Sep3

Invincible Abdullah: The Deadly Mountain Revenge by Haji Uthman Hutchinson

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Invincible Abdullah: The Deadly Mountain Revenge by Haji Uthman Hutchinson

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I’m pretty sure I’ve seen and handled this book hundreds of times in my involvement in four Islamic Schools, as a teacher, a librarian, and host of book fairs.  So, it is a little embarrassing to admit that this is the first time I actually cracked open the cover and read the book.  Written in 1992 with a less than attention grabbing cover, I had minimal expectations, but with a newborn and down time, I thought I needed to give it a chance, and I’m glad I did.  The book is definitely geared to boys (there isn’t even a female character in it), and is pretty action packed and quick paced.  You know the boys will get out of the predicament at hand, he is “Invincible” after all, and there are three more books in the series, but you don’t feel bad reading it anyway, because it is sufficiently entertaining.  The book isn’t amazing, but it holds its own largely because it doesn’t talk down to the reader.  The characters are independent and thoughtful and yes they are teenagers battling drug carriers in the tribal areas of Pakistan, and yes they are wielding guns and hiking over glaciers, but mind you they never miss their salat or fail to thank Allah (swt) for their success which kind of makes the book that much more fun.  The book is 218 pages with a glossary at the back.  It is not an AR book, but I probably will make it into one at about a fourth grade fifth month level (4.5).  I also am considering doing it for book club, but might wait and read the rest of the series to see which one will have a wider appeal.

SUMMARY:

Abdullah travels to Pakistan from England to visit his cousin Hasan.  At the airport Abdullah’s bag gets switched with someone else’s and the boys find themselves getting accosted by the rightful owners who have a half a million dollars in their suitcase.  The boys talk to the police and learn that the money is part of a heroin operation going on in the tribal areas and that the inadvertent switch messed up the police’s sting to catch the criminals.  The boys run in to the drug runners again in the bazaar, and after an all out brawl decide when an opportunity to go into the tribal areas presents itself, that they should take it and do what they can, to put a stop to the criminal’s drug ring.

WHY I LIKE IT:

There is drugs, violence, and guns, but it is all done for the right reasons, in an action filled manner.  The “good” guys are all religious, and while the “bad” guys have religious sounding names, clearly are not, which lends it self to a decent discussion about what makes a good person and what makes one religious, clearly not just their name or culture.  It also lends itself to a realistic conversation about drugs, their effects on the users, and on drug culture as well.  The guns, well the guns are there to make threats, and to hurt people, at best it gives you a seg-way to discuss your views on guns with your children, but in the book, it is what it is, not a moral or religious issue as the drugs are made out to be.  The boys, the heroes of the book, are all very devout mashaAllah, and their actions, manners, and thoughts reflect this.  I like that this is consistent with their character.  They are respectful to their families, to each other and are ever mindful of themselves as Muslims in all facets of their adventures.

FLAGS:

Just the content of drugs, violence, and death. Mild compared to most TV shows or movies, but present, none-the-less, nothing a third grade and up can’t handle. (Spoiler, only one person dies and it isn’t directly at the hands of anyone, nature steps in to save the day).

TOOLS FOR LEADING THE DISCUSSION:

There is a workbook that apparently can be purchased to accompany and teach the book: http://www.islamicbookstore.com/b9648.html

The author gives pause as the characters have to decide what to do next and to weigh the pros and cons and possible repercussions of their decisions.  These moments would lend themselves well to a book club discussion to find out what the students would do, what they would be willing to risk, and at what cost.

