reading Across Cultures: Maria Baca. New York: Hyperion, 1997. Teaching Literature in a Diverse Society. Ed. Theresa Rogers Anzaldúa, Gloria. Friends from the Other side/Amigos del otro and Anna O. Soter. New York: Teachers College & NCTE, lado. Illus. Consuelo Méndez. California: Children’s Books 1997. 13-41. Press, 1993. Herrera-Sobek, Maria and Helena M. Viramontes, eds. Chicana Cisneros, Sandra. The House on Mango Street. Texas: Arte Creativity and Criticism: New Frontiers in American Literature, Público Press, 1983. (2nd ed.). New Mexico: University of New Mexico Press, Dandicat, Edwidge. Behind the Mountains. New York: Orchard, 1996. 2002. hooks, bell. “Narratives of Struggle.” Critical Fictions: The Politics Herrera, Juan F. Calling the Doves/El canto de las palomas. of Imaginative Writing.. Ed. Philomena Mariani. Washington: Illus. Elly Simmons. California: Children’s Books Press, 1995. Bay Press, 1991. 53-61. Herrera, Juan F. Super Cilantro Girl/La niña del supercilantro. Lewison, Mitzi., Amy S. Flint, and Katie Van Sluys. “Taking on Illus. Honorio. Robledo Tapia, CA: Children’s Books Press, Critical Literacy: The Journey of Newcomers and Novices.” 2003. Language Arts 79.5 (2002) : 382-392. Jiménez, Francisco. The Circuit: Stories from the Life of a Mariani, Philomena, ed. Critical Fictions: The Politics of Imagina Migrant Child. Albuquerque, N.M.: University of New Mexico, tive Writing. Washington: Bay Press, 1991. 1997. McKenna, Teresa. Migrant Song: Politics and Process of Chicano Mohr, Nicholasa. Felita (2nd ed.). New York: Bantam, 1990. Contemporary Lliterature. Texas: University of Texas Press, Muñoz, Pam. Esperanza Rising. New York: Scholastic Press, 1997. 2000. Mora, Pat. Neopantla: Essays from the Land in the Middle. New Ortiz-Cofer, Judith. An Island Like You: Stories from el Barrio. Mexico: University of New Mexico Press, 1993. New York: Orchard, 1995 Morrison, Toni. Playing in the Dark: Whiteness and the Literary Ortiz-Cofer, Judith. The Meaning of Consuelo. New York, N.Y.: Imagination. New York, N.Y.: Vintage, 1993. Farrar, Straus & Giroux, 2003. Nieto, Sonia. “We Have Stories to Tell: Puerto Ricans in Osa, Nancy. Cuba 15. New York, N.Y.: Delacorte Press, 2003. Children’s Books.” Using Multiethnic Literature in the K-8 Soto, Gary. Canto Familiar. Illus. Annika Nelson. New York: Classroom. Ed. Violet J. Harris. Massachusetts: Christopher Hartcourt Brace & Comp, 1995. Gordon Publishers, 1997. 59-94. Rabinowitz, Peter and Michael W. Smith. Authorizing readers: Resistance and Respect in the Teaching of Literature. Illinois: NCTE, 1998.

THE ALAN REVIEW Winter 2006

m71_77_TAR_Win06 77 4/3/06, 9:43 AM CindyLori Goodson Lou Daniels & Jim Blasingame

Literary Theory and Young Adult Literature: The Open Frontier in Critical Studies

ver since the enormous publication success of J. discusses” (113). Unfortunately, many people working K. Rowling’s Harry Potter series, contemporary in literary theory and criticism are foregoing the EYoung Adult (YA) literature has seen a rise in its opportunity to explore this phenomenon because they appreciation by those who, in the past, might not have mistakenly believe that works labeled as YA should given YA literature a second glance. This is not to say, only be analyzed in terms of the connection—whether of course, that significant works categorized as YA that be historical or psychological—to the supposed have not been out there, only that contemporary “intended” reader. They see the phrase YA, and they works that have been labeled as YA tend to be ignored tend to dismiss the work as disconnected to the by many serious literary critics. Some still believe that literary community. YA literature is merely a secondary category of child The problem, of course, is exacerbated by the like storytelling—didactic in nature—and unworthy of actual labeling of the genres: it should be readily serious literary evaluation, when, in fact, it is really an apparent that YA literature is not the same thing as overlooked and underappreciated literary genre that children’s literature—in the same way that short has only recently begun to attract the critical attention fiction is not the same genre as the novel. Yet contem that it deserves. porary critics often speak of the two as if they were Many people have argued that YA literature, one and the same. What would help in this regard which is often grouped as a sub-division within the would be not only for critics to recognize the differ category of children’s literature, isn’t worth much ence between the genres, but to simply acknowledge attention because it doesn’t offer enough substance to that regardless of genre, both children’s and YA works be included within the traditional literary canon. are literature.1 Deborah Stevenson, in her essay “Sentiment and In fact, the idea that YA works are truly literature Significance: The Impossibility of Recovery in the is what lies at the heart of the “theory barrier” Children’s Literature Canon or, The Drowning of The problem, even though in reality the problem is not of Water-Babies” goes so far as to argue that the “aca a literary nature. Terry Davis, in his article “On the demic curriculum, which is based on a canon of Question of Integrating Young Adult Literature into the significance, may rediscover the historical significance Mainstream,” reminds us that: of a children’s author but can never truly recover it to Although a few books do cross over and become literature the literature’s dominant popular canon” (112-113). for both young people and adults—To Kill a Mockingbird She contends that there are too many other factors and Ordinary People are two examples—most young adult that disallow critics to view the literature as literature, books can’t cross the boundary into grown-up literature for even while she acknowledges that “children’s litera the following reasons: 1. because publishers present most ture scholarship is by no means invalid; it sheds much of the books in a package that an older teenager or adult wouldn’t want to pick up and carry around, let alone read; light on literature as a whole as well as the genre it and 2. because many of us who write about these books

