Let's Talk About Race, Julius Lester and Karen Barbour

In an effort to include nonfiction in my literacy program, I'm planning to use Julius Lester's book Let's Talk About Race to open a discussion about race and identity in a modern setting. Lester's narrative voice is simple and direct, speaking openly to the reader about the "story" that represents his identity and speculating on what the reader's story might be in return. After sharing several concrete facets of his identity, such as favorite food and color, he introduces race and its role in personal identity. Myths of racial superiority are introduced and then dismantled. Lester ends with an exhortation to recognize the essential similarities shared by all humans--"Beneath everyone's skin are the same hard bones"--and invites readers to get to know others as individuals. At the end, Lester promises to "take off my skin," provided that the reader does the same. The text is accompanied by bold paintings by Karen Barbour, while the design is eye-catching and enhances the message of the book.

Lester's greatest gift in this book is his honesty; he is consistently direct, and doesn't dance around the issues of race and identity. Both the text and the images acknowledge a wide range of racial diversity, ethnicity, religion and gender expression, although there is little variation in body type or ability. The conscious effort to include Latino and Asian breaks the typical white/black binary, while multiracial readers (or others) are likely to see themselves represented in the illustrations. The message, too, is positive. The inclusion of multiple identity perspectives allows students to think about themselves from different viewpoints, and ensures that race is only viewed as part of identity. While the discussion of myths of racial superiority are somewhat simplified, they are effectively dismantled and are noticeable for their directness. The declaration that all humans are the same below the skin is once again simplified, but effective, while the focus on the complexities of human identity encourage readers to begins seeing past stereotypes. The final message of the book has hints of a colorblind attitude, but in the context of the earlier writing it becomes an invitation to resist stereotypes and other sincere fictions rather than a dismissal of race as an identity marker.

It's clear that I'm going to need to structure in a good amount of dialog and reflection to help students process this book. I would like to start with short discussions in small groups or pairs of students immediately after reading the book, to invite students to share concerns, questions, and thoughts in a safe environment. If possible, I'll also invite students who feel comfortable to share these with the large group, particularly any questions or worries about the text. When I'm confident that everyone in the class has had a chance to reflect on the book, I would like to start a writing project about student's individual stories, taking into account race as well as other aspects of identity. I would also like to further Lester's discussion of the huge variety of ways to get to know someone, through writing, sharing activities, or role play. My primary concern is to ensure that every student can explore their racial identity without feeling judged, inferior, or guilty, and that students understand that race is one important facet of identity. This is a difficult book for second graders, and I will definitely be scaffolding their work as much as possible.

Wings, Christopher Myers

Set in an amorphous, anonymous city, Wings is the story of Ikarus Jackson, a new boy in the neighborhood. At a school where the narrator is ostracized for her shyness, Ikarus is singled out by his large white wings. Rejected by both teachers and fellow students at school for disrupting class, showing off, and being different, he has a difficult time finding acceptance for his differences. It's not until the unnamed narrator finds her voice and intervenes that Ikarus, and the bullies who torment him, find beauty in his wings. The collage illustrations are not particularly impressive--at times, the magazine pages are distracting, and they lack detail and definition--but do communicate well next to the simple text. The words are minimal, as is the storyline, but the text is expressive and there's a lot to talk about within the book.

I have mixed feelings about the ideology of Wings. The basic message, that differences can be good and that it's important to stand up for others who are experiencing bullying, is thought-provoking and useful for students, and this would be a good book to use in an anti-bullying curriculum. Racially, however, I think some aspects of the book are problematic. The human figures in the illustrations are multihued, clearly intended to code for a diverse group without indicating specific races (a playground scene, for example, has green, yellow, and blue characters). Ikarus is clearly coded as African American, however; his skin is black, while his wings are a pure white. While his racial coding doesn't detract from the message of the book, I wonder why it's necessary to show Ikarus's race when the other children are so ambiguous. More problematic are the two authority figures who harass Ikarus, a teacher and a policeman, both of whom are coded as white and male. While I can understand the reasoning behind this, it sets up a false binary and fails to encourage white allies.

I'm planning to use Wings as a follow-up to my compare/contrast lesson on flight in picture books. After discussing and writing about Abuela and Tar Beach, students should be able to discuss differences in setting, characters, and especially theme between those two books and Wings. There's a lot more that could be done with this book, though. The storyline could provoke good discussions about bullying and the importance of bystanders, which could extend into anti-bullying curriculum through classroom dialog, role playing, writing assignments, or social contracts. The illustrations could also be used to inspire art projects; students are certainly capable of making their own collages to illustrate written pieces as an alternative to the usual marker drawings. Despite the simple plot and text, there are many options for teaching with Wings.

Tar Beach, Faith Ringgold (Compare/Contrast)

Based on a story quilt by the author, Tar Beach looks honestly at the difficulties faced by a young Black girl in New York during the 1930's. Cassie is fond of picnics at "Tar Beach," the rooftop of her apartment building. One night, she imagines that she can fly over the city, laying personal claim to the George Washington Bridge and other structures as she soars above them. She speaks openly about the economic and racial difficulties her father faces; the union won't admit him because his father wasn't a member, with the implication that the real cause may be "whether he's colored or a half-breed Indian, like they say." Poverty, too, is a familial issue, and Cassie plots to find her father a job where he can wear a suit and stay home instead of leaving in the winter to find work. Above all, though, Cassie revels in her flight because it "means I am free to go wherever I want for the rest of my life." The illustrations, by the author, are simple but vivid and lively, and the characters are sympathetic and engaging.

