Tag Archives: Diversity

Those Shoes

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Author: Maribeth Boelts

Illustrator: Noah Z. Jones

Publisher/Year: Candlewick Press, 2007

Pages: 32

Genre: Realistic Fiction

Analysis:

In Those Shoes, Jeremy, a young African American boy living with his grandmother, wants and dreams of only one thing: getting the high-tops everyone is wearing at school. After his old shoes fall apart, Jeremy is forced to wear a pair of childish and embarrassing shoes from his guidance counselor that other kids laugh at, causing Jeremy to impulsively buy a pair of high-tops that are cheap but too small for him. After much thought, Jeremy befriends his classmate and gives him the high-tops.

 Any child who has ever felt that fitting in with the cool crowd meant wearing certain things can relate to Jeremy’s over-idealized view of “those shoes” and his desperation in trying to snag a pair for himself. Those Shoes can also function as a mirror for children who have made sacrifices because of a tight money situation. Jeremy’s grandma tried to remind him that expensive high-tops are a want, whereas new snow boots are a need. Those Shoes can function as a window in the same way. The story introduces children of a more stable financial situation to how it feels to not have all of ones’ wants satisfied. The story also introduces readers to the experiences of children who live a needs-only based life, such as having to wear free, outdated shoes or shopping at thrift stores for better deals. Finally, Those Shoes provides an admirable model of behavior. Jeremy knew that keeping the cool shoes that did not fit was wasteful so he gave them to Antonio, a classmate who could fit them and who did not laugh in class when Jeremy wore the counselor’s shoes (he too, wore broken shoes). Jeremy’s kind gesture represents a simple way young readers can pay it forward and not hoard things with no practical purpose.

 Those Shoes broadens materialism and conformity to boys, and exposes how girls are not the only ones concerned with fashion and having the “cool” clothes. Boelts gives a nondiscriminatory, yet accurate, portrayal of African American culture. In contrast to the white norm of a nuclear family, Jeremy lives with his grandmother in an urban high-rise apartment. Jeremy and his grandmother are humbly depicted as members of the lower middle class, money-conscious but still happy. Jones modernly portrays cultural diversity (in urban settings) with African American, Asian, Hispanic, Indian, and White characters.

 The repetition of “those shoes” conveys the intensity of Jeremy’s want and how to the impressionable child, there are cool shoes and there are other shoes. The text in Those Shoes mostly mirrors the images, although the images elaborate on the strong emotions Jeremy experiences: hope, happiness, frustration, (stubborn) determination, and intense desire/preoccupation. The large size of the painted advertisement for the shoes (compared to the size of Jeremy) and its placement high on the building help to over-idealize the shoes and represent the power propaganda has over the weak and easily persuaded buyer. Jeremy is often depicted as shorter and smaller than his male classmates, suggestive of his suffering self-image around peers who have the high-tops. Jeremy and Antonio are the same size, signifying both their friendship and similar experiences of having worn-down shoes and being the last to get their hands on the high-tops. On the last page, Antonio and Jeremy are racing each other into the distance and to the right. As new friends, they are moving forward and no longer held back by the shoe dilemma. They can now focus on more important things, such as relationships. Overall, Those Shoes highlights the power of propaganda, and challenges materialism and conformity as the keys to happiness.

 

My Name is María Isabel

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Author: Alma Ada Flor

Illustrator: K. Dyble Thompson

Publisher/Year: Athenaeum Macmillan Publishing Company, 1993

Pages: 57

Genre: Realistic Fiction

Analysis:

María Isabel Salazar López, a third grader born in Puerto Rico, struggles to fit in at her new school in the United States, especially when her teacher insists on calling her “Mary Lopez” to avoid confusion with two other classmates named María. María Isabel wants to make her parents and ancestors proud, but feels incapable of doing so when she must “listen so carefully every time the teacher calls for ‘Mary Lopez’” (p. 27). However, after reading that María Isabel’s greatest wish is to be called by her given name, María’s teacher allows her to participate in the Winter Pageant—a valuable opportunity María was excluded from when she did not answer to “Mary Lopez.

This short chapter book can function as a mirror for all children, as Alma Ada Flor writes in her dedication, “who believed, at one time or another, that they should change their names” against their own will. Such children can personally identify with the frustration María Isabel felt using an Americanized name she did not choose. All new students, be they American or foreign-born, can relate to María’s emotional and mental adjustment after changing schools. My Name is María Isabel acts as a window for American students by illustrating how central a given name or surname is to one’s pride, heritage, and cultural identity. Alma Ada Flor’s book can also function as a door. María Isabel models how seemingly insurmountable problems can be solved through honesty. María Isabel used the opportunity presented by a writing assignment to express how culturally and personally significant her real name is, and her teacher listened and responded.

