Raquel Pacheco McKinnon
LLED 441: Assignment Two
Due: July 28, 2019
Introduction
Sim’s reading on “Mirrors, Windows and Sliding Glass Doors”(1990) from module 10 became a strong inspiration for my big idea for assignment two. Sims states that” Books are sometimes windows, offering views of worlds that may be real or imagined, familiar or strange. These windows are also sliding glass doors, and readers have only to walk through in imagination to become part of whatever world has been created or recreated by the author. When the lighting conditions are just right, however, a window can also be a mirrors. Literature transforms human experience and reflects back to us, and in that reflection we can see our own lives and experiences as part of the larger human experience” (Sims, 1990, p. 1). As an English teacher, I have had an opportunity to explore many works of literature with my students where we examined how literature connects them personally, globally, and allows for looking at the author’s intent and how books change our perspectives and views about the world. However, now as I have delved into so much information and learning about selecting works for specific purposes, such as diversity in text and authenticating literature, my canon now looks very different. Also, expanding forms of literature to include a variety of books such as the graphic novel and picture books has become something that I know that I want to incorporate into my classroom.
As there has been some arguments that literature should be enjoyed and read only for pleasure opposed to dissecting and analyzing, I would have to argue that in digging deeper in literature the more complex nature of the written word may be explored and discovered, thus shedding the beauty and artistic form of the work. Additionally, students are required to have critical literacy skills where they identify misrepresentations and inequalities in literature. The concept of finding literature that inspires deep critical thinking is explored in module seven. The four areas of interest in choosing books for assignment two is developing a canon that includes culturally authentic books, and finding books that students can personally connect with and see themselves in, books that evoke emotion and encourage social justice. It seems that with the four topic areas, there is some overlap, for example books about the hardships faced by some cultures may evoke emotion, and may highlight that although people may live very different lives from the characters in the stories, they may find a connection to the work by seeing themselves in it.
My personal goal for this assignment is to create an artifact that can be shared with other teachers. The books included are suitable for grades 9-11. As I have learned in this course that books typically included in the literacy canon are written by white authors, with white abled characters, my goal was to find culturally diverse books that are written by non-white authors and where stories are told from a variety of perspectives from non-white narrators or protagonists. The political climate that surrounds the chosen works of the literary cannon “…has been and continues to be constructed by certain interest groups or critics who judge texts based on their own agendas or critical perspectives” ( Thein et al., 2013, p.10) What does this tell us about including these works of the literary cannon into our classrooms? It tells us that the scope is limited and may lack diversity. My aim is to design a framework that explores several areas of diversity, literary analysis and books that can be used to support those areas. Teachers could then build on an area of interest and include more books to teach and highlight the concept that they are teaching and exploring with their students.
Rationale
In consideration of the books I chose, the following has been taken into account:
-A variety of forms and formats
-Diverse authors and racial groups and author authenticity in books with cultural relevance
-Characters from racial groups are presented and represented though an authentic author
-Books chosen meet the needs of a diverse group of learners for example, learning styles, abilities, ESL, representative of a variety of cultural backgrounds
-Books chosen have literary merit using the six points of consideration
-Consider using book(s) that can be used as read aloud
-Consider using book(s) that can be used as read aloud
I decided that I would revisit the English 10 Core Competencies ( my favourite grade to teach) Literary Studies as this is also taken into consideration in developing books suitable to include in the curation of the canon.
English 10 Core Competencies: Comprehend and Connect:
-“The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others and the world” (BC
-“People understand text differently depending on their world views and perspectives”
-“Texts are socially, culturally, geographically and historically constructed”
-“Language shapes ideas and influences others”
-“Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens”
English 10 Core Competencies: Curricular Competencies
-“read for enjoyment and to achieve personal goals”
-“recognize and appreciate the diversity within across First Peoples societies as represented in texts”
-“recognize and appreciate how different forms, forms, structures and features of texts enhance and shape meaning and impact”
-“Think critically, creatively and reflectively to explore ideas within, between, and beyond texts”
-“Recognize personal, social, and cultural contexts as well as values and perspectives in texts”
-“Explore how language constructs personal and cultural identities”
-“Construct meaningful personal connections between self, text, and the world.
-“identify bias, contradictions and distortions
The Books I Selected and the Explanation (15 books)
I included the quotation below as it highlights the importance of including a collection of culturally diverse materials in our classrooms.