Aug2

Thura’s Diary: My Life in Wartime Iraq by Thura Al-Windawi Translated by Robin Bray

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Thura's Diary

It has been a while since I’ve read a wartime diary from a young woman’s perspective, but if memory serves, both Anne Frank: The Diary of a Young Girl and Zlata’s Diary: A Child’s Life in Sarajevo, not only enlightened me to what living through the atrocities was like, but also emotionally established a connection of how horrific the truth of war really is; this book unfortunately, did neither.  To give it the benefit of the doubt I am now reading it as an adult, which may have changed my expectations and hardened my understanding of war, but very little in this 136 page book was memorable to me.  An AR level 6.1 the book is a quick read with some odd footnotes and definitions on each page.  I’m assuming the translator wanted to make sure the book flowed, but for some reason the bold words and obvious definitions annoyed me.  The center of the book is filled with pictures of Thura and her friends and family in both England and Iraq, which I found misleading since she never really introduces us to her friends so frequently pictured.  Overall I felt like I had more questions about what her life was like during 2003 then she answered.  I understand that it reads like a rough draft, because it is presumably her true diary, but it seems if you were going to publish it you would flesh it out a bit, explain why you ended up not going to the countryside on various occasions, explain your father’s role in the Baath party, what happened with your BBC interviews, explain why you feel that women have no rights, did you feel this way before shock and awe? What did you come to America to study? etc..

SUMMARY:

Nineteen year old Thura is in Pharmacy School when news breaks that the coalition forces are going to start bombing Iraq.  Her family is middle class, religious, but liberal, and as they prepare for the inevitable their lives become uncertain to say the least.  The oldest of three daughters Thura attempts to articulate the fear of bombs falling, the anxiousness of what will happen to their homes, friends, and families, while not necessarily being “adult” enough to be privy to all information to share insight into the rational that is now her life.  At times she seems to whine about her situation, and at other instances she has patience and maturity to appreciate that they are safe and together. The choppiness of why one day she is able to go to the journalist’s hotel, but the next day can’t leave, and her back and forth feelings about school are never explained and leave holes in her narrative.  If the intent is to explain what life in wartime Iraq was like, relying on the readers to fill in the gaps is counter productive and inaccurate.

WHY I LIKE IT:

I like that it is written by a young, modern girl, and is a conflict that in many ways is still ongoing, and providers children today with some insight beyond the headlines.  The book on the surface will allow a dialogue to take place potentially forcing students to imagine what their lives would be like in a similar situation, and how quickly the safety and security you feel can be uprooted.  She is a relate-able figure in that she is in college and she worries about her friends and family.  It is also a fairly easy read.  Non-fiction for many is dry and factual and this book reads more like a story, which I think would appeal to many students, particularly those with ties to Iraq.

FLAGS:

The book does use strong language on a few occasions: hell and bastard.  It also mentions pornography a few times, in the context that once Saddam is overthrown pornographic magazines and films are becoming commonplace and it makes her uncomfortable.  She mentions that culturally growing up she is even “embarrassed just to hear the word ‘sex’.”

She is very anti hijab and it isn’t explained why.  She discusses religion in a more cultural way, but does discuss reading Quran on one occasion, and mentions the masjid. As a whole, it doesn’t seem to be a big part of her life, but obviously is a part of her environment.  She mentions the lack of women’s rights and her frustration with her own people preventing her from moving about uncovered after the soldiers occupy Baghdad, but not knowing why she is against hijab specifically leaves a lot of guesswork that could be taken many ways in the reader’s mind.

TOOLS FOR LEADING THE DISCUSSION:

I don’t know if I would do this as a Book Club book.  I would probably discuss it with the Middle School Social Studies teacher and see if it could supplement a lesson or be offered as extra credit perhaps, but because there are such holes in the narrative I would be nervous to be presumptuous about what she means, or what was going on in certain places, being that it is a work of non-fiction.

A 7th grade lesson plan: http://chippewavalleyela.pbworks.com/f/Gr+7+Unit+3+Teacher+Lesson+Plan.pdf

The copy I read has questions and things to consider every few pages and an “Exchange” on the back inside cover with ideas, questions, and reflections outlined.