The illustrations and descriptions of María Isabel and her family accurately represent Latino culture in the United States. Alma Ada Flor exposes young readers to some basic and authentic Spanish words and nicknames, such as Maribel, cariño, Belita, Chabelita, Papá, and Papi. The book also explores other aspects of immigrant and ethnic culture, such as the importance of family pride, special gifts from ancestors in the home country, and the need for both parents to work to make ends meet.

The text communicates the importance of names and surnames, specifically what it means to be named after beloved ancestors and how names keep alive memories of the home country. María Isabel, her Puerto Rican family, and other minority characters do not look like white people and are drawn as individuals with distinctive features and tinted skin. Alma Ada Flor uses symbolism to illustrate how, at school, María Isabel feels trapped in a spider web that grows thicker every time she is called Mary Lopez; this web acts as a backdrop in two illustrations to show this dilemma. Illustrations are framed and drawn in grayscale to emphasize how María’s new name caused her to feel confined and troubled. The value of multiculturalism and cultural diversity is evident in My Name is María Isabel. María Isabel, though Hispanic and most likely Catholic, was thrilled to sing her favorite song about Hanukkah candles at the Winter Pageant. Although Alma Ada Flor’s book seeks to highlight how important names are to identity, it places characters in rather stereotypical roles: a white, female teacher who exercises her cultural ignorance over María Isabel, and a minority victim who passively resists this oppression by never directly confronting her teacher and only explaining her feelings in writing.

The Bicycle Man

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Author/ Illustrator: Allen Say

Publishing Information: Parnassus Press Oakland California, 1982

Number of Pages: 39

Genre: Realistic Fiction, Picture book

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Analysis:

On the sports day of a school in the south island of Japan, two American soldiers play a few tricks on a bicycle. Students cheer for them and they have a good time together.

The book is a first-person narrative of the author who went to school in Japan. It is based on historical facts. Just after World War II, Japan was still recovering from the damages from the war. However, this story demonstrates that piece of history from a very different view of point. I can hardly notice that the war just happened by looking at such a peaceful and quiet village. The book functions as a window for children to look at another culture. A lot of cultural elements are presented in the book such as various traditional Asian games and the fact that people bow to greet each other. One of the critiques I have about this book is that, I think the book might convey an idea that only Americans can lighten up the life of Japanese by portraying the American soldier showing off his bicycle skills. American characters exist as rescuers and they are depicted a lot taller.

Perceptually, the author and illustrator uses water colors and ink to draw the illustrations which shows calm and peace. Brighter colors are used to depict the joyful atmosphere. The book does a great job stressing diversity and culture. The author takes good care of diversity issue since the numbers of male and female in the illustrations are about average. Besides, one of the American soldiers is African American. Structurally, most of the text and images do not overlap. Some ideology conveyed in this book is culture based. Asian philosophy stresses on group spirit more than individuality. And the principal emphasizes “the spirit of sportsmanship” which is “Whether we win or lose, let us enjoy ourselves” (P. 8). The other ideology the book conveys is that children are innocuous. The conflicts between countries do not necessarily mean conflicts between individuals. Although the war just ended, Japanese children are still very warmhearted to the two American soldiers once they get to know them. War means cruelty, blood and death but on the other side, people can get along well with all differences. That makes us think about the real purpose of a war. The book is extremely insightful.

Otto: The Autobiography of a Teddy Bear

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Author/ Illustrator: Tomi Ungerer

Publishing Information: Phaidon Press Limited, 2010

Number of Pages: 29

Genre: Biography, Historical Fiction, Picture book

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Analysis:

Otto is a teddy bear. He, David and Oskar are best friends. The war keeps them separated but they never forget each other. The war ends and the three friends finally get their reunion when they are very old.

The story is based on historical facts. During World War II, people lived in danger all the time and often got separated from their families. Jews were treated unfairly and got expelled. It is a first-person narrative from a teddy bear’s perspective. The book functions as both a window and a mirror to show children what really happened on another land decades ago and what war would bring to us.