“Literature provides readers vicarious experiences as they imaginatively perceive the thoughts and actions of characters. Narratives create scenarios in the story world for coping with issues, challenges, and conflicts, and engaging in actions. Literature brings the reader in on an emotional level to shape and develop beliefs and attitudes” (Beach et al. 2019).
1. A Velocity of Being: Letters to a Young Reader - Maria Popora and Claudia Bedrick (2019)
https://www.picturebookny.com/a-velocity-of-being
I decided to start the curation with the anthology A Velocity of Being: Letters to a Young Reader as the book provides diverse perspectives from one hundred and twenty-one inspiring individuals from musicians, scientists, actors, philosophers, a Holocaust survivor, authors, artists and many more. This book not only provides opportunities to explore the diversity of perspectives on how reading has shaped the lives of the contributors, but also provides opportunities to challenge students to look at different perspectives. This builds a bridge for diversity and looking at the world and ideas of others from a different point of view. There are a variety of forms including stories, poems, advice in didactic form where the content and tone range from joyful to sorrowful accounts on how literature has influenced their lives. I not only liked that this book is inspirational, but also helps those understand that books are pivotal to our placement and understanding of ourselves and the world around us. My hope in including this book is also for those students who do not connect to books and reading, and that this book may serve as inspiration. In exploring the value of books, I liked how this work provides a window into the lives of others through their cultures and experiences thus reflecting on our own experiences or seeing different perspectives. Frijhoff (2012) points out that “one thing is certain, however childhood is as much a fact of biological and psychological nature as a cultural notion that through the centuries has been the object of ever-changing perceptions and definitions, images, approaches and emotions” (11). I would like to also point out that although we come from a variety of geographical locals, are raised in different families, come from different cultures, socio economic status, and ethnicities, we can all find a common relation to others which is often represented in literature.
2. How to Read Literature like a Professor - Thomas C. Foster (2003)
https://mseffie.com/assignments/professor/professor.html
As I want to encourage deep literary analysis and finding meaning beyond the basic plot which can be difficult, I included this book to help students with critical literacy. I thought that this book would be helpful for students in looking at works of fiction to gain a better understanding of the author’s intent. How to Read Literature Like a Professor fosters the understanding of literacy criticism by providing the reader with tools, strategies and concrete examples of how to interpret meaning and how to dig deeper. Foster shows the reader how to look for and recognize motifs, symbols, themes and look for deeper meaning. Although the book is intended for interpretation of print, the skills acquired from reading this book may translate to looking for multiple meaning and interpretation in the multimodal context. I selected a number of books from wordless books to graphica, so this will contribute in discovering a more complex understanding of the work. The book is lively and engaging and the author uses humour to stimulate the reader. Students are taken through the steps of how to look at literature from a different and more complex perspective. I also liked that the text explores intertextuality where the author is required to explore the relationships and similarities between characters and events. This book will benefit students in interpretation of fiction where Foster teaches literary criticism not in a didactic form but rather a show not tell format which makes the learning practical and easy to understand.
3. The Arrival - Shaun Tan (2006)
https://www.amazon.com/Arrival-Shaun-Tan/dp/0439895294
I have been hearing so much about The Arrival lately that I knew that this was a book that I must read. I was so fascinated by this book that I decided to include in my canon for a number of reasons. First, I have never used a graphic novel in the classroom and wanted to explore the vast possibilities that this novel offers. The experience of interpretation through images only is a new and welcomed experienced for me. Another justification for using graphic novels in the classroom is “The use of these multimodal texts asks students to build complex literacy skills” (Garrison & Gavigan, 2019, p.8). I found myself immersed in the world of the nameless protagonist as I entered and shared his experiences and emotions. How do wordless picture books enhance our relationship with a work? I was thinking that words are not put into your mind about how the reader thinks or feels but rather the shared experience occurs in the reader using her own set of language articulated through the images which allows the reader the freedom to experience the book on a person level. In this book, the reader can look in the mirror at themselves or through the window into the world of a migrant in a new land. There are so many areas in this book that are universal such as feeling lonely, uncomfortable, sad, and isolated. In terms of literary analysis, the reader may examine the images with the panels, the size of the panels, facial expressions, gestures, colours in illustrations and the author’s purpose and the meaning associated with that. Also, the reader is required to put the puzzle together in the sequence of frames and connect the meaning. Module six on sequential narrative forms has helped me to better understand the reading and power of graphica.
