Acceleration

Acceleration is one book with which I was totally immersed. I read the story in one sitting because I did not want to put it down. I was eager to see what sort of morbid things would be revealed in the journal, how Duncan would figure out the journal author’s identity, and whether or not he would be able to intervene before it was too late. I seldom read books fitting into the mystery/suspense genres, so this was a positive experience for me leading me to want to seek out more literature of this type. I can see why this books of this type would appeal to adolescents. According to Lesesne (2006), this genre is one of the most popular for grades 4-8. She recommends incorporating this genre into student reading as it appeals to boys and girls alike. I wonder though, if schools would approve of this book being recommended to or shared with students. The subject matter and Rodent’s history are pretty disturbing and violence. I have not checked to see if this book is on any “book ban list,” but it would not surprise me if it were—there are some pretty morbid ideas being presented. Having said this, I am in favor of this book being shared with adolescents.

For fun, let’s assume for a minute that schools will have an issue with teachers presenting this book to students due to the violence and the disturbing behavior of the mysterious journal author. My challenge to the schools would be to show me how the subject matter in this book differs from that of other more “classic” works such as Shakespearean plays. Adolescents read about teenagers committing suicide in Romeo and Juliet, incestuous love in Hamlet, and detailed descriptions of murders in just about any Shakespearean play to which I have ever been exposed. The violence is there, but it makes for an exciting (albeit disturbing) story. These types of stories are where the concept of “escapism” comes into effect. Furthermore, neither the author of, nor the protagonist in, Acceleration are promoting this type of abhorrent behavior. This type of behavior must be stopped and Duncan feels himself to be the one to stop it. How many times does Shakespeare advocate for the cessation of violent behavior?

Persepolis

I had previously expected a graphic novel to be simplistic in its subject matter. After reading Persepolis, I realized that I was wrong. This book has been, by far, the most challenging piece of adolescent/juvenal literature I have read in a long time—perhaps ever! I experienced two distinct challenges when reading this book. One, my knowledge of social influences and ideals regarding politics and religion are severely limited (thought I didn’t realize how limited before reading this book). Therefore, I was at a loss with the references to the Islamic Invasion and what religion was practiced prior to this. I was never really quite sure, who was actually in charge, how they came to be, what political ideals were or weren’t acceptable and why, who was good, who was bad, who was killing who and why, who was protesting what, etc. Two, I have never had any experience remotely close to what Marji had. I could not identify with her feelings, her reactions, or her thought process. While I was able to follow the text and could interpret from the pictures (to an extent), I was essentially lost when it came to the significance of this piece of literature. I know there must be great significance, but I cannot comprehend it.
Given that I struggled with this graphic biography, I would be hesitant to recommend it to any adolescent without additional lessons to clarify the history of the country and culture as well as background on the conflicting ideas/messages presented to Marji through her experiences. However, an examination of this culture could prove to be beneficial given the current events involving Iran. Additionally, an examination of the Middle East (the history, geography, and culture of various countries/peoples) could increase student understanding of how their country/culture has become intertwined with those half-way around the world. As a soldier being deployed for a second time (in addition to my brother serving two tours and my fiancé serving his third), I still lack this understanding. Persepolis could be a venue used to help introduce this region of the world that is so influential on American lives today.

Diary of a Wimpy Kid

More like diary of a mean kid! I couldn’t believe all the mean and selfish things Greg does. He uses his best friend, dumps him because he’s not cool, pretends to be injured to get attention, throws apples at a girl...the list goes on and on. The only times where Greg could be considered as wimpy (for example when he hides at his grandmother’s house on Halloween), he was more of a coward than anything. And yet, he is still likeable (to a point) and I can totally identify with him. I would like to think that I was nicer than Greg when I was younger, but truth be told, I probably wasn’t. I can remember things I did in middle school to my friends that I still turn my stomach in guilt. I remember wanting to be voted “best” in something in the yearbook or to appear to be “cooler” than I actually was. The author paints a very realistic adolescent and captures the self-centered nature and limited forethought given to the actions.

For those of you who don’t know, I read the book while I was away performing some military training. SPC Stout, another female soldier in the barracks, saw me reading the book and laughing at parts. I talked to her about the book and she began to read it after I finished. When talking to her nine-year-old daughter on the phone, SPC Stout told her that she was reading Diary of a Wimpy Kid and her daughter got excited because she had just read it. The book and Greg’s actions became a topic of conversation for a few phone calls between the two. They enjoyed bonding over the book so much that SPC Stout’s daughter ordered the second book. They have plans to read it together after SPC Stout gets home. SPC Stout is excited about this new opportunity to connect with her daughter and has request that I recommend other books for them to share. If anyone has recommendations of their own, please let me know.

