Torn Between Two Worlds

The three titles in this collection are written by authors of colour and centre around themes of conflicting racial identities for the central protagonist. Each of these books, ideal for readers at the Junior Intermediate level (grades 4-6), provide representation and relevant themes for the ongoing cultural discourse prevalent in today’s media. While exploring the complicated, multi-layered issues of racism and displacement, the books presented here will hook readers through the common universal experience of lacking a feeling of belonging. Regardless of the racial identities presented by your students, representation of differentiated voices helps to develop a sensitivity and the awareness so important for navigating global communities, reaching far beyond the classroom walls. It is through stories told from the perspective of “other,” and exposure to relevant, accessible human experience, we can help to break down racial barriers and dismantle the cultural hegemony that dominates Canadian classrooms and literature.

Genre: Historical Fiction

Keywords: Muslim, Hindu, India, Pakistan, Community, Separation, Identity, Family, Belonging, Refugee

Summary:

A narrative told through a series of intimate letters by twelve-year old Nisha to her deceased mother, through the setting of the turbulent 1947 patrician of India into two countries: India and Pakistan. This historical event, rarely studied in Canadian classrooms, sees Nisha, a half-Muslim half Hindu daughter, grappling with religion separating families and her country, navigating a once peaceful community that is now fighting. Through themes of identity, family and belonging, Nisha must bridge the two paths of herself and confront her identity. This refugee story is appropriate for junior intermediate readers as it uses emotion and simple, rich description, told through a younger person’s eyes, using accessible, informal language. This historical event becomes is easily connected to and invites readers to be critical of the world of today. Main characters Nisha and twin brother Amil each have individual interests and talents, which are sure to appeal to young readers.

Global/Urban Cohort Perspective:

This book brings representation to a culture and history not often studied in Canadian classrooms, thus providing students with Indian/Pakistani heritage a mirror of themselves within often hegemonically white-dominated libraries, and students outside of this culture a window/look inside. The Night Diary teaches students about refugee struggle and community building. By learning about the importance of acceptance and welcoming difference, students will become excellent global citizens.

Activity 1: Diary

Ask students to keep their own "Night Diary," jotting down a short entry each night over the course of a few weeks. Offer blogging, visual journaling/sketchbooking and letter writing as options. As students progress through the novel, have them consider Nisha's voice. Pose these discussion questions:

• How do Nisha's diary entries grow and change throughout the novel? Are your own diary entries growing and changing over time or are they staying the same?
• Who are you writing to in your diary? Do you use "Dear Diary," to start your entries? Are you writing to yourself? If you're writing letters to someone else, or writing a blog for an audience, how does this change the way you write and the language you use? Are you using informal or formal language?
• Do you feel comfortable sharing in class conversations? Do you feel comfortable speaking in small groups? How does your voice change around the lunch table or at recess with friends? Do you speak differently when talking to your family? Would you use the same language when posing a question to a parent or teacher as you would a sibling?
• Do you prefer to write, like Nisha, or do you prefer to draw, like Amil? Can you have a voice when drawing pictures?
  
  

Activity 2: Community Recipe Book

Explore the metaphor of food within the context of the book with your students. Nisha uses food to communicate love without words. Food is tied to a sense of security for Nisha, celebration, food is tied to home when Nisha and Amil eat garden vegetables, and there is a lack of food and water during the despair of the journey across the border into India.

Have students share their favourite foods with the class. While remaining mindful of food allergies, and using school funds if possible, Invite parents of Indian or Pakistani descent or a local community member to come cook a dish from the book with the students. Have them describe the food using rich adjectives that describe flavours, textures and smells. Invite students to write up and bring in a recipe from their culture, their favourite food to have at home, or even a made up dish! Set out guidelines for writing that include ingredient lists, step-by-step instructions and timing. Compile these recipes into a community recipe book and print off a copy for everyone to take home.

Curriculum Connections:

Ontario Language Curriculum: Reading - Grade 4/5/6 Overall Expectations

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
3. use knowledge of words and cueing systems to read fluently;
   
   

Ontario Arts Curriculum: Visual Art - Grade 5 Specific Expectations

1. D3.2 demonstrate an awareness of ways in which visual arts reflect the beliefs and traditions of a variety of peoples and of people in different times and places (e.g., the use of contemporary Aboriginal art to support cultural revitalization; the use of images on ancient Greek vases to reflect narratives of daily life, legends, and war; the relationship between public art and its location; exhibitions of the art of local artists in local festivals; displays and exhibitions of art works in galleries and museums)
   
   Teacher prompts: “How does the work of Baffin Island printmakers reflect ways in which Inuit life has changed over time and how they preserve stories?” “How is art a reflection of personal, local, or cultural identity?” “Whose voices or beliefs are not represented in this exhibition?” “How can community groups advocate for the arts?”