I found one of the plots in the book problematic. When Oskar’s mother explained to him “what is a Jew” (P. 7), her words sound extremely insensitive. According to the text, she said, “Jews are different to us, they have another religion. The government is against them and makes life very difficult for them. It is unfair and very sad, but they must now wear this yellow star to be singled out” (P. 7). Although she said “it is unfair and sad” (P. 7), she did not want to do anything to fight against the unfairness. Such indifference reminds me the provocative poem written by Pastor Martin Niemöller. “First they came for the Socialists, and I did not speak out — Because I was not a Socialist. Then they came for the Trade Unionists, and I did not speak out — Because I was not a Trade Unionist. Then they came for the Jews, and I did not speak out — Because I was not Jew. Then they came for me — and there was no one left to speak for me.” Children should learn to stand for what is right and what is wrong. It is important for them to learn social justice from the story. The other thing I notice is that one of the illustration in the book seems a little bit strange. When Jasmin, the soldier Charlie’s daughter, plays with the teddy bear, three boys hit the bear with baseball bat. In the image, there are two adults sitting in the back sneering. It might give children the wrong impression that it is okay, even amusing, to bully. Besides, one of the boy’s shirt said “NYU”, which stands for New York University. It is not fair to put the school name on a negative character.

Perceptually, the illustrator uses various colors to illustrate the story. He uses brighter colors to depict happy moments and darker colors to depict the war. Structurally, text and images do not overlap. Ideologically, this book introduces religious diversity to children and shows them people with different religions can be best friends. Also, the book conveys that friendship can last forever. Finally, the story tells children that wars can hurt people we love. We should cherish the peace and freedom we have today.

Brothers in Hope

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Author: Mary Williams

Illustrator: R. Gregory Christie

Publishing Information: Lee & Low Books Inc., 2005

Number of Pages: 36

Genre: Historical Fiction, Picture book

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Analysis:

Garang and his family live a happy life before the war comes. He goes on a journey first to Ethiopia and then to Kenya with other boys who are lost. Finally, they are rescued and provided a home in the United States.

The book shows a historical fact by demonstrating a tough journey Garang and his friend have. The text functions as both a window and a mirror for children to look back at history and reflect many kinds of harm done by wars. During the journey, friendship, brotherhood and tenacity are presented.

I found some of the illustrations problematic. I do agree that the rescuer Tom and the teacher in the school are positive characters. However, the illustrator keeps depicting white people much taller and bigger that the Sudan boys. Besides, white characters are put in a higher space of the images. That may give children an impression that white people are supreme and stronger than black people.

Perceptually, the text in this book is relatively dense. The lost boys are moving to the right which demonstrates that they are moving forward but not secure. The book uses dark color to depict a depressing atmosphere. When people thought there were soldiers, the horizon on the image suddenly disappeared which signifies that people are nervous. Structurally, text and images overlap. The images are not framed which helps reader to actually participate in the story. Ideologically, the author and the illustrator hit on the following four aspects. Firstly, the book stresses on family bond. Garang’s father used to encourage him to be brave and not afraid of cattle. Garang always remembers his father’s words, “Garang, be brave. Your heart and mind are strong. There is nothing you cannot do” (P. 2). Secondly, the book promotes individuality. We can see distinguished characteristics of leadership on Garang through the journey. He makes decision for the group, allocates the work and encourages them to go to school. Thirdly, while talking about individuality, the book also helps children realize the importance of teamwork. The value of a group is presented when the boys help each other to go across the river. They never leave anyone behind. Fourthly, the book teaches children to cherish the peace we have today.

Freedom Summer

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Author: Deborah Wiles

Illustrator: Jerome Lagarrigue

Publishing Information: Aladdin Paperbacks, 2001

Number of Pages: 27

Genre: Historical Fiction, Picture book

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Analysis:

A white boy Joe makes friends with John Henry, the son of the maid of his family. They play together all the time. But there were a lot of laws and rules against black people back then. John Henry cannot get into the store from the front door or swim in the town pool even if he is the finest swimmer. Finally, John Henry decides to use the front door and Joe is right there with him.

The story is based on historical facts. The author grew up in Mobile, Alabama and usually spent her summer with her relatives in Mississippi as she mentioned in the book before she told the story (P. 1). The town pool there was not open to black people. However, when the Civil Rights Act was passed, she witnessed that the town pool was closed. The book serves as a window for children to look back at history and also as a mirror for readers to reflect what is right and what is wrong.