A Step from Heaven

A Step from Heaven is such a wonderful book, yet I fear it could easily be misused in the classroom. My fear is that it will be used to support a “multicultural” unit on Asians or Asian-Americans rather than being embraced for the universal themes it portrays. While this novel does give a person some insight into the Korean culture, it is a fictional story of one family; it should not be viewed as an end all, be all of the Korean culture.

In my contemplation of this books place in multicultural literature, I am reminded of a 2006 article written by poet Janet Wong* in which she explicates her stance on “multicultural” literature. She writes, “the characterization of The Trip Back Home as a multicultural book about Koreans thrusts an unfair burden on the book; as such, the book is expected to represent ‘the Korean experience,’ which it does not.” I feel the same could be said for An Na’s A Step from Heaven. Regardless of where the Park family may be from, there would still be struggles to find the balance between one’s cultural heritage and the culture in which a person finds him or herself.

To this end, I agree with my classmate Lori Satterwhite who wrote in her blog “A Step from Heaven provides a great segue into discussions about differences in culture.” This book can also be used to explore and understand our own culture. Readers can ask themselves how they felt about the various spoken and unspoken rules for social interaction with family members and others within the community and examine why they feel that way. Reflecting in such a way could be a venue to better understanding not just the American culture, but state or community culture as well as family culture.

Furthermore, these reflections may help some people see that they do indeed have a culture heritage. As an adolescent in a fairly homogeneous community, I was unaware of my cultural heritage. I thought that only non-whites and 1st or 2nd generation immigrants had “a culture.” To not be aware of my own culture in a sense, divorces me from that culture—from my roots. In retrospect, I was unaware of my own identity.

Young Ju struggled to find her identity while having to juggle the two cultures, but many adolescents struggle to find their identity even when only in one culture. Does being in touch with one’s own cultural heritage (which may or may not be part of the mainstream culture) aid in the development of identity? Is it easier, more difficult, or just different finding one’s identity when being a part of two or more cultures?


*Wong, J. (2006). Alien bunny bots-or not. The Horn Book, 82, 667-672.

Standing Against the Wind

I thoroughly enjoyed reading Standing Against the Wind by Traci L. Jones. I am always quite fond of well written books about overcoming obstacles and different forms of oppression.

In this particular book, everyone underestimates the strength and bravery of little, skinny, timid Patrice:

“Girl, she can’t take it. She ain’t got no fight in her…This place gonna eat her up.”

However, Patrice has more power than for which anyone gives her credit. It is inspiring to witness Patrice blossom from the timid little mouse to the girl who no longer needed protection.
I would like to think that Patrice found this strength within herself or that her passion for the scholarship to Dogwood Academy drew out this inner strength and confidence that she develops; however, this change seems to have been brought about through her friendship with Monty. Monty’s reactions to her was the catalyst for change. After Monty got irritated with her timidity in chapter 9, Patrice started acting more self assured. She completely stopped answering questions with “I guess.” While Patrice finally started to feel like she was worth being treated with respect, it was not until Monty treated her in such a manner that she started to act in a way that would garner it. While I agree that love (not necessarily romantic love) can bolster one’s strength, the fact that Patrice finds her strength in Monty is a little bothersome for me. Why couldn’t she find that strength within herself? Why did Patrice have to have a guy come to her rescue? Why did it have to be the popular guy in school that helped her find it? Why was it that it took a boy’s approval of her to ignite the fire she demonstrates throughout the story?

Monty has already been criticized as being a little too good to be true (see http://www.myshelf.com/teen/fiction/06/standingagainst%20the%20wind.htm). The author admits to being influenced by the “knight in shining armor” characters found in the romance novels she was reading at the time she wrote this book (see www.embracingthechild.org/ajones.html). I must admit that I am influenced by my previous studies in Feminist perspectives which makes me a little more critical of the “knight in shining armor” idea. I think I would have had less of an issue with the strength Patrice draws from Monty had their relationship remained on a plutonic level. Am I being too critical? Am I reading too much into their relationship and the inspiration it provided Patrice?