Ontario Language Curriculum: Oral Communication - Grade 4 Overall Expectations

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;
2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes

Ontario Language Curriculum: Writing - Grade 4/5/6 Overall Expectations

1. generate, gather, and organize ideas and information to write for an intended purpose and audience;
2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;

Genre: Domestic Fiction

Keywords: Microaggressions, Biracial, Co-Parenting, Family Dynamics, Police Brutality, Allyship, Bullying, Racism, Experience

Summary:

The story of Isabella, an eleven-year old girl and talented pianist navigating joint custody between her divorced parents – one week on with her wealthy black father, his girlfriend Anastasia and her son Darren in a big house as one of the only black families in the neighborhood, and every second week with her smaller, not-so-fancy but beloved house with her white mother and boyfriend John-Mark. Tensions between her parents are high, and Isabella questions where she belongs, pulled between two worlds. While she attends a racially mixed school and doesn’t think about her race much, Isabella is often subject to microaggressions of strangers who point out how pretty and exotic looking she is, inherently painting her as different and that she doesn’t belong. One day one of her closest friends Imani, another black girl, has a noose planted in her locker by a white boy, and racial tension and anxiety in the school rises. The drama is escalated when Isabella and Darren are stopped by the police on the way to a piano recital, and the police get involved, shots are fired, and violence ensues.

Global/Urban Cohort Perspective:

Educators can use this book to introduce real-world issues such as police brutality, speak about George Floyd and the Black Lives Matter movement. Holding discussions around things like microaggressions will help students to become more sensitive in navigating their everyday interactions with one-another. This book is a great catalyst for conversations surrounding challenging or uncomfortable topics that students in your classrooms may encounter everyday beyond the school’s walls; police aggression, gun violence, the complicated nature of divorce, and socioeconomic imbalances, which ar are all candidly addressed as real and important parts of Isabella’s experience, in a way young readers can digest and begin to think critically about.

Activity 1:

Ask students to reflect on aspects of their personalities, interests, and culture. Working with a partner, write adjectives and/or nouns in each circle that describe elements of identity, each student assigned to their own circle. Use the middle space in the diagram to describe ways in which the two students are similar. Have the two partners use this graphic organizer to write one to two paragraphs describing how they

are both similar and different.

Activity 2:

Introduce figurative language tools and the use of metaphor through Isabella's piano. Ask your students questions about what the black and white keys represent, and how the blending of the two create beautiful music. Ask them to explain this metaphor with regards to the books themes. Have students work alone to see if they can find more examples of metaphor in the text. Next, have the students in groups of two to four gather together and share what they found. If they would like, offer the option to write out their own examples of metaphor.

You may also use this as an opportunity to explore simile, onomatopoeia, alliteration, hyperbole, personification and idiom. Provide lots of examples and then assign students to pick out examples of these in the text.

Curriculum Connections:

Ontario Language Curriculum: Writing - Grade 4/5/6 Overall Expectations

1. generate, gather, and organize ideas and information to write for an intended purpose and audience;
2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
   
   

Ontario Language Curriculum: Reading - Grade 4/5/6 Overall Expectations

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
3. use knowledge of words and cueing systems to read fluently;

The video below is a great way to show students that they can find the use of figurative language everywhere, and shown here in culturally relevant examples that they will recognize. Challenge them to observe and share any examples of figurative language in their own surroundings (ex: marketing slogans, popular music, even visually through art!)