Both of the two characters of this book have strong personalities. John Henry is a nice boy and he would help his mother with her work. In the first half of the book, John Henry does not seem to care whether he could use the front door to the store or whether he could swim in the town pool. He grew up happily playing with Joe and having fun swimming in the creek. But once he realized the difference between rights of white people and rights of himself, he was sad and angry. “John Henry’s eyes fill up with angry tears” (P. 23). The purpose of this book is to expose children to racism. The author tries to convey her point of view that racism is wrong and it can truly hurt feelings of somebody who is so nice. In the book, the author depicts Joe as a sensitive and warmhearted little boy. He would give up going swimming in the town pool just to keep company with John Henry. At the end of the book, Joe and John Henry walked through the front door together. Joe did not ignore the importance of civil rights although he was not directly harmed. He would fight for his friend. He would fight for what is right.

Perceptually, the book uses narrative sentences to tell an engaging story. The whole book uses dark color a lot which conveys a depressing atmosphere. I can find a few bright colors in some of the happy scenes. I found it smart that the illustrator tried to narrow down the difference of Joe and John Henry’s skin colors. Structurally, the text and images are completely separated which helps children to get the story as a whole. Ideologically, this book stresses friendship based on diversity backgrounds. Also, it encourages minorities to stand up for their rights and reminds readers that Civil Rights are universal. It is crucial for everybody to be concerned with it and get involved.

Off to First Grade

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Author: Louise Borden

Illustrator: Joan Rankin

Publishing Information: Margaret K. McElderry, 2008

Number of Pages: 36

Genre: Realistic Fiction, Picture book

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Analysis:

The book illustrates twenty-three students’ morning of getting ready for their first day of school. They are nervous but excited. Each student has his or her own anticipation of school.

Off to First Grade serves the purpose of preparing children to get ready for their first day of school. From knowledge to habit cultivating, from having lunch to making friends, this book functions as a window for children to form an idea of what a school is actually like. The author and the illustrator have done an excellent job expressing diversity. It is possible for children with different backgrounds to find one or two characters who have similar family structure, hobby, or even favorite food with themselves. Once the connections are built, children may start to like school.

However, I found the illustration problematic for the following reasons. We can conclude from the book that students have different backgrounds and there are different races in this class. At the first glance, it seems clever for the illustrator to illustrate all students as animals. It is a smart analogy to make different kinds of animals stand for different people. However, it seems to me that the illustrator is trying to avoid diversity issues such as race and gender. Children might still get confused when they arrive at school and notice that people are different, not the way animals are. Therefore, I think it is proper to illustrate people of different races directly and show children what the real world is like.

Perceptually, the text uses short lines to depict every situation. It is like a poem to some degree which makes it easier for children to read. The whole book uses bright colors which give children an impression of school that is full of hope and energy. The pictures are not framed which help children to put themselves in the story. Structurally, text and images do not overlap. Ideologically, the book helps children to have a good attitude towards school. It also encourages children to communicate with teachers. For example, Polly wants to show Mrs. Miller her penny and Quinn wants to ask Mrs. Miller if she likes jazz (P. 18). Besides, family bond is stressed a lot in the book.

The Herd Boy

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Author/ Illustrator: Niki Daly

Publishing Information: Frances Lincoln Limited, 2012

Number of Pages: 30

Genre: Non-fiction, Picture book

 

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Analysis:

Malusi is a South African herd boy. The job is very hard but he does it very well. He and his friend both have their own dreams. While his friend Lungisa wants to be a soccer player, Malusi wants to be president when he grows up.

This book demonstrates multiculturalism through a typical day of a South African herb boy Malusi. The text functions as a window for children to notice and explore the differences in the world. On the other side of the earth, there are different types of food, different clothes, and people with different skin color speaking different language. The kids there do not live in fancy houses. They get up early to work instead of rushing to catch the school bus in order not to be late. They take care of animals not for fun but for a living. This book was published just a few years ago. However, I can hardly find any modern elements from both texts and illustrations. It shows children that people elsewhere are living a very different life. People can be different in various ways but dreams are universal.

I found one of the plots in this story problematic. Children might be confused when they saw Nelson Mandela in “a shiny new car” with a man in suit driving for him (p. 21). On one hand, the strong contrast between the car and “the dirt road” reveal the gap between different classes. On the other hand, it is a symbol for a hope of development country, both in wealth and in technology. I think a better way to express this plot is to talk more about how Nelson Mandela gets to his place and further specify the necessary characteristics of leadership.

Perceptually, the book uses narrative sentences to tell a relatively complete story. Almost all of the colors in the book are dark which reflects the relatively poor living condition. The pictures in the book are not framed but the text and images are completely separated which construct the feeling of looking into another world and another culture. The horizon exists all the time except for the last picture which depicted Malusi’s dream. Structurally, the text and images do not overlap. Ideologically, the story encourages children to be brave. When facing difficulties, keep calm and find the best solution. At the same time, it is okay to have dreams and fight for them — even if they seem to be unreachable right now.