THE ALAN REVIEW Winter 2006

n78_82_TAR_Win06 78 4/3/06, 9:42 AM and teach them and have charge of them on behalf of young of J. K. Rowling and her creation of Harry Potter, the readers refuse to hold the books to real literary standards. quintessential main character of her series of novels. It (5) seems that Harry Potter has opened up a whole new If we, as scholars and as readers, don’t bother to hold arena of respectable scholarly debate.3 the YA work up to the light of crucial literary stan One text centered on the Harry Potter phenom dards, then it is no wonder the works are not being enon that proves the point that significant literary taken seriously. Critics, as the experts in literary analysis can be undertaken successfully with YA analysis, need to take charge. This includes the idea of literature is Giselle Liza Anatol’s collection of essays separating YA literature from children’s literature—not titled Reading Harry Potter: Critical Essays. The critical to classify one as better than the other—but rather to analyses include titles such as Veronica L. Schanoes acknowledge the differences in the literary craft itself, “Cruel Heroes and Treacherous Texts: Educating the which in turn will lead to a greater understanding of Reader in Moral Complexity and Critical Reading in J. the works themselves. For example, Stevenson’s article K. Rowling’s Harry Potter Books.” Clearly, Harry Potter mentions several texts that she includes in the body of has inspired many a critic to jump on the YA literary children’s literature, including Maurice Sendak’s bandwagon, so why not examine other contemporary Where the Wild Things Are, Lewis Carroll’s Alice in YA texts in the same way? After all, it’s not just J. K. Wonderland, and Katherine Patterson’s Bridge to Rowling’s work that is worthy of study. “Serious Terabithia. What Stevenson fails to realize, though, is writers don’t condescend in terms of style or any other that Wild Things is of the children’s literature genre; way. They try to perceive human life as deeply and Alice is classic YA literature (just as The Scarlet Letter clearly as they can every time they tell a story, and is classic literature); and Patterson’s work is contem every time they tell a story they try to present their porary YA literature (just as Richard Ford’s Indepen perceptions in the best—the most vivid—prose they dence Day is contemporary literature). If these works can craft. That’s why we call it art and that’s why must be categorized, then the least we can do is serious writers deserve to be called artists” (Davis 7). categorize them appropriately.2 And there are many YA authors out there who are Davis takes this idea a step further when he literary artists. suggests that “publishers need to create a specific Furthermore, if, as David L. Russell states, category for books that can be read by adults and “Literary criticism is the discussion of literature youth, books that have both literary and teaching undertaken in order to interpret its meaning and to merit” (5). The heart of this suggestion is what is truly evaluate its quality” (48), and it is also true that “the important because while publishers may not be purpose of criticism is to promote high standards in willing to start yet another marketing category, critics literature and to encourage a general appreciation of can, through individual analyses of works, reveal literature among readers” (48), then there is absolutely exactly which titles belong in this area, just as they do no reason to avoid the serious scholarly study of YA with other ‘adult’ contemporary works. literature. These are works that have significance to all Of course, this is not a new idea. James Steel of us, regardless of which age category we fall into, Smith in his 1967 text A Critical Approach to because they speak to the human condition. After all, Children’s Literature points out that of the “five ways as Davis asserts, “If we’re going to call it literature, of thinking about children’s reading—historical, whether or not we preface the word with the young subject-centered, by types, psychological, and applica adult qualifier, then . . . we should hold it to the tion-oriented, or utilitarian—all have one very impor standards of literature” (6). This is good advice, and if tant characteristic: None of them examines and we followed it, would go a long way in bringing the analyzes the children’s literature itself with any light of recognition to the genre. In fact, those inter seriousness and care” (3). His text, even as early as ested in exploring critical analysis of YA literature 1967, called for a reconsideration of this problem. The need to be particularly adept scholars because to date difference today lies in the burgeoning attitude of there has not been a large body of work created that respectability that YA literature is receiving in the explores the genre, so there is plenty of opportunity present day, thanks in no small measure to the success for original scholarship.4 Deborah Thacker, in her

THE ALAN REVIEW Winter 2006

n78_82_TAR_Win06 79 4/3/06, 9:42 AM article “Disdain or Ignorance? Literary Theory and the Onions) and Ursula K. Le Guin (The Earthsea Cycle Absence of Children’s Literature” concurs. She writes: books, in particular). Best of all, in addition to these major names from The transformation of critical theory over the last few de cades has meant that theory needs children’s literature. As the traditional literary “adult” world, though, there are theorists move from a textual emphasis toward the inter other writers, firmly ensconced in the YA genre, whose play between reader and text and the social and political work begs to be explored theoretically. One such forces that mediate those interactions, so the part played by writer is the well-known Brock Cole. His works texts written primarily for children and the ways of reading include The Goats and The Facts Speak for Themselves, available to children, within a web of discourses that both encourage and control interactions with fictional texts, need both of which would stand up to an intense gender- to be included and examined. Thus, we, as specialists, must based analysis. In The Goats, a boy and a girl, attend contribute to a broader picture of the social constructedness ing summer camp, are stripped of their clothing and of readers and the implications of the discourses surround abandoned by their campmates on an island. What is ing fiction in the development of response. (1) supposed to be a harmless prank turns to an explora We do, however, need to keep one simple view tion of the expectations of males and females when point in mind: If we want YA literature to be recog the two of them run away from the island in order to nized and appreciated as literature, then we should escape their ostracism. utilize the same theories with it as we use with other The Facts Speak for Themselves is probably one of literatures, including those pointed out by Jonathan the most explicit novels about sexual molestation ever Culler, in his exemplary short work titled Literary to be designated “young adult.” In this powerful work, Theory: A Very Short Introduction: Cole lets the main character, Linda, tell her own story, and it is one that readers will not soon forget. Linda, Three theoretical modes whose impact, since the 1960s, in a voice that has become as hollow and emotionless has been the greatest are the wide-ranging reflection on language, representation, and the categories of critical as her inner life, lets the facts speak for themselves, as thought undertaken by deconstruction and psychoanalysis she reveals her attempt to take over the ‘expected’ role (sometimes in concert, sometimes in opposition); the analy of an adult woman. There is much to examine here, ses of the role of gender and sexuality in every aspect of including the psychological aspects of a young woman literature and criticism by feminism and then gender stud facing situations far beyond her comprehension, and a ies and Queer theory; and the development of historically oriented cultural criticisms (new historicism, post-colonial class system that has conveniently allowed her to slip theory) studying a wide range of discursive practices, in between the cracks. volving many objects (the body, the family, race) not previ Another notable author is Louis Sachar and his ously thought of as having a history. (121) work Holes. Sachar’s plotting strategy within this work For example, the genre of YA literature can be exam is exemplary; there are stories within stories that ined as a way to analyze the underlying class ideology ultimately fit together like a set of stacking boxes. The of a work, without the text being specifically “about” story itself can also be explored as a satire that speaks class conflict. The genre itself, the form itself, could to such issues as juvenile delinquency, moral charac contain ideological messages within the structures of ter, and redemption. Critics could not find a better its conventions.5 In any case, utilizing theoretical novel to explore both structurally and thematically. In modes such as the ones mentioned would go a long this same vein is Monster by Walter Dean Myers, a way in legitimizing a genre whose position on the novel that would appeal to structuralists as well as to fringe is undeserved. race theory critics. This novel is written from the point It is interesting to note that since the burst of of view of a young black man on trial for murder who power demonstrated by J. K. Rowling in the writing of decides to tell his story by writing a movie script. This YA literature, other well-known literary writers have combination of forms (first person narrative and started to explore the form. Joyce Carol Oates’ Big scriptwriting) is highly original and effective, speaking Mouth and Ugly Girl and Freaky Green Eyes are two volumes about the influences in this young man’s life, such works. Here we have a major literary figure who as well as revealing the actions of the plot. finds the form fascinating and worth her talent. Other Race theory critics would also delight in reading known literary writers include Gary Soto (Buried Christopher Paul Curtis’s The Watsons Go to Birming