4. Tales from Gold Mountain - Paul Yee (1989)
https://www.amazon.ca/Tales-Gold-Mountain-Paul-Yee/dp/0888990987
I wanted to include at least one folktale in my personal canon as in module 10, the importance of oral storytelling, folklores and myths are explained as critical in representing cultures. Paul Yee was born in Saskatchewan and grew up in Chinatown in Vancouver. Students enjoy having authors that are local. The Canadian Chinese immigrant experience is one that is often forgotten and not read about in our classrooms. I felt compelled to include this work as part of representing diversity in culture and the using a variety of texts that would become part of my canon. In this collection, Chinese immigrants share their experiences as immigrants in Canada, the building of the Canadian Pacific Railway and their role in the Gold Rush. I would really like to highlight with students that these Chinese immigrants played a large role in connecting our country, and that many lives were lost in the building of the railway. Each story is short approximately one to two pages and can be read and discussed within one class. There are a total of eight stories in this collection which represent a variety of the negative aspects of their experiences, while also the sharing of joyful experiences of friendships and romance are told. Folktales play a significant role in telling stories of culture authentically and can be connected across the curriculum.
5. Obasan - Joy Kogwawa (1981)
https://www.penguinrandomhouse.ca/books/391033/obasan-by-joy-kogawa/9780735233706
I want to include Obasan in juxtaposition to Tales from Gold Mountain. Although Japanese Canadian served to build our country and were welcomed in this endeavour, they were later faced with being labelled as enemy aliens during the Second World War. As the story in told through the eyes of a five year old girl, we see a different perspective than what we see in Tales from Gold Mountain. We also witness something different in Obasan where the imprisonment and treatment of the Japanese Canadians is highlighted. Naomi recalls having all their possessions taken away, and the people are put into labour camps in Vancouver. The local colour makes the book more realistic in terms of students having the sense of the reality of the location. The novel also allows for deeper literary analysis and discussion on symbolism such as the colour red and what it represents in the novel both with Naomi’s culture and in context of the Japanese and the labelling of them as enemy aliens. The reader becomes increasingly sympathetic as the novel progresses as we follow Naomi in her hardships. “Further, one of AASL's six shared foundations serving to frame these standards is ‘include,’ which stresses the role of the school librarian in developing students' empathy and sharing diverse perspectives with students representative of the global learning community” (Garrison & Gavigan, 2019, p.8). Obasan accomplishes this.
6. Dreaming in Indian: Contemporary Native American Voices (2014)
https://www.amazon.ca/Dreaming-Indian-Contemporary-Native-American/dp/1554516862
Dreaming in Indian: Contemporary Native American Voices is an analogy contributed by a variety of authors and artists. The anthology includes poems, prose, essays, songs, artwork, and graphica. The book highlights a variety of aspects of the BC Indigenous culture where stereotypes are broken. I found that the contrast in old and new ways of life is shown by sharing and exploring the hardships of residential schools, substance abuse, bullying, racism and stereotypes. The more contemporary vision of the “modern” Indigenous people intertwined into the work, helpings contribute to breaking down stereotypes. The illustrations are unique in the mixing of tradition and the modern world. There is room for discussion and author’s intent in both form and print. This book would be great for a read aloud too. This anthology presents a social and emotional perspective for students where they are given an accurate perspective of the culture. The books is very engaging as there is an eclectic mix of forms and from a variety of authors and illustrators. What I found so compelling is that somehow the reader understands the culture, realizes that the the intent of the book is that the Indigenous people are not be ashamed of their culture, but allowing others to understand and appreciate it while also moving forward and showing the successes in the transformation and breaking of the stereotypes. The book is a perfect mix of showcasing and holding on the culture of the Indigenous people but creating an equality for them in the modern world.
7. Purple Hibiscuss - Chimamanda Ngozi Adichie (2003)
https://www.amazon.com/Purple-Hibiscus-Chimamanda-Ngozi-Adichie/dp/1616202416
Written by a Nigerian author serves to authenticates this novel. What makes this book interesting is that the author shows a side of the African culture that one does not normally see in literature which is the upper class and privileged individuals. Kambili is a fifteen year old girl who lives a privileged life in Enugu, Nigeria. Themes of outside appearances and how they are often inaccurate and superficial are explored as Kambili faces the challenges of dealing with a father who has angry outbursts and is fanatic about religion. There are also parts in the novel that present historical aspects of war, politics and the corrupt nature of the military which is unfiltered allowing students to gain a view inside the truth of that society. This novel is diverse in that the details of culture is presented and the reader knows that she is in a foreign place. The African setting is in the background where the emotional struggles and conflict that Kambili faces are prevalent in the foreground. Emotional struggles for young adults are universal, as “adolescence” itself, as well as how those conceptions are reflected in young adult literature” is relevant (Thein et al., 2013, p. 12). We want our student to see themselves in literature. I like that this books allows students to take a look into the African culture, yet students are connected in the sense that they share the same emotional experiences as felt by the protagonist. I also like that the novel does not present the typical stereotypical images of what one’s life looks like when he or she is from Nigeria which challenges the reader to look at other aspects of the culture from a new perspective.