Jul29

How to Get Hijab Ready: A Guide for Muslim Girls Ages 8 to 11 by Aisha Elwan & Megan Wyatt illustrated by Sarah Hafeez

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How-to-get-Hijab-Ready

Yes I know it isn’t fiction, but How to Get Hijab Ready is such a fabulous and much needed book that any positive attention I can direct toward it, I feel is effort well spent, Alhumdulillah.  The book is obviously meant for 8 to 11 year old girls contemplating hijab.  The beauty of this how-to book is that it answers everything from how to accessorize one’s hijab to dealing with bullies in a beautiful manner.  Not only are the pictures bright and colorful, but the presentation is clear, precise and inspiring.  The authors do not talk down to the readers, nor do they make it seem like a burden as they discuss hadith, ayats from the Qur’an, challenges and fashion sense.  The book is divided into sections: The Basics, Getting Started, Having Conversations,  Worries and Concerns, and finally Your Reward for Good Deeds. Each section addresses different topics and “Aisha’s Tips” are scattered throughout to give 12-and-a-half-year-old Aisha’s tips on the subject at hand.

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Truly this book is a gift to moms and daughters alike.  I plan to let my daughter look through it for a few days and then sit down with her to discuss.  It functions as both a how-to manual as well as a reference guide and I can see it being looked at A LOT.  Additionally I can see my daughter discussing it with both Muslim and non-Muslim peers.  I think the book offers confidence, direction, and pride as young girls will find inspiration from young Aisha while having many of their concerns about hijab answered in a fun, hip way.

My only criticism is that it wasn’t around when I was a young girl.  For some hijab is an unknown, for some it is a stress, and for some it is a natural expression of faith, and subhanAllah this book in just 51 colorful pages manages to convey information, smiles, and excitement irregardless of your background.

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Jul27

The Librarian of Basra: A True Story from Iraq By Jeanette Winter

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The Librarian of Basra by Jeanette Winter

An absolutely lovely book that naturally friends have been urging me to read for quite a while, and it didn’t disappoint.  The story is about the invasion of Iraq in 2003 and how the chief librarian of Basra’s Central Library, Alia Muhammad Baker, “managed to save 70% of the library’s collection before the library was burned to the ground nine days later” (A note from the Author).  The large hardback brightly illustrated pictures show children the seriousness of war without frightening them.  The text also maintains this delicate balance as it conveys Alia Muhammad Baker’s fear and urgency in trying to save the books without overwhelming the reader.  The AR level is 3.2 and I think younger students can appreciate the importance of libraries and knowledge and preserving it.  While at the same time, older students can appreciate what is destroyed, possibly inadvertently in a war, and how individuals can make a difference.  The book scratches the surface and I’ve read some harsh critiques of the book claiming that their are glaring omissions as to why the library was destroyed, who destroyed it, why the soldiers look as they do etc.  But honestly I choose to take it at face value and to appreciate that this book exists, that the characters and community in the book care enough to save nearly 30,000 books and that it is presented in a way accessible to children.

Some Links:

How the Author acquired and retold the story: http://www.harcourtbooks.com/authorinterviews/bookinterview_Winter.asp

Fourth grade lesson plan: http://cmes.arizona.edu/sites/cmes.arizona.edu/files/The%20Librarian%20of%20Basra.pdf

Jul25

Burning Boats by Zaynab Dawood

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Burning Boats by Zaynab Dawood

burning boats

This book came highly recommended from a friend that read it aloud to her Kindergartener and I ordered a class set based on her raving review.  After trying to get into the book on three separate occasions I concluded that yet again I should have waited and read the book myself before ordering it.  So I handed it over to my avid reading eight-year-old who read it in a day and said it was pretty good, asked a few questions, and continued on her way confused as to why I couldn’t finish it.  So, I started it again determined to get through it and with Ramadan quickly approaching I thought I could motivate myself to do so.  However, I could not, and it sat on the shelf for the entire month with a book mark only a few chapters in.  At the prodding of my guilty conscious to return the book to my friend, I continued reading from where I left off, rather than starting over, again, and found that by dismissing completely who any of the characters are and how they are related, the story does get off the ground and I was able to finish it.  That being said, I think the story might have appeal if read aloud one chapter at a time. To read it in one setting did not help the story that can’t seem to decide it if wants to be character driven or action driven.  The sheer number of characters is completely over the top, there are at least 20 characters mentioned by name and the book is only 137 pages.  And honestly I never bonded with any of them.  There is action in the book, but the details seem misplaced.  The author details characters all saying salam and walaikumasalam to one another and giving moral reproaches based on Quran and Sunah, but I never felt I understood why the main characters were leaving, why the villain was so bad, or how (spoiler alert) a pivotal character in the book died. I guess by never connecting to the characters or feeling an emotional tie, positive or reproachful, the book didn’t live up to it’s potential.  The book is recommended for ages 12 and up, but I think younger children could read it and even younger could listen to it being read to them without any major concerns.  With guidance the book is by no means a waste of time, but if you recommend it to a child and they struggle to get into it, you might just have to let them find something else to read.