THE ALAN REVIEW Winter 2006

n78_82_TAR_Win06 80 4/3/06, 9:42 AM ham—1963. Of particular note is his use of humor in a novels. The article also examines the historical publica story that explores the heart of racism. And then there tion record of young adult texts, pointing out the is Armageddon Summer, a novel co-written by Jane differences between British and American novels, and it mentions several prominent authors of the young adult Yolen and Bruce Coville that explores the religious genre, and their influence on the American market. sentiments of our society as viewed through a female protagonist, Marina, who believes in a God of power 3 Lauren Binnendyk and Kimberly A. Schonert-Reichl’s and omnipotence, and a male protagonist, Jed, whose article titled “Harry Potter and Moral Development in Pre- skepticism is in stark contrast to Marina’s outlook. As Adolescent Children,” published in the Journal of Moral the story progresses, in alternate chapters from Jed Education begins by announcing the radical shift and Marina’s viewpoints—from Yolen’s and Coville’s children’s literature has experienced since the publication viewpoints—the spectrum of belief in the sacred is of J.K. Rowling’s Harry Potter novels stressing the point that these works are much more than simply escapism revealed and challenged in a way that leaves no easy and fantasy. They argue that the books themselves can be answers. a significant factor in the moral development of chil In fact, the list of writers and works worthy of dren—that the books contribute to children’s develop critical exploration would be much too long to include ment and understanding of life. here, but others of particular note are Robert Cormier6 (I Am the Cheese; The Chocolate Wars), Sharon Creech 4 The second part of Hans-Heino Ewer’s article addresses (Walk Two Moons), Jerri Spinelli (Wringer; Stargirl), the idea that there is an increasing literariness to be Laurie Halse Anderson (Catalyst; Speak) and David found in children’s literature. He cautions readers, though, that one has to be careful because of the Almond (Kit’s Wilderness; Skellig). variables inherent within the genre, including the fact With contemporary artists like these waiting to be that children have one view of a text, adults another, and explored, theorists should feel genuine excitement that critics must always be aware of which side they are about the uncharted territory of YA literature. In this on. Critics must be careful, in other words, that they are field, there awaits an opportunity to not only expand critiquing a work using the same criteria they would use our knowledge of the young adult genre, but also to for an adult work, rather than as a critique of the expand our knowledge of literature as a whole and to suitability of the text for children. challenge the restrictions of the traditional canon. This 5 For other literary perspectives regarding YA literature, is really what literary theorists are striving to accom consult the following sources: Yearwood, Stephanie. plish in all of their works, and young adult literature “Popular Postmodernism for Young Adult Readers: Walk offers another avenue for exploration. In fact, there are Two Moons, Holes, and Monster.” ALAN Review 29.3 great writers and great stories out there simply waiting (Spring-Summer 2002): 50-3.; Kidd, Kenneth. “Psycho to be discovered by the literary community. Let’s hope analysis and Children’s Literature: The Case for we’re up to the challenge. Complementarity.” The Lion and the Unicorn 28.1 (2004): 109-130. End Notes 6 For an excellent discussion regarding Cormier’s view of 1 An article titled “The Limits of Literary Criticism of YA literature see: Myers, Mitzi. “ “No Safe Place to Run Children’s and Young Adult Literature” published in The to”: An Interview with Robert Cormier.” The Lion and the Lion and the Unicorn written by Hans-Heino Ewers, Unicorn 24.3 (2000): 445-464. explores the issue of whether or not children’s literature should be regarded as art. He references Heinrich Wolgast’s essay “The Misery of Our Children’s Litera Works Cited ture”—a classic article published in 1896 that calls for the Anatol, Giselle Liza, ed. Reading Harry Potter: Critical Essays. valuing of children’s literature—in the first half of his Westport, Connecticut: Praeger, 2003. Binnendyk, Lauren, and Kimberly A. Schonert-Reichl. “Harry own article, analyzing this call in contemporary terms. Potter and Moral Development in Pre-Adolescent Children.” Journal of Moral Education 31.2 (2002): 195-201. 2 Frances Fitzgerald’s “The Influence of Anxiety” published Culler, Jonathan. Literary Theory: A Very Short Introduction. in Harper’s points out the problems inherent in young Oxford: Oxford UP, 2000. adult fiction by closely examining the various types, Davis, Terry. “On the Question of Integrating Young Adult Litera including fantasy, historical, science fiction, and problem ture into the Mainstream.” ALAN Review 24.3 (1997): 5-8.