Genre: Fiction

Keywords: Presentation, Biracial, Police Aggression, Prejudice, Blackness, Criminal Justice, School to Prison Pipeline, Family, Siblings, Racism

Summary:

Black Brother, Black Brother is a book about a pair of brothers who have moved towns and now attend a very elite private school. The story is told from the perspective of Donte, the dark skin brother and speaks about the differences in treatment he receives from both teachers and classmates in contrast to his lighter-skinned, white presenting brother, Trey. Donte feels as if he is constantly swimming in whiteness and finds himself being blamed and punished for acts he did not commit. Donte has to deal with bullying from “King” Alan, the captain of the fencing team who frames him in an incident that gets Donte suspended from school and arrested. Donte sees fencing as a way to take down his rival and commits himself to training with a former Olympian fencer at the local youth centre. Under his new mentor, Donte finds a sense of belonging through the sport and we see him learn to control his anger and gain confidence. Defeating his bully in the fencing competition becomes a metaphor for the reader who can see that it is about so much more than just that; Donte must also confront racism and the corrupt systems of power that led to his arrest.

Global/Urban Cohort Perspective:

This is an easy-reading book recommended for upper elementary. The gripping story is powerful and action packed, sure to grab your reader's attention. Besides its very on-pulse and careful examination of the school-to-prison pipeline and what it means to be a young black male in America, Black Brother, Black Brother also centres around the age-old theme of finding a sense of belonging - which is a universal struggle for all readers. This book will engage your students emotionally, angering them in the right ways to inspire them to fight for change.

Activity 1:

Have students watch the 2010 remake of The Karate Kid in class. Reflect on the similarities between the Black Brother, Black Brother book and this movie. Have students reflect on story elements such as characters, setting, plot, conflict and resolution. Supply graphic organizer sheets to help students simplify and jot down their thoughts.

Discuss the parallel themes of race and culture, bullying, and sport as metaphor in both narratives.

Activity 2:

Ask students to identify the point of view of the book. Suggest that they rewrite a chosen passage from the book in the perspective of another character, for example brother Trey, "King" Alan, or Donte's coach, Arden Jones. How does this change the story? Identify ways that listening to stories from multiple points of view may change our opinion on a topic or issue in media. Students may separate into small groups to reimagine and act out small skits of well known fairy tales of stories told from an alternative perspective (ex: Little Red Riding Hood from the Big Bad Wolf's point-fo-view).

Curriculum Connections:

Ontario Language Curriculum: Media Literacy - Grade 4 Specific Expectation

1. 1.5 identify whose point of view is presented or reflected in a media text, citing supporting evidence from the text, and suggest how the text might change if a different point of view were used (e.g., explain how the point of view reflected in an advertisement is conveyed and describe how the advertisement might change to reflect the point of view of a different audience; describe how a TV show might change if it were told from the point of view of a different character)
   
   Teacher prompts: “What kinds of images would you use in this advertisement for a children’s breakfast cereal if you wanted parents to buy the cereal?” “From whose point of view is your favourite television show presented?”
   
   

Ontario Arts Curriculum: Drama - Grade 5 Specific Expectations

1. B1.1engage actively in drama exploration and role play, with a focus on examining issues and themes in fiction and non-fiction sources from diverse communities, times, and places (e.g., interview story characters who represent opposing views on an issue; use role play to explore social issues related to topics such as the environment, immigration, bullying, treaties, the rights and responsibilities of the child)
   
   Teacher prompts: “What strategies can you use in role to give a fair hearing to different sides on this issue?” “What drama strategy or convention can your group use to present solutions to the audience for your environmental issue?”
   
   

Ontario Language Curriculum: Reading - Grade 4/5/6 Overall Expectations

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
3. use knowledge of words and cueing systems to read fluently;

Alexander, Lisa. Figurative Language in Movies, 30 Nov. 2013, www.youtube.com/watch?v=vMSLgxj2dxk.

Draper, Sharon M. Blended. Simon and Schuster, 2018.

Hiranandani, Veera. The Night Diary. Penguin Young Readers Group, 2019.

Ontario Ministry of Education (2006). Language Curriculum, K-8.

Ontario Ministry of Education (2009) The Arts Curriculum, K-8.

THE KARATE KID - Official Trailer (HD), Sony Pictures Entertainment, 24 Feb. 2010, www.youtube.com/watch?v=XY8amUImEu0.

The Night Diary Author Veera Hirandani in Conversation with Editor, Penguin Middle School, 31 Oct. 2017, www.youtube.com/watch?v=6Q5Tzyjl8iU.

Rhodes, Jewell Parker. Black Brother, Black Brother. Little, Brown Books for Young Readers, 2020.

Teacher Candidate

University of Ottawa

Urban Communities Cohort

Email: cvanl027@uottawa.ca