SUMMARY:

A small fishing village is being harassed by a corrupt businessman’s attempts to take over the entire industry in Tobay.  The principal of the school and a few close friends are trying to stop him, but have decide they cannot and thus are planning to move elsewhere.  The children are forbidden to go to the harbor as boats are being burned and crimes committed to persuade the local fisherman to abandon their solo endeavors.  With few places to play, the loss of the harbor affects the children greatly as well.  A tropical storm complicates matters as it tears through the village destroying the poor inhabitants meager dwellings as well as the damaging the school and the mosque.  With friends taking in homeless neighbors and the main family planning to leave the children plan one last game that turns dangerous when all the boats in the harbor are set a blaze.

WHY I LIKE IT:

There are some definite good qualities in the book, despite the holes.  It opened up a good discussion between my daughter and I about preparing a body for ghusl and Janaza.  It does show that people can change and that when people are sincerely apologetic and are striving to correct their behaviors, those around them should offer forgiveness in not just their words, but in their actions as well.  It also shows that good kids can make bad choices, and that the consequences can also be very real.  Similarly it shows that adults also don’t always know what to do, and that they can be forced to reconsider as well.

FLAGS:

There is violence in the book and death.  Nothing too graphic, but one might have to explain to younger, more sheltered reader,  that just because someone has a Muslim name doesn’t mean they are practicing Islam and are good people.

TOOLS FOR LEADING THE DISCUSSION:

There aren’t any online tools, but I would suggest having the readers keep a character journal.  Every time a new name appears, write down who they are, (and who they are related to), so later they can look back on it if they become confused.

Because of the “holes” in the story I would probably ask the students to give their thoughts as to what happened or why the characters decided to do what they did and then turn it back on them and ask them what they would do.

Why was Ibrahim leaving? Would you have left? What made Nasser change? Would you have forgiven him? How do you think Ayesha died? Etc.

May1

Jameela’s Great Idea by Surriah Igram

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jameela's great idea

Jameela’s Great Idea by Surriah Igram is a good read-a-loud story for small groups.   A simple story of a girl seeing her father give sadaqa, charity, on a nightly trip to the masjid, wants to also give charity.  But, to do so, she must first find a way to acquire some money.  Her ideas are lavish, over the top and  silly, but her ever patient mom let’s her pick one idea to bring to fruition, which luckily, alhumdulillah, is the only reasonable one presented.  I feel like discussion is needed with this story to provide commentary on why the ideas are not practical even though her intention is so noble.  The story is very simple, linear, and age appropriate.  It works well for preschool and kindergarten age groups with big colorful pictures, large font, and its oversized presentation.  The message is beautiful as are the pictures.  Little Jameela has a supportive involved family, they enjoy going to the mosque, they behave in the mosque, yet have fun outside in the yard, and images of covered and uncovered characters are present.  Arabic and English signage decorate the landscape and the book isn’t too long at 30 pages.  After reading it, I think children will enjoy going back to look at the pictures, however, I don’t see it being a high demand repeat read request.  Once through is pretty sufficient in getting the message, chuckling, having a little talk about it, and then moving on.  The book is a great introduction to the importance of charity in Islam, but would need to be supplemented to fully convey to even the little ones, the value of giving to others.