THE ALAN REVIEW Winter 2006

n78_82_TAR_Win06 81 4/3/06, 9:42 AM Ewers, Hans-Heino. “The Limits of Literary Criticism of Children’s Potter: Critical Essays. Ed. Giselle Liza Anatole. Westport, and Young Adult Literature.” The Lion and the Unicorn 19.1 Connecticut: Praeger, 2003. 131-45. (1995): 77-94. Smith, James Steel. A Critical Approach to Children’s Literature. Fitzgerald, Frances. “The Influence of Anxiety.” Harper’s Sept. New York: McGraw Hill, 1967. 2004: 62-70. Stevenson, Deborah. “Sentiment and Significance: The Kidd, Kenneth. “Psychoanalysis and Children’s Literature: The Impossibility of Recovery in the Children’s Literature Canon or Case for Complementarity.” The Lion and the Unicorn 28.1 the Drowning of the Water-Babies.” The Lion and the Unicorn (2004): 109-30. 21.1 (1997): 112-30. Myers, Mitzi. “‘No Safe Place to Run to’: An Interview with Thacker, Deborah. “Disdain or Ignorance? Literary Theory and Robert Cormier.” The Lion and the Unicorn 24.3 (2000): the Absence of Children’s Literature.” The Lion and the 445-64. Unicorn 24.1 (2000): 1-17. Russell, David L. Literature for Children. 5th ed. Boston: Yearwood, Stephenie. “Popular Postmodernism for Young Adult Pearson, 2005. Readers: Walk Two Moons, Holes and Monster.” ALAN Review Schanoes, Veronica L. “Cruel Heroes and Trecherous Texts: 29.3 (2002): 50-53. Educating the Reader in Moral Complexity and Critical Reading in J. K. Rowling’s Harry Potter Books.” Reading Harry

THE ALAN REVIEW Winter 2006

n78_82_TAR_Win06 82 4/3/06, 9:42 AM LoriSteve Goodson Redford & Jim Blasingame

Transcending the Group, Discovering Both Self and Public Spirit: Paul Fleischman’s Whirligig and Jerry Spinelli’s Stargirl

n unabashed free spirit, Stargirl declares pattern still looms large in the American imagination herself equal to the universe—and immerses is clearly demonstrated by the two novels with which A herself in doing good for others. Brent Bishop this paper is primarily concerned: Paul Fleischman’s clings to a stifling and demeaning peer group, but only Whirligig and Jerry Spinelli’s Stargirl. until a fatal traffic accident forces him to turn inward; As Whirligig opens, high school junior Brent then, he discovers the power of his individual imagi Bishop has just moved to Chicago and enrolled in the nation—and learns to dance with all of humanity. private and elite Montfort School. He feels inadequate As a long-term resident of Japan, I am struck by and only hopes he can somehow weasel his way into these two fictional characters as near perfect exempli his classmates’ good graces. He is more than willing to fications of Takeo Doi’s theoretical model of the “wear” their values, whatever they may be. Confor Western psyche. In The Anatomy of Dependence, Doi’s mity is his religion. Discovering what radio stations discussion of Japanese and Western psyches focuses are considered cool and making sure his earring is in on the Japanese verb amaeru: to forge relationships the correct ear are, to him, “as vital as maintaining a with others in a way that allows one to indulge, like sacred flame” (Whirligig 6). Sometimes he is irritated an infant, in passive dependence. Doi argues that by his own weakness—as when the “de facto leader” Japanese culture encourages individuals to amaeru seizes upon his family name, Bishop, and manipulates throughout their lives, whereas Western culture him, physically, like a chess piece, for everyone’s encourages them to outgrow the desire to amaeru as bemusement (11); but essentially, Brent is willing to quickly as possible—the end result being an emphasis accept others’ standards, submit to their judgments, on the group in Japanese society and on the individual and comply with their wishes—as long as they offer in the West. Public spirit can flourish in the Western him what he considers love in return. In fact, he has world, Doi concludes, because the individual is not primed himself to amaeru. stifled by restrictive group loyalties. In “Self-Reliance,” Emerson wrote that “imitation To what extent Doi’s theory applies to the Ameri is suicide,” and Brent comes an eyelash away from can mindset is certainly open to debate, but the proving these words true. At his first big Montfort pattern of individual psychological growth in Western social event, he hopes to win a certain girl’s heart, culture that he outlines—freedom from a suffocating knowing it “would mean instant respect” (12). conformity, discovery of self, the subsequent develop Unfortunately, she screams out her rejection of him, ment of a larger sense of connectedness with human for all to hear, and he immediately realizes the ity as a whole—was the prime focus of the nineteenth implication: “He was a leper now. No one would go century American Transcendentalists, and that the near him” (16). Liquor in his bloodstream, he leaps