Take Me Out to The Yakyu

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Author: Aaron Meshon

Illustrator: Aaron Meshon

Publisher: Atheneum Books for Young Readers 2013

Number of pages: 35 pages

Genre: Cultural Fiction
IMG_3394Take Me Out to The Yakyu is a story about a boy who loves baseball in American and Japan. Through out the story he explains his favorite part about baseball in both countries. I believe that this text would be considered a window because not a lot of people have the opportunity to get the same experiences as the boy in the story so they are unable to connect on a personal level. This text can also be considered a mirror since baseball is a big part of American culture. Although Americans are unable to connect with the Japanese baseball games, they both are the same sport. So if an American or Japanese reader picked up with book they would have the opportunity to connect with it. I really love how this text displays culture. It showed both American and Japanese culture equally and I actually learned some new things about Japanese culture from this book. The images are the main thing that really shows the different culture. On all the left pages there are images of what the boy does at American baseball games and on all the right pages it is an image of what the boy does at Japanese baseball games. So for example on page 10 he is talking about the food he gets at the games. On the left side there is a picture of a hot dog and peanuts, on the right side there is a picture of soba noodles and edamame. The images are full of color and have a lot of detail, and the text mirrors the pictures perfectly which helps describe what is going on in the culture one might not know well. One of my favorite things about the text is that on each page they have American sayings like fastball then on the opposite page they have the Japanese version of that saying. I never expected to learn a couple words in a different language from a children’s book. The text really shows two different cultures and that it is okay to have two different things part of your life. I also think that this text does a good job at showing that activities may not be as different as we think in other cultures. In both countries they are playing the same sport with the same rules. The only difference is the culture that is surrounding the game. I really enjoyed this text and I think it would be a great book to use in the classroom to show that culture can make people different and that it is important to have a good understanding of culture and that its okay to be different.IMG_3395

Dario and the Whale

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Author: Cheryl Lawton Malone

Illustrator/ Photographer: Bistra Masseva

Publisher and Year: Albert Whitman and Company, 2016

Number of Pages: 29 pages

Genre: Fiction

This book tells of the tale of Dario’s adventures at the shore every spring. Dario and his mother move to the shore every spring so Dario’s mom is able to work. Dario, a boy of Brazilian culture, struggles to fit in except when he befriends a whale in the ocean. This story serves as a window for the intended audience because it tells of Dario’s struggles to fit in at the seashore due to his cultural differences. For example, when Dario went to the shore, no one wanted to play with him because he wanted to play soccer while the other boys were playing baseball.

In the beginning of the story, Dario’s mother holds the power because she brought Dario to the shore for her job. In addition, Dario does not fit in with the other children because his cultural likes are different from the other children’s likes. At the same time, the reader sees a parallel of a whale struggling to fit in with its atmosphere and fish in the ocean as well. The story follows the bonding of Dario and the whale throughout the rest of the story so that by the end of story, Dario gains power and confidence in realizing that he does indeed have a friend at the seashore. The story begins by stating that Dario and his mother come from a Brazilian background, which causes a struggle for Dario to fit in at the beach. Because his Brazilian traditions and culture is different from the other children at the beach, the other children do not want to interact with him. Regardless of Dario and the whale being different, they both manage to establish a positive friendship with each other. Through this book, my understanding of culture has not really changed from what I have already learned. Instead, it reiterates the importance and acceptance of diversity. It shows that though people have different cultures, it does not mean that all groups have to stay segregated. Dario and the Whale shows that people can have different interests and likes but can still be friends.

There is very little text while the images take up most the page to show the artwork speaks more than the text. The intermingling of Brazilian words with English honors two identities of Dario: Brazilian and American. For example, Dario holding a soccer ball stands for the importance of soccer to the Brazilian culture. At the same time, he wears the colors of the Brazilian flag, honoring the Brazilian culture. Dario’s struggles parallel with the whale’s struggle to fit in showing Dario is not alone in the struggle to feel welcomed. The text is next to the living figure in the story indicating that the character is completing what the text is saying. Colors and images are bright and cheerful to represent the excitement of Dario in finding a friend while also symbolizing the beautiful nautical colors of the ocean. This storybook conveys the messages that friends can be found in unlikely places, the ocean can connect people with nature, and differences among people make an individual special.

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