8. Wanting Mor Rukhsan Khan (2009)
https://intl.target.com/p/wanting-mor-reprint-paperback/-/A-12762264
After watching the read aloud by Rukhsan Khan from module ten, I was provoked to read something by her. This is when I found the compelling novel Wanting Mor. As I wanted to include a variety of cultures in the canon to create literature with a strong sense of diversity, my next pick is of a story of a female Afghanistan and her struggles within her culture. Jameela is born with a cleft lip and does not feel any insecurity about it until her mother Mor dies. After it is discovered that she secretly tries to learn how to read, her father and step mother abandon her. Jameela eventually becomes a servant as the society in which she lives is based on the caste system. I suspect that many students will be appalled to discover that females were not allowed to attend school, and the belief in a caste system is still existent today in Afghanistan. This will likely illicit a lively discussion. I also chose this book based on the description of culture, religion, traditions and the use of Arabic words. Adolescent students can identify with Jameela in her struggle to find her identity as this is a period of adolescence where there is transformation, change and a search to find out who they are and where they belong in the world. This story in a sense reminds me of a fairly tale and could be looked at from a intertextual perspective in relation to Cinderella or other stories.
9. It Ain’t So Awful Falafel - Firoozeh Dumas (2016)
http://firoozehdumas.com/books/it-aint-so-awful-falafel/
The title of this book caught my attention right away and I instantly knew that there would be culturally relevant material explored. As all the works in my canon have been written about serious content written in a serious tone, it was refreshing to have a novel that is quite humorous. It Ain’t So Awful Falafel is a story about adolescent girl named Zomoriad who changes her name to Cindy to fit into her new found culture. She struggles to fit in socially and culturally in this new found world. She faces bullying and racism and this becomes intensified when Iran becomes more and more present in the media for protests, violent acts, revolutions and kidnapping of Americans. She learns that fitting in may never happen as she becomes more and more challenged to fit into a world dominated by the misunderstanding of her people. The book is authentic as it is written by an Iranian author and her personal experiences. Making personal connections that young adults can identify with, for example, being embarrassed by their parents as Cindy is in the book. I can remember being embarrassed countless times by my parents when I was an adolescent. Bridging the gap between us and them is accomplished through finding commonality that all adolescents experience. A quote that stood out for me in the book which I found so valuable in showing and discussing with our young readers is “Why let people see the worst of the world? That’s just upsetting and scary. It’s not even the whole truth. If you are going to show bad news, show the good stuff too. It’s just as important- actually more important.” This quotation helps contribute to the breaking of stereotypes. For example that not all people from Iran are violent and aggressive and that in all races and cultures we have all types of people. I further chose this book as the readability is not difficult and it could reach a wide range of students. With the increase of refugees, our students need to understand culture and diversity and break free of preconceived ideas and stereotypes about groups of people.
10. Baddawi - Leila Abdelrazaq (2015)
https://www.amazon.ca/Baddawi-Leila-Abdelrazaq/dp/1935982400
I was also drawn to this book by the cover as the illustrations are so culturally present that I knew that this could be an option for a cultural diverse book. After I read this graphic novel, I knew that I must include this in my canon. This book presents the life of a Lebanon boy named Ahmad who has fled the Palestinian war and ends up living in a refugee camp in Lebanon. The deep symbolic visual representations allows for the reader to explore literacy form. The illustrations are in grey and black where the illustrations are simple representing the darkness and scarceness of living in refugee camps. The book also evokes empathy as one could not image the fear and terror of living in such conditions. This is accomplished through “The combination of words and images in graphic novels [which] can communicate information and emotions that words alone often cannot” (Garrison & Gavigan, 2019 p.10). The book is a quick read and is suitable for ESL, ELL or struggling readers as the images help to infer meaning. I like that the art work and images gives the reader a clear sense of artistic form within the culture and the feeling of the characters. One panel that stood out for me was where the text claimed that the father slept with a knife under his pillow, and the illustrations showed monster type figures dominating the space around him. The reader is swept into the terror and fear that the narrator’s father must have felt.