THE ALAN REVIEW Winter 2006

o83_87_TAR_Win06 83 4/3/06, 9:42 AM into his car, flies onto the expressway, takes his hands speech, “The American Scholar” (Lauter 605). Dana’s off the steering wheel, and closes his eyes. His failure two years at sea—and away from Harvard—were not at imitation has left him nowhere, and he is ready to too unlike the two years Thoreau spent at Walden kill himself. Pond, and though Thoreau chose to explore nature by Brent survives the accident he causes, but takes taking walks in the woods and growing beans, he was the life of another, an 18-year-old girl named Lea. not incapable of a sailing metaphor himself: “be a Lea’s mother tells Brent that her daughter had “a very Columbus to whole new continents and worlds within caring soul” and “would have spread joy all over the you, opening new channels, not of trade, but of country” (40). As a way of keeping Lea’s spirit alive in thought.” This seems to be what Brent is learning as the world, her mother asks Brent to travel alone to all he works his way through Two Years Before the Mast. four corners of the country and to erect whirligigs, In a park on Puget Sound, the site for the con each with Lea’s image as a part of the design. In fact, struction of his first whirligig, Brent feels ignorant of she is giving him a chance at redemption and re-birth, nature. a chance to be alone with his thoughts and contem He looked up at the stars, glinting silently, a movie without plate spirit—the opportunity, as Emerson put it, to a soundtrack. Or was he simply deaf to their music? He “enjoy an original relation to the universe” (Nature). realized he knew no constellations. Likewise the names of Thoreau felt there was never a companion “so trees, flowers, rocks, birds, insects, fish. He was a foreigner companionable as solitude,” and Brent, freed from here. He wished he knew some names. (49) peer pressure, comes to feel much the same. As he As he settles into his solitude, however, he begins travels alone on a cross-country bus, he begins to see to understand what Emerson proclaims in Nature— everything from a new perspective—and to see things that “[t]he stars awaken a certain reverence,” and if a that he never could before. A host of his very own man “would be alone, let him look at the stars.” The thoughts provides him good company. Now, “he saw more Brent educates himself, especially regarding the everything from the outside. Much that he’d taken for heavenly bodies, the more he sees how essential his granted before now struck him as curious: handshak individual viewpoint is in understanding his place in ing, the Pledge of Allegiance, neckties on men, sport the universe. teams named for animals . . .” (49). Soon he begins to see connections that he never Brent moved to a seat across the aisle so as to scan the darker eastern sky, waited through a long stretch of trees, could before. On the bus, he “marveled at how then thought he spotted it: Deneb, in the constellation Cyg naturally some people spun lines of connection, nus, the swan. [. . .] He grinned in the darkness, unknown turning a world of strangers into family” (43). He to those around him. He spoke the word Deneb in his mind remembers the word krass, from a Vonnegut novel he and felt himself to be Adam, naming the new world around had read, “a term for a disparate group of people him. (63) linked together without their knowledge” (48). And he Before long he has grown “accustomed to feeling begins to understand that “[e]verything we did—good, separate from the other passengers” on the bus, and bad, and indifferent—sent a wave rolling out of sight”; when he looks out the window, he can tango privately he begins to wonder “what his own accounting, with the trio of stars known as the summer triangle; generations later, would look like” (70-71). he can believe they “shone for him alone” (64). The His world expands in ways he could have never summer triangle becomes “a familiar face” (72), and imagined a year earlier. In Seattle, he meets a Cana his high school peers, “who’d once loomed like dian who introduces him to go, a Chinese board giants,” become “barely visible” (74). The stars game—“Wheaties for the brain” (48). In San Diego, he enlarge his perspective, give him a new measure by meets a German who gives him a copy of Two Years which to determine what is important, and in their Before the Mast, a work published by Richard Henry honor, he determines, humbly, to master “Twinkle, Dana in 1840, just fourteen years before Walden. Dana Twinkle, Little Star” on his harmonica. and Thoreau, it happens, both graduated from For the Transcendentalists, symbols of the Harvard in 1837—the very day before Emerson interconnectedness of nature were commonplace. appeared on campus to give his Phi Beta Kappa Thoreau could recall observing a railway bank of

THE ALAN REVIEW Winter 2006

o83_87_TAR_Win06 84 4/3/06, 9:42 AM thawing sand and clay and declare “that this one worries and peer pressure, experienced a journey all hillside illustrated the principle of all operations of his own, and discovered for himself a legitimate place Nature.” The symbol that seizes Brent’s imagination in humanity. It occurs to him that he may want to is, of course, the whirligig. As Brent sets up his first spend his lifetime building whirligigs. He is ready to one near Puget Sound, he is no longer worrying about make a positive contribution to the nation of men. impressing others; now he can believe that he is only Whereas Whirligig is the story of one boy break watched when the wind blows life into his whirligig, ing free from suffocating group pressure and heading blowing life into Lea’s spirit, dispersing her spirit out on a solitary journey, a search for self and the everywhere. Intentionally, he sets up this first whirli place of self in a larger communion, Stargirl is the gig in a public park, so that anyone and everyone can story of a girl already secure with her individuality, enjoy it. In San Diego and Miami, he contemplates oblivious to peer pressure, whose sudden entry into a more ambitious projects. The “much more complex public high school throws into jeopardy the status quo system of rods and pivots” (93) he employs in Miami of the entire student body. mirrors his growing understanding of the complex As the narrator of Stargirl, junior Leo Borlock tells connections in nature, and after completing his final us, Mica Area High School (MAHS) is “not exactly a whirligig in Weeksboro, Maine, he can consciously hot bed of nonconformity.” Students are so scared of think through the idea of his whirligigs as symbols of being anything but mediocre—or different—that if the workings of all nature. they “happened to distinguish [them]selves, [they] quickly snapped back into place, like rubber bands.” The breeze off the water ruffled his hair and made the whirli gig flash in the distance. He’d interlocked some of the blades They “all wore the same clothes, talked the same way, so that one would pass its motion to the others. In his mind, ate the same food, listened to the same music” his whirligigs were meshed the same way, parts of a single (Stargirl 9). The role model for most boys is Wayne coast-to-coast creation. The world itself was a whirligig, its Parr, an attractive but extraordinarily ordinary and myriad parts invisibly linked, the hidden crankshafts and boring boy who is admired “because he [is] so connecting rods carrying motion across the globe and over the centuries. (133) monumentally good at doing nothing” (20). Into this environment walks Susan “Stargirl” Emerson and Brent’s statures may differ vastly, but Caraway. Homeschooled up until then, she is uncon when, in “The American Scholar,” Emerson declares, cerned with fashion trends and wears whatever she “It is one light that beams out of a thousand stars. It is likes: a 1920 flapper dress one day, a kimono another. one soul which animates all men,” and Brent comes to Unlike the other girls, she wears no make-up. She believe that the human spirit blows through his recites her own personal version of the Pledge of whirligigs, they are fairly well in tune with each other. Allegiance. She brings a pet rat to school. She joins Finally, when a woman he has only just met tells the cross country team, but when the course bends him that he is “a good person, not a bad one” (129), right, she goes left. When the P.E. teacher calls Brent realizes that though he may have done some everyone in from the rain, she stays outside and thing horrible in causing Lea’s death, he cannot dances. Most perturbing to her new classmates, she is banish himself permanently from his rightful place in not fazed at all that they think she is crazy. nature and in humanity. He can now listen to “his A consummate individual not beholden to any own wind surging in and out, and [feel] at one with small group, Stargirl has been free to develop an the whirligig” (126). After completing this final enormous sense of public spirit. Her days are con whirligig, he walks back to Weeksboro to discover a sumed with doing good for others, without the lively country dance taking place in the Town Hall. He slightest concern for receiving credit or payback. She pays his money, goes in, and recognizes that the scours the newspaper and bulletin boards for informa dancers are “a human whirligig” (130). A young tion about people’s wants and needs and sends them woman asks him to join in. “It was exalting to be part cards and presents. She somehow discovers the of the twining and twirling,” he discovers, “and birthday of all her schoolmates and sings “Happy strangely thrilling to touch other hands and to feel Birthday” to them in the cafeteria. She takes pictures them grasping his” (131). Brent has overcome petty of the little boy down the street, believing a scrapbook