I'm drawn by the honesty of the book--there is no evasion of difficult issues in this narrative--as well as the historical aspect of the book. Cassie is already dealing with the generational outcomes of institutional racism as her father is denied admittance to the union, and this book would be a good place to discuss the cumulative effects of racism. The weight of the themes is balanced by a compelling narrative and interesting characters, though, which will help students remain engaged with the book. Above all, though, I think that the story has important messages about freedom and individuality; Cassie may only overcome the difficulties in her life through fantasies, but her imaginative freedom will resonate with children and may help them think about resistance and antiracism.

I'm primarily planning to use this book as part of a literacy unit on comparing/contrasting stories (in this case, Tar Beach, Abuela, and possibly Wings), but there's so much to the book that I think I will have to discuss the themes and historical context with the children. This book would also be a good vehicle for social studies work on New York or the Depression, but for this class I think I will just give a brief overview of the social situation and then invite the students to share observations and speculate about what living in such a world would be like, before we begin the literacy content.

Abuela, Arthur Dorros and Elisa Kleven (Compare/Contrast lesson on flight)

There's a great deal to love about Abuela, an imaginative book about the adventures of a young girl and her grandmother as they explore New York. During a daily expedition to the park, Rosalba begins to imagine what would happen if she and Abuela were able to fly. In addition to flights over whimsical cityscapes, the pair visit the Statue of Liberty, the docks where a cousin works, her aunt's small store, her father's office, and the clouds themselves. The text is engaging, and seamlessly integrates Spanish phrases and culture into a narrative that any child will be able to understand and enjoy (there is a glossary in the back to explain the few terms that are unclear in the text). Elisa Kleven's mixed-media illustrations are colorful and whimsical, bringing New York to vibrant life. This celebration of city life and Latino culture will appeal to children from urban backgrounds as well as those who enjoy imaginative journeys and family narratives.

Arthur Dorros does a wonderful job portraying Latino culture in the city while evading typical stereotypes. Rosalba and Abuela clearly embrace their heritage, speak Spanish to each other, and remember and honor their origins; in the sequel, Isla, they fly back to Puerto Rico to visit Abuela's childhood home. While one cousin works at the docks, a fairly typical and menial job for an immigrant or Latino youth, Rosalba's father works in an office, wearing a suit. The rest of the city is diverse as well, with background characters of many different races, socio-economic classes, and religions (as seems to be typical, differences in body type and ability are ignored). Not only is this book oriented towards urban children, but I think it will be useful in showing children ways to value the immigrant experience and affirm Spanish as a literary language.

I am planning to use this book in conjunction with Tar Beach as part of a literacy unit on comparing/contrasting stories, since both books share similar plots with some significant differences in setting and illustration. Since the protagonist of Tar Beach is black, race may enter the classroom discussion, but I'm not planning to make it a focus. It is important to have explicit conversations about race in the classroom, but it's also important to integrate multicultural materials into content-focused activities, to enliven the curriculum and prevent antiracism from becoming an "add-on" activity. In addition to class conversation and a writing project comparing the stories, I may use Abuela to look at some book-handling skills--the glossary in the back is a nice addition--and to explore a little Spanish vocabulary with students. Above all, though, I just really love this book. The story is fun, the illustrations are beautiful, the ideology is positive, and I can't wait to share Abuela with my students.

Doña Flor, Pat Mora and Raúl Colón

Doña Flor may be a giant, but she's well-beloved by her human and animal neighbors. The kindhearted woman carries children to school, shares her tortillas as building materials, speaks to animals, and embraces the wind to calm down a stormy night. When the people of her pueblo become scared of a giant puma they've heard roaming the neighborhood, Doña Flor decides to intervene. After several days of searching, she discovers a small cub who has been amusing himself amplifying his voice over the valley. The two adopt each other, and Doña Flor and the pumito return to the now-peaceful village. Raul Colón's illustrations are beautiful, and it's easy to see why this book won the Pura Belpré award for artwork (it was also an honor book for Pat Mora's work as an author). The mythical quality of the book is enchanting, and Doña Flor is a sympathetic and charming character. The sprinkling of Spanish throughout the book should be familiar to Spanish-speaking students and help others expand their vocabularies, and the story is respectful of Latino culture.

I'm not sure yet how I plan to use this book in the classroom. It's so lovely that I may just use it as a read aloud, without packing on more activities--this is certainly a book that could encourage children to read for enjoyment. As a self-proclaimed "Tall Tale," Doña Flor would also be a good addition to the second grade unit on fairy tales and folk tales, and could even be used to inspire students to write their own tall tales. This would also be a good book to use in a social development curriculum, using Doña Flor's kindness and contributions to her community as a model for students. It might even be extended to investigate and discuss humans' relationships to nature as well as each other.