Apr28

The Great Race to Sycamore Street by J. Samia Mair

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the great race to sycamore street

A fun book for elementary aged children looking for a fast paced, energetic read, with Islamic morals and lessons.  Overall a great book about character, being a good neighbor, and never giving up, The Great Race to Sycamore Street is not in the AR database, but I estimate it at about a 4.3 level and think even for higher readers there is plenty to learn about archery and peach trees, and plenty to enjoy as Amani and Hude take on bullies, grumpy neighbors, dogs, and making the most of a summer with their grandma in the country.  There are 180 pages followed by acknowledgements, references, and glossaries explaining archery terms, Islamic terms, and where the hadith and Quranic ayats come from, theoretically making the book accessible to Muslim and non Muslims alike.  I however, think the book would be a bit preachy to non Muslims or to those unfamiliar with Islam.

SUMMARY:

Siblings Amani and Hude arrive in Fairfax County, Maryland to spend the summer with their Grandma Hana in the quiet town of Cherry Hill, for what they think will be a slow laid back summer of reading, swimming in the lake, and preparing for the County Fair.  Grandma Hana has the undisputed best peach tree in the county and makes the best pies to enter in the pie competition at the fair, and this year Amani gets to help.  Hude is a budding archer and with his recently deceased grandfather’s journal and old archery regalia he is determined to compete and win the archery competition.  But their simple plans quickly meet twist after twist: from bullies on the train, to swarms of cicadas greeting them on arrival, to a new neighbor who discovers the beloved peach tree is actually on his property and he wants it gone, to the bullies on the train ruling over the lake and proving to be great archers themselves.  Can the  peach tree be saved? Can they be victorious at the fair? With lots of stories about Prophet Muhammad (Peace be upon Him) woven in, and ayats from the Quran used to emphasize points, not only is the book a quick action packed story, but it is also poignant, educational, and memorable as well.

WHY I LIKE IT:

I love that it is clean and requires the brother and sister duo to work together to do something that is bigger than themselves.  I also love the way that Islam is given practical uses for the children, it isn’t taught in the abstract they must pull on their understanding of their deen to decide what to do, how to act and what the next step should be.  I also like how the fast paced story is set in contrast to the slow thematic ideas of a peach tree, baking, archery, and a stereotypical summer with grandma.  Most readers I would assume don’t know that much about fruit trees and county fairs and archery, and I think the author does a good job of introducing the audience to these concepts and weaving Islam into it while keeping the story exciting and moving along.

FLAGS:

Clean, alhumdulillah.

TOOLS FOR LEADING THE DISCUSSION:

The plot is pretty linear, and a quick discussion of what every one liked and perhaps what surprised them would be a sufficient review of the story. From there I would probably go through the reference of hadith and ayats from the Quran to guide the discussion, you can get the online reference of that here:

http://www.kubepublishing.com/the-great-race-to-sycamore-street-free-reference-sheet/

scroll to the bottom and click on the link to download the text.

Apr24

The Cat at the Wall by Deborah Ellis

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The Cat at the Wall

 I had really high hopes for this book after reading and loving all of Deborah Ellis’s Parvana books and thoroughly respecting her ability to take highly complicated world events and presenting them in a compassionate palatable manner for elementary aged students to digest and benefit from.  The premise of the book intrigued me, a reincarnated 13 year-old-girl comes back as a cat in the middle of Bethlehem and is soon in the middle of a village conflict between Israeli soldiers in a Palestinian’s home.  I wanted to love it, but ended up just liking it and wishing there was more substance.  I was hoping for more understanding of the conflict and the history not just of an arrogant bratty girl, reflecting back on her life as a human now that she is a cat in a volatile region. The book is a fairly easy read as you really have only three main characters that you get to know, the others just transparently breeze through, and the book is only 144 pages and an AR level 4.8.