THE ALAN REVIEW Winter 2006

o83_87_TAR_Win06 85 4/3/06, 9:42 AM of candid shots will bring him and his family great joy are making. [. . .] The universe will speak. The stars a few years down the road. Knowing what a thrill will whisper” (91). She advises Leo to tune out the finding a penny can be for a small child, she leaves trivial chatter in his life and tune in the universe. small change everywhere she goes. When she tunes in, she explains, “[T]here is no At first, the MAHS students consider Stargirl a difference anymore between me and the universe. The quirky freak. However, when she becomes a cheer boundary is gone. I am it and it is me” (92). Here, she leader, her enthusiasm is so inspiring that it dawns on is the quintessential Transcendentalist. everyone that individualism might just be interesting, Under Stargirl’s Transcendentalist tutelage, Leo’s and Leo is amazed to watch “the once amorphous vision clears. “She was bendable light: she shone student body separate itself into hundreds of individu around every corner of my day,” he tells us. “She saw als” (41). He also notes how their new individualism things. I had not known there was so much to see. leads to public spirit. [. . .] After a while I began to see better” (107-108). As she points out things she sees, things he had never It was wonderful to see, wonderful to be in the middle of: we mud frogs awakening all around. We were awash in noticed before, he understands from where her public tiny attentions. Small gestures, words, empathies thought spirit has sprung. For a brief while, they are “two to be extinct came to life. For years, the strangers among us people in a universe of space and stars” (95). had passed sullenly in the hallways; now we looked, we Unfortunately for Leo, he is an apprentice Tran nodded, we smiled. (40) scendentalist at best, and when the student body turns Ironically, as we discovered and distinguished ourselves, a against Stargirl again (because she insists on helping new collective came into being—a vitality, a presence, a and cheering for everybody, including players on the spirit that had not been there before. (41) opponents’ teams), he is left in a terrible bind. He The novel’s focus, though, is on Leo and his does not want to lose her, but “the silent treatment” feelings toward Stargirl. Her arrival affects him more (97) that descends upon the two of them, “the chilling than any of his schoolmates, for he falls head over isolation” (99), causes him great emotional pain. Doi heels in love with her. At first, Leo is confused by his suggests that, in Japanese society, the indulged desire feelings, and he pays a visit to the neighborhood guru, to amaeru leads to such a strong dependence on a Archie Brubaker, a retired archaeologist whose opinion particular group that “to be ostracized by the group is is highly respected by Leo and his friends. When Leo’s the greatest shame and dishonor” (53). This is exactly buddy Kevin suggests that Stargirl is of a different what Leo experiences. He is terribly ashamed of being species, Archie quickly disagrees: “On the contrary, shunned by his schoolmates—those who have liked she is one of us. Most decidedly. She is more us than him and comforted him even though he has done we are. She is, I think, who we really are. Or were” nothing of any particular merit—and his loss of their (32). Immune to peer pressure, Archie means, Stargirl indulgent acceptance proves more than he can bear. has been able to create and maintain her original The only solution that comes to him is ill-conceived: relation to the universe. She is just like Emerson’s he will change Stargirl. He will make her understand “great man,” who “in the midst of the crowd keeps that she must bend her will to that of the group’s. with perfect sweetness the independence of solitude” Their discussions on the matter, though, reveal how (“Self-Reliance”). All this really hits home with Leo. different their deep-rooted ways of thinking are. He has felt himself drifting in a malaise and senses the This group thing, I said, it’s very strong. It’s probably an opportunity for an awakening. instinct. You find it everywhere, from little groups like fami Soon Stargirl is leading Leo into her “enchanted lies to big ones like a town or school, to really big ones like places,” especially the desert at the edge of their town. a whole country. How about really, really big ones, she said, She knows in her heart what Archie later explains to like a planet? Whatever, I said. The point is, in a group everybody acts pretty much the same, that’s kind of how Leo: the stars “supplied the ingredients that became the group holds itself together. Everybody? she said. Well, us, the primordial elements” (177). For a while Leo mostly, I said. That’s what jails and mental hospitals are has sensed that her voice came “from the stars” (74), for, to keep it that way. You think I should be in jail? she and now she tells him: “The earth is speaking to us, said. I think you should try to be more like the rest of us, I but we can’t hear because of all the racket our senses said. (137)

THE ALAN REVIEW Winter 2006

o83_87_TAR_Win06 86 4/3/06, 9:42 AM Leo, though more understanding of Stargirl’s individu toward individualism. And while Brent may encounter ality and altruistic sense of public spirit than any of a lot of like-minded “Transcendentalists” on the road his schoolmates, ultimately finds himself valuing the (though ironically, many are not Americans), we have comfort of the group over the self-actualizing energy to acknowledge that as Brent embarks on his journey, and love that she can give him. Finally, he chooses the his classmates stay right where they are. group over her. In the world of these two novels, then, the Whirligig and Stargirl are novels, not empirical western psyche that Doi describes seems alive and sociological studies, so we must be careful in suggest well in Brent and Stargirl, but it is hardly observable— ing how much they represent an American mindset. or fleetingly observable—in other characters. Both Still, it is interesting to compare how Brent and Fleischman and Spinelli seem eager to encourage their Stargirl fit into their local societies with how Emerson readers to think and act transcendentally, while and Thoreau fit into the nineteenth century. In his seeming to recognize that most of their readers’ peers introduction to the nineteenth century in The Heath will only occasionally, and many of their readers’ Anthology of American Literature, Paul Lauter de peers hardly ever or not at all. Thus, while Whirligig scribes, basically, the irrelevance of the Transcenden and Stargirl demonstrate that Transcendentalist ideas talists to their contemporaries (614-615). Their ideas still thrive in the American imagination—they also may have held sway in certain literary circles, Lauter seem to express Fleischman’s and Spinelli’s belief that writes, but their “immediate effect on their time was the spiritual void felt by Emerson and Thoreau is still not extensive.” Their journal, The Dial, only had a in need of filling. circulation of about three hundred, and Thoreau’s publisher had to return him most of the copies of his Steve Redford is an associate professor in Education at first book. Emerson was considered a heretic by the Shizuoka University in Shizuoka City, Japan. Over the church, Thoreau a crank by his neighbors. According course of his thirteen years of teaching in Japanese to Michael Meyers (9), one reason Thoreau liked universities, he has developed a special interest in how speaking of himself as a Transcendentalist was it American adolescent novels can be used to develop Japanese students’ understanding of American culture, greatly dismayed the people around him. and their sensitivity to foreign cultures in general. Stargirl also dismays those around her. Her classmates at MAHS can revel in a spontaneous moment with her, as when they join her in the Bunny Works Cited Hop at the school dance, but most of them are likely Doi, Takeo. The Anatomy of Dependence. 1971. Trans. John to remember her as they first saw her: “weird,” Bester. Tokyo: Kodansha International, 1973. “strange,” and “goofy” (11). While Leo’s memory of Emerson, Ralph Waldo. The Complete Works of Ralph Waldo their relationship will color his outlook for the rest of Emerson. Ed. Edward W. Emerson. 12 vols. Boston: Houghton, Mifflin, and Company, 1903-1904. his life, most of the others seem unlikely to absorb Fleischman, Paul. Whirligig. New York: Henry Holt and Co., and retain significant amounts of her Transcendental 1998. vibrations. Lauter, Paul, Ed. The Heath Anthology of American Literature: Whirligig is constructed in such a way that Brent’s Concise Edition. Boston: Houghton Mifflin Company, 2004. schoolmates appear briefly, then move offstage. We Meyer, Michael. Introduction. Walden and Civil Disobedience. By are not privy to many of their thoughts, but as the Henry David Thoreau. New York: Penguin Books, 1983. 7-36. Spinelli, Jerry. Stargirl. New York: Alfred A. Knopf, 2000. theme for the party they have organized is chess, and Thoreau, Henry David. Walden and Civil Disobedience. New the guests that come are required to take their roles as York: Penguin Books, 1983. pawns, Fleischman does not leave us with the impres sion that many of them are cultivating strong leanings