11. Over the Rooftops, Under the Moon - Joanna Lawson - Na (2019)
https://www.goodreads.com/book/show/42372692-over-the-rooftops-under-the-moon
I was inspired by Said’s (2015) reading, “Can Children’s Books Help Build a Better World? Absolutely, as books have the power to transform our ideas, views and shape our thinking to form new perspectives, I wanted to explore a book that encourages these ideas in a simplified form for young adult readers. This prompted me to include a picture book for my students. Prior to this class, I had never even thought about using picture books with older students. I found a wonderful picture book that helps connect students to the world around them and that what they experiences are felt by others too. Said states that “great children’s books help them make sense of their experiences; connect them to the rest of the world, and show them they are not alone” (2015, p.1). The wordless book also has a cultural component in it as the bird travels from a large populated city to a Middle Eastern city as he experiences loneliness, lack of belonging and trying to discern his identity in a world where the bird feels invisible. The colours change through out the book to represent feeling and emotions. The themes are universal and relevant to many readers. I believe that the more we encourage cohesiveness and understanding of others and how we are the same, we will see less otherness of people of different ethnicities and cultures.
12. Malala’s Magic Pencil - Malala Yousafzai (2017)
https://www.amazon.co.uk/Malalas-Magic-Pencil-Malala-Yousafzai/dp/0241322561
Written by an Afghanistan author, this picture book is illustrated with colourful simple illustrations that present vivd facial expressions that represent the thoughts and feelings of the characters. The book begins with Malala imagining a world that is relatable to all children where she through her drawings, wishes for a door lock on her door so her brother cannot enter her room, she continues with several other wishes that are relatable to most children, then she moves the reader into a more serious world of the Afghanistan where she wishes for education for all. She states that the men tried to silence her but her voice became larger and she was known around the world. This book os so powerful in creating a social justice message and also evoking empathy and inspiration for the reader. There is also a clear sense of culture expressed in the clothing the characters wear, and the house they live in where the cracked walls cannot be ignored. The reader is also moved by the narrator’s strong sense of advocating for social justice.
13. I am Malala: How One Girl Stood Up for Education and Changed the World- Malala Yousafzai (2013)
https://www.amazon.ca/Am-Malala-Education-Changed-Readers/dp/0316327913
I chose to include this inspirational story of heroism and social justice explored but also the strong sense of culture presented in the book. The reader is given an autobiographical account of Malala’s experience when she stands up for education and is shot in the head by the Taliban. The reader is easily drawn into the world of Malala and her tragic culture, but also into her home where her loving father encourages her to keep going to school and stand up for the right to be educated. My goal for students is to use this book as a window to the world of females in a male dominated society where they can explore this culture that is so different from their own where education is sometimes taken for granted and opportunities and freedom for education is something that is worth fighting for.
14. Things Fall Apart - Chinua Achebe (1958)
https://www.amazon.com/Things-Fall-Apart-Chinua-Achebe/dp/0385474547
I found if difficult to find works written by black authors with black characters that reflect the purpose of my canon. There were many books written by white authors with black characters. I chose this book to include in the canon as it is written by a Nigerian author and has a black protagonist. The African congo experience is expressed in folktales weaved into the story and proverbs are expressed which are reflective of the culture. Family, historical culture and the society in which they lived are detailed throughout. The reader gets a clear sense of the experiences in the congo through the diction and syntax and a strong sense of culture is explored while the impact of British colonialism on these people and the world around them is depicted. This is a great text for an authentic and historical experience of the life of the Nigerian people and the hardships that they faced.
15. The Absolute Diary of a Part Time Indian - Alexie Sherman (2007)
http://www.pbs.org/wgbh/americanexperience/features/banned-absolutely-true-diary-part-time-indian/
From the moment I picked up this book and read the first few sentences, I knew that I would be drawn in and that this would be a great pick for my students. From the time the narrator is born, he is faced with a life threatening health challenge. Sherman has an amazing ability to express this in a casual and unconcerned way. As the novel continues, the narrator elaborates on the physical flaws that he has which other teenagers can most likely see themselves in that same mirror as adolescences is a time of insecurity physically and socially. Not only does this book provide opportunities for the young reader to identify with the work, but the labelling and stereotyping of the Indigenous people is represented through the experiences the boy faces. For example, the boy states that the dentist only gives Indians half of the amount of Novacain as their pain tolerance is higher than white people. The tone is humorous and comical yet Sherman expresses his personal experience of being an Indian. The book is authenticated as it is written by an Indigenous author where dialect such as “jeez” and “rez” are used to give the reader an authentic experience of character.