SUMMARY:

Clare is an incredibly abrasive teen that bullies students at school, lies to teachers and her parents, constantly berates her sister, steals, cheats, and who is not someone you would want to be around or be like in any way.  So while her dying is sad, in and of itself, when she comes back as a cat with the exact same characteristics, she is still hard to like and root for as a whole.  As a cat, Clare understands all languages and finds herself in a home that is being commandeered by two Israeli soldiers, Simcha and Aaron.  Simcha is an American who has come to Israel, joined the IDF, knows little about the Palestinians and is full of hostility.  Aaron is Israeli and speaks Arabic and has more compassion. Clearly Ellis was trying to show that while both are soldiers their attitudes are vastly different, even if their actions are more or less the same.  While scrounging for food, Clare realizes, with her heightened cat smell, that there are more than just the two soldiers in the small home, there is a boy hiding in a trap door in the floor.  The soldiers are at a loss what to do with this small terrified seven or eight year-old-child who recites the same poem over and over and rocks back and forth.  As the soldiers spy on the neighbors, their presence is uncovered and a stand-off between the angry villagers, the people inside the home and the Israeli army ensues.  What can be done to prevent the loss of life? What can Clare the cat do? What is she willing to do, if anything at all?

WHY I LIKE IT:

The words and sentences are simple, which balances out the flashbacks that could be confusing to students younger than fourth grade.  The story flows between the current situation, Clare’s life as a human, and Clare’s life as a cat before coming to the home with the soldiers and boy.  I like that it isn’t made a black and white issue, but I don’t know if based on the book alone the reader truly understands why the villagers would be upset, how much of a reality it is to be berated by soldiers, to have your home taken over, to have kids being beat by soldiers and the dehumanization of checkpoints.  Ultimately the story is about Clare and if she can change, if she wants to change and can she make a difference in the world, the backdrop is simply the Israel Palestine conflict.  Obviously I would be nervous to introduce the concept of reincarnation in an Islamic school setting, but I have recommended the book to certain students who are mature enough to respect that some people do believe this, that the book is fiction, and are aware of the daily oppression of the Palestinians, and the violence that is a reality for so many.   I think as a teaching tool the book offers a lot in terms of teaching point of view, personification, and organization.

FLAGS:

There is violence and the threat of violence, but it is handled respectfully.There is talk of Christianity and Jesus that most students would be fine with.  Reincarnation is present, but played down at the end leaving the door open for interpretation. The human Clare is rather despicable, but she is painted as such and her flaws are not celebrated.

TOOLS FOR LEADING THE DISCUSSION:

There is a nice question and answer section with the author at the end of the book.

The author’s website: http://deborahellis.com/books/#cat-at-the-wall

An educator’s guide: http://groundwoodbooks.com/wp-content/uploads/2015/01/9781554984916_guide.pdf

Apr22

Sophia’s Journal by Najiyah Diana Maxfield

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Sophia_s_Journal_Final_large

It is not terribly uncommon for my mind to remain stuck in books long after I have read the last page, but it has been a while since an Islamic young adult book has held me hostage.  This book was recommended to me by Anse Tamara Gray whose Daybreak Press published the book, and while I tried not to have any expectations, even if I had, the book would have blown them out of the water, mashaAllah.  The book is not in the Accelerated Reader database, but I added it to our school’s so that the students could read it, test on it, and then gather together during our next book club to discuss it.  I estimated it at about a sixth grade level fifth month, and would recommend it for middle school, high school students, and adults alike.

SUMMARY:

Sixteen year-old Sophia is on a family bike ride when she finds herself falling into the Missouri River and waking up in 1857 Kansas.  The acclamation of a 21st century Muslim girl in to what history will name Bleeding Kansas is both heart warming and inspiring in its details of every day life.  Sophia takes a hands-on active approach to helping the kind family, the Sampsons, that takes her in, and she learns everything from shooting to cooking to riding a horse.  As she learns the skills needed to survive, she truly becomes one of the family.  The beautiful way that Islam is woven in as such a seamless part of Sophia, whether she is in the present or the past, is inspirational for readers of all ages and made me at least question if I would be that strong.  Sophia’s relationships with the other characters is what makes the story so magical, getting to see the humanity and strength of people coupled with the same emotions of heartache, longing, and love we can relate to, in our own lives, draws the reader in and makes the story fascinating and hard to put down.  In addition to the story, the historical setting of slavery and relations with the native populations add depth that many students should already know about, and will enjoy seeing in a fictionalized account.  The twists and climax keep the reader engaged, and keep me from spoiling too many plot details in this admittedly vague summary.