THE ALAN REVIEW Winter 2006

o83_87_TAR_Win06 87 4/3/06, 9:42 AM M. Jerry Weiss The Publisher’s Connection

About Series Books

s a youngster, I discovered The Edge Chronicles by Paul group can do “a sell your series” the Hardy Boys, Nancy Stewart and Chris Riddell presentation to the entire class. A Drew, the Bobbsey twins, (David Pickling Books) This lends itself for a wide range of and other series books and wanted Artemis Fowl series by Eoin writing activities. The class can to read them all. I could hardly wait Golfer (Hyperion) “publish” a journal of responses to until the next volume was pub Warriors series by Erin Hunter various books in a series; each lished. Then I would rush to the (Harper Collins) group can design ads. Students library and eagerly sign up for the Cirque Du Freak series by Darren might write to the authors of the next available copy, or my parents Shan (Little, Brown) series and publish the responses would give me a copy as a present. Inkheart series by Cornelia from the authors. I owe my love of reading to these Funke (Chicken House) books. Mystery and suspense books A Series of Unfortunate Events Times Present and Past are my passion. series by Lemony Snicket Suzanne Fisher Staples has It is no wonder that Harry (Harper Collins) created a brilliant story with Under Potter and the Half-blood Prince Young Wizards series by Diane the Persimmon Tree (Farrar Straus (Scholastic, 2005) has proven to be Duane (Harcourt) Giroux, 2005.) Afghanistan and such a success. It is filled with The Immortals series by Tamora Pakistan are the settings for this magic and intrigue. Harry is quite a Pierce (Simon Pulse) battle with the Taliban. Najimah, a bit more somber, and he is placed The Spiderwick Chronicles series young Afghan girl, who watches in more dangerous situations. by Tony DiTerlizzi and Holly the Taliban seize her father and Readers are not sure what to expect Black (Simon & Schuster) brother, also witnesses the death of next. Who can Harry trust? What Divide series by Elizabeth Kay her mother and younger brother in does Harry find out as he goes on (Chicken House) an air raid. She then makes her way strange journeys with Dumbledore? Misfits, Inc. series by Mark to Pakistan and meets Nusrat, an Surprise ending. Delaney (Peachtree) American woman, who married an Other books in series that Eragon series by Christopher Afghanistan doctor. He is running a young adults and I have found Paolini (Knopf) field operation elsewhere. Nusrat is enjoyable are: One way of using series books not sure where he is and awaits Alex Ryder series by Anthony effectively in the classroom is letters or messages about his Horowitz (Philomel). having reading groups. Students whereabouts. Nusrat finds solace in Charlie Bone series by Jenny can choose a series and can teaching a few people in her home. Nimmo (Orchard) continue to read in that group and She worries about her husband in Pagan Chronicles series by discuss each sequel. Then once a this war-ravaged world, but she has Catherine Links (Candlewick) month, representatives from each hopes he will return. Najimah is