Conclusion
In selecting a canon of literature that is culturally diverse, significant importance needs to be placed on finding authenticity in the selection process while ensuring the literature is literary. In authentication of the works which I selected, I chose literature written by authors from the cultures and character that they are writing about. We need authors of colour and from diverse cultures to provide our students with a real and authentic account of what a culture looks, and the experiences of people within that group. Our literary canon consists mainly of white characters and white authors. As Leininger, Dyches, Prater, & Heath (2010) point out, “Research has demonstrated that the Newberry awards, for example, favour historical fiction and often include characters that are dis-proportionately white and typically abled” (Thein et al., 2013, p.11). I wanted to create a new canon representing a variety of cultures and characters. It is not enough to have white authors create characters from multicultural groups as characters would not be represented accurately. Literature written by and from the perspective of a person of colour. changes the content and perspective of a work. Using some books by white male authors may provide opportunities to teach about critical literacy in examining who voices are heard? Who's voices are invisible? Who is represented and who are those that are invisible? How are individuals from marginalized groups presented and represented? As we move our students towards becoming global citizens, advocating for social justice, we want to encourage them to think about these questions by using a critical lens by drawing attention to inequalities and working towards dismissing stereotypes which is learned and accomplished through learning about other cultures.
References
Dalton, B., & Grisham, D. L. (2013). Love that book: Multimodal response to literature.The Reading Teacher,67(3), 220-225.
Delvecchio, Jennifer. “Module 5: Poetics: What Makes Some Literature Literary”? 2019.
Frijhoff, W. (2012). Historian's discovery of childhood.Paedagogica Historica, 48(1), 11-29.
Sims, Bishop Rudine. Mirrors, Windows, and Sliding Glass Doors. Originally appeared in Perspectives: Choosing and Using Books for the Classroom. vo. 6, no. 3. Summer 1990.
Thein, A. H., Beach, R., & Fink, L. (2013). Critiquing and constructing canons in middle grade english language arts classrooms. Voices from the Middle, 21(1), 10.
https://curriculum.gov.bc.ca/curriculum/english-language-arts/all/courses
https://curriculum.gov.bc.ca/curriculum/english-language-arts/all/courses
Image of books: 35i39j0i67j0i8i30j0i24.bbh5k0SvVsQ#imgrc=4LBa92Y3ChLXYM
Image: Velocity of Being: https://www.picturebookny.com/a-velocity-of-being
Image: How to Read Literature Like a Professor: https://mseffie.com/assignments/professor/professor.html
Image: The Arrival: https://www.amazon.com/Arrival-Shaun-Tan/dp/0439895294
Image Tales of Gold Mountain: https://www.amazon.ca/Tales-Gold-Mountain-Paul-Yee/dp/0888990987
Image: Obasan: https://www.penguinrandomhouse.ca/books/391033/obasan-by-joy-kogawa/9780735233706
Image: The Purple Hibiscus: https://www.amazon.com/Purple-Hibiscus-Chimamanda-Ngozi-Adichie/dp/1616202416
Image: Dreaming in Indian: https://www.amazon.ca/Dreaming-Indian-Contemporary-Native-American/dp/1554516862
Image Wanting Mor: https: //intl.target.com/p/wanting-mor-reprint-paperback/-/A-12762264
Image: Ain't So Awful Falafel: http://firoozehdumas.com/books/it-aint-so-awful-falafel/
Image: Baddawi https://www.amazon.ca/Baddawi-Leila-Abdelrazaq/dp/1935982400
Image: Over the Rooftops, Under the Moonhttps://www.goodreads.com/book/show/42372692-over-the-rooftops-under-the-moon
Image:Malalas Magic Pencil https://www.amazon.co.uk/Malalas-Magic-Pencil-Malala-Yousafzai/dp/0241322561
Image: I am Malala https://www.amazon.ca/Am-Malala-Education-Changed-Readers/dp/0316327913
Image: Things Fall Apart https://www.amazon.com/Things-Fall-Apart-Chinua-Achebe/dp/0385474547
Image: The Absolute Diary of a Part Time Indian http://www.pbs.org/wgbh/americanexperience/features/banned-absolutely-true-diary-part-time-indian/