WHY I LIKE IT:

I enjoy historical fiction and to blend that with a Muslim character is a great premise in my eyes.  Seeing a strong Muslimah lead in a quality entertaining book that is tactfully done is such a rare find.  Sophia’s strength is quiet, yet powerful, and the slower pace forces the reader to analyze themselves as they discover the characters.  It reminded me of Anne of Green Gables in its tone and style and I think that our middle schoolers need this change of pace and I can’t wait to see how Book Club goes.  I love how strong Sophia is with her deen, her convictions about slavery, her determination to help others, and to learn.  She easily could whine and complain that her cell phone is dead and she misses her family, but she doesn’t, she has a tenacity and attitude that elevates her to a status that you want the readers to look up to her and emulate her.

I also like that Sophia is respectful of other’s religions and they are respectful of hers, the author draws on similarities and discusses Islam in a way that shows it as a living breathing part of life, that is truly a breath of fresh air.  The climax and ending are not predictable and I appreciate that as well.

FLAGS:

There is referred to violence violence, slavery, racism, a tinge of  romance (in an 1857s kind of respectful way), but nothing overly graphic or sensationalized.  Overall nothing a middle school student and up could not handle.

TOOLS FOR LEADING THE DISCUSSION:

There are no reading guides or outlines to teach the book, however, I think there is PLENTY in the book to discuss and if you are like me and the few students I’ve already asked to read the book, not talking about it is harder than finding meaningful points to discuss.

Apr20

From Somalia With Love By Na’ima B. Robert

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From Somalia With Love By Na’ima B. Robert

somalia

This book was a great glimpse into Somali Muslims in the UK, a world I admittedly know nothing about.  Whether accurate or not, I loved the incorporation of words, foods, culture, all of it.  And most of all I love that the main character Safia is a Muslima.  Yes, the point of the book is a coming of age story as she searches to find herself and define who she is, but in every sphere she is defining herself in, Islam is present.  Her home-life, her friendships, her poetry, all of it.  My only concern in recommending the book to my students. I think 7th and 8th graders, even in an Islamic School, can understand the temptation of going to the movies with someone of the opposite gender, of sneaking out, I think they can understand dealing with someone they love that is making bad decisions, in this case her brother experimenting with drugs and alcohol (the author doesn’t go into explicit detail).  But, truly one page (page 128) just goes too far for my students.  Had he tried to hold her hand, or kiss her even, I think the message would still come back to her conscience and her repentance, but the implied attempted rape pushes the issue over the line in my view, for my sheltered students.  High School students I think can handle it and I think lends itself well to a discussion on boundaries, respect, and sexual violence.  The AR level of the book is a 5.1 and it is a quick 159 page read.  There is a glossary of terms and phrases in the back and the font and book size make it very approachable and inviting to readers.

SUMMARY:

Safia Dirie is a 14 year-old-girl living in East London with her Mom, two brothers, and in close proximity to her large extended Somali family.  Safia is a good student, very close to her mother and very devout in her Islamic faith.  Like most teenagers she is defining who she is in a world that doesn’t seem to understand her.  Unlike most however, she has the added burden of being a religious and cultural minority.  In addition to handling friends, and temptation, she also learns that her father who has been missing in Somalia for the last 12 years has been found and is coming to live with them in London. The focus through the whole story is Safia and the reader is definitely drawn into her struggles of how to help her brother, who is rebelling, how to be a good daughter, and with her internal debates to drift closer to a less religious cousin who encourages her join in activities that Safia is hesitant to be a part of. Once her father arrives everything she has known is threatened and the issues and struggles intensify.  Despite efforts Safia can’t connect to her father and the changing dynamic of the family tests her in ways that while fiction and extreme, I think many can relate to and sympathize with.

WHY I LIKE IT:

The book does a good job of showing how people are not “good” or “bad” and how often mistakes, are just that, mistakes. It also provides