THE ALAN REVIEW Winter 2006

p88_92_TAR_Win06 88 4/3/06, 9:41 AM biding her time, determined to find Add a Dash of Mystery Carl Deuker in Runner her brother and father. She is sure (Houghton Mifflin, 2005) introduces Carl Hiaasen’s Flush (Knopf, he is nearby. Nusrat says she will readers to Chance, a seventeen 2005) is a mystery that involves a help her in her endeavors. Dangers year-old who lives on a run-down casino boat owner who might have lurk everywhere as we meet boat with an alcoholic father. To authorized flushing waste into characters we wonder if we can survive Chance becomes a “run ocean waters. How can young Noah trust. The writing is brilliant and ner.” But for whom? At what get the proof he needs? Fast and fun fast moving. Staples knows this personal risk? Exciting. Fast reading. part of the world well. She under moving. In In the Night on Lanvale stands their customs and emotions. In Devil’s Footsteps (Delacorte, Street by Jane Leslie Conly (Henry Must reading. 2005) by E. L. Richardson readers Holt, 2005), we learn that at night a Another war novel, The Eyes of have a chance to enter a world in Baltimore neighborhood can be the Emperor (Random House, 2005) which the children are disappear extremely dangerous, especially by Graham Salisbury takes readers ing. Meet the Dark Man and watch with gangs and drugs around. Then back to Pearl Harbor just before the horror begin. What can thir thirteen-year-old Charlie and her and during World War II. Eddy and teen-year-old Bryan do? Don’t let younger brother, Jerry, become his Japanese family who live in the young age of the protagonist involved in solving a neighborhood Hawaii and their friends witness fool you. murder the attack on Pearl Harbor by the Leslie Connor’s Dead on Town In Richard Scrimger’s From Japanese. Eddy has enlisted in the Line (Dial, 2005) is a murder Charlie’s Point of View (Sleuth, United States Army and is a devout mystery told through poetry. Cassie 2005) Charlie’s dad has been American; however, because he and Devlin, the victim, is watching accused of being a bandit. Charlie his friends are Japanese-Americans, things unfold, and she discovers and friends are determined to prove there are those in the Army who another mystery guest. Can be read his innocence. This involves a can’t overlook their ethnicity. Can in one sitting and should surprise number of weird experiences. they be trusted? This is a nightmar readers. Exciting and funny. ish part of U.S. history that is based Anthony Horowitz is creating a on real facts. Short But Not Always new series, and it opens with Maria Testa’s Something about Raven’s Gate (Scholastic, 2005). Sweet America (Candlewick, 2005), a Fourteen-year-old Matt, an English story told through poems, involves New collections of short stories lad, is accused of a crime he did an immigrant family from Kosovo are flourishing. I have found a few not do. He has two choices: go to who escaped from the hatred and collections that should meet a jail or go live with an old lady in a prejudices and landed in America. variety of tastes. remote town. He chooses the latter. While the young daughter manages Mary Lanagan’s Black Juice Then he discovers his troubles are to adjust to the new environment (Harper Collins,2004) reflects facets really beginning. over the years, her father and of life and death which provoke Rick Yancy, in The Extraordi mother have very mixed feelings. vivid imagination and much nary Adventures of Alfred Kropp They miss their old home and their thought. For example, how would (Bloomsbury, 2005) has Alfred find country. They wonder about you feel watching a family member himself a victim of a robbery in returning there now that the war is sink to her death in a tar pit in one which his uncle is involved. The over. An incident in a nearby story; or in another, following a uncle is killed. Alfred now is picked community involving immigrants “lost” young lady on her way to a up by strangers who want him to stirs the family, and they realize “all “wedding school blessing” in a help get the stolen object back. It is the world’s sadness is in America.” church? This book is filled with a very special object that has most Poignant and provocative. unusual characters and events. The unusual powers. Fun and nice author is Australian and puts an twists and turns. interesting turn on storytelling.

THE ALAN REVIEW Winter 2006

p88_92_TAR_Win06 89 4/3/06, 9:41 AM David Lubar’s Invasion of the collection. Chris Crutcher, for a particular time. Mathew B. Brady Road Weenies (Starscape, 2005) is example, tells about his experiences photographed every living president fun and “fantastic.” These weenies in high school in Cascade, Idaho, from John Quincy Adams to are joggers who never smile and are and the mysteries of the “C” Club William J. McKinley, including rather weird, and some would say initiation. Of course, to be able to Abraham Lincoln. Brady and some creepy. In one story, for example, join the club, you had to be an assistants took many pictures word has it there is an old woman athlete, good or bad. Ask the during the Civil War, and “were the who gives out large bars of choco students, before they read the first to record a major event in the late at Halloween. Each bar feels article, to tell what they think the nation’s history.” James Van Der like it weighs ten pounds. Amy and initiation might be and would they Zee, many years later, had a studio Wendy wonder how the old lady like to join. Surprise! Daniel in Harlem and photographed many can afford to be so generous as they Handler (Lemony Snicket) has a African-American leaders and carry their bags of goodies home. strong, and funny, statement on events. Other photographers But as they were on their way “Principals and Principles.” Other include: Dorothea Lange, Toni home. . . .Who would ever believe writers include: Chris Lynch, Jack Frissell, NASA, Lewis Hine, and them? Gantos, T. A. Barron, Walter Dean Margaret Bourke White. Gary Soto’s Help Wanted: Myers, Stephen King, to name a Neal Shusterman’s The Schwa Stories (Harcourt, 2005) tells the few. Was Here (Dutton, 2004) is an stories of young Mexican-Ameri Paul Volponi’s Black and White unusual tale involving a maybe- cans as they go through a variety of (Viking 2005) is the story of two you’re-here and then maybe-you’re experiences. What’s Caroline going outstanding athletes, Marcus, who not fantasy student called Schwa. to do about her bratty six-year-old is black, and Eddie, who is white. He is sort of invisible. Who is he? brother? About her family? Are they Together they are super strong on Why does he do what he does? ever going to learn proper etiquette? any basketball court. Then one Anthony Bonano, who is telling this Caroline had written Miss Manners night they do something that really story, wants answers also. Schwa for advice. Miss Manners was her affects their lives. This is a great has a way of showing up at heroine. Things were not only sad story with a haunting ending. unexpected times and then. Lots of at home, but also at school. Things Francis Chalifour’s After fun and says much about friend had changed between Elena, her (Tundra, 2005) is the story of a ships. best friend, and her. Then there young teen’s struggle to understand Troy Blacklaw’s Karoo Boy were other incidents. Only if Miss his father’s death and the sadness (Harcourt, 2005) takes place in Manners would answer. Then he feels for quite some time. His South Africa. After the death of a what? relationships with his friends suffer. twin brother, Douglas is taken by The school psychologist tries to his mother into this small town and A Nice Mixture help. His mother does all she can to makes friends with two other bring him out of his doldrums. A young people, Marika and Moses. Jon Sciezka’s Guys Read moving and poignant tale. This novel of growing self aware ((Viking, 2005) a collection of Martin Sandler’s America ness has a perfect setting. Strong stories, pictures, essays, etc., through the Lens: Photographers stuff; invigorating. written by male writers, illustrators, Who Changed theNation (Henry and editors. Boys who went to the Holt, 2005) is a remarkable book of M. Jerry Weiss is Professor Emeritus Guys Read Web site listed the text and photographs. Each essay at Jersey City State College in Jersey authors and illustrators they most about the photographer reflects a City, New Jersey, and recipient of the enjoyed. Jon contacted these people focus on a particular segment of 2003 Ted Hipple Service Award. and had them contribute to this what was happening in America at book. Boys should enjoy the

THE ALAN REVIEW Winter 2006

p88_92_TAR_Win06 90 4/3/06, 9:41 AM 91

THE ALAN REVIEW Winter 2006

p88_92_TAR_Win06 91 4/3/06, 9:41 AM 92

THE ALAN REVIEW Winter 2006

p88_92_TAR_Win06 92 4/3/06, 9:41 AM

Table of Contents