September 9, 2021 § 5 Comments
It has taken me a lot of growing up to realize how quickly the world demands that we put labels on ourselves, and how tempting it then becomes as parents to fit our own children into the same tidy little boxes. Even the questions we routinely ask of our children and their peers—Is she shy? Is he artistic? Is she kind?—assume two fixed outcomes: yes or no. Sides are chosen, identities are constructed; and then, inevitably, confusion sets in when the data points don’t consistently match up.
A few years out of college, when I was working in advertising, I attended a retreat designed around improving problem-solving skills. As part of it, we had to take the Myers-Brigg personality test. What was revolutionary to me wasn’t that I received at the end a set of letters to represent my dominant personality traits, but that each of those letters was plotted on a spectrum. I expected, for example, that I would score as extroverted (E)—I’ve always been social, albeit preferring intimate groups—but what surprised me was that I was quite close to the midway mark between extroverted (E) and introverted (I). This seems incredibly obvious to me now, but I had never previously considered that someone could be both things at the same time. That I could derive equal energy from social interactions and from being by myself. That I didn’t have to choose. That my identity might run on a spectrum, rather than conforming to a binary system.
When we fall into the trap of thinking of ourselves as one way or another, it’s not only limiting, it’s fundamentally inaccurate. We, all of us, are walking contradictions. It’s what makes us interesting. It’s what makes us human. Maybe we get nervous walking into a new classroom, but we can belt out a solo on stage. Maybe we can’t draw the likeness of anything, but we love moving paint around on canvas. Maybe we have a hard time sharing crayons at school, but we’ll sit and read to our baby sister at home when she’s sad. What if there was a way to encourage our children to take these “but”s and turn them into an “and”s? What if instead of contradicting one another, they are just two true things?
When I first opened Divya Srinivasan’s triumphant new picture book, What I Am (Ages 3-7), I thought it was going to be a book about a Brown girl responding to a microaggression that’s all too familiar to those whose non-whiteness doesn’t fit the idea of American that some people insist on holding onto, even though all evidence points to the contrary. It’s the “What are you?” question.
And it is a book about that. A beautiful, validating mirror for an Indian American reader.
AND it’s something more. Because, as our young narrator reflects on this question, she realizes that she is a whole lot more than her race or her ethnic heritage. And that many of these things might seem like contradictions—only they aren’t. They’re just her.
What this book is—and why I hope every child gets a chance to read it—is a testament to the complexities, to the nuance, within each and every one of us. It’s a kind of roadmap to how we might think about our own identities—and how we might express them to a world bent on incessantly inquiring.« Read the rest of this entry »
November 13, 2020 § 2 Comments
Today, I’m back with my other ten 2020 favorites for the middle-grade audience. As with part one, I’ve taken care to hit a range of interests, styles, and reading levels, while never sacrificing beautiful writing or complex character development (my motto remains: childhood’s too short for mediocre books).
This year’s middle-grade list was compiled with the intimate involvement of my daughter (10) and son (13). While you can always count on my having read any book I review on this blog, nearly every one of the books in today’s and yesterday’s post was also read and loved by one or both my kids. While we’re in that glorious window of sharing books, I’m milking it.
Another friendly reminder that you won’t find graphic novels here, because they got their own post earlier. And if the twenty titles between today and yesterday aren’t enough, check out 2019’s Middle-Grade Gift Guide post, filled with other treasures (many of which are now out in paperback), or my Summer Reading Round Up from earlier this year. And, of course, as soon as I publish this, the fates guarantee I’ll read something I wish I’d included here, so keep your eyes peeled on Instagram, where I’m regularly posting middle-grade updates.« Read the rest of this entry »
January 25, 2018 § 1 Comment
I heard a story shortly before the holidays which I haven’t been able to get out of my head. It was from an associate who serves with me on the Capitol Choices Committee. Normally, in our monthly meetings, we are all business: we get in, we debate that month’s new titles, and we get out. But, at the end of our December meeting, this librarian asked to deliver a few personal remarks. She told us how she had been in New York City the weekend prior (funny enough, so had I) and had been walking on Sunday evening to Penn Station for her train home. It was blustery, growing colder by the minute, and the streets were still dusted with the previous day’s snow. About half a block ahead of her was a man. She described him as middle-aged, well-dressed in a dark wool overcoat, and carrying a briefcase. Keeping pace behind him, she watched as the man suddenly took off his coat, draped it over a homeless man sitting in a doorway, and kept walking. All without missing a beat. « Read the rest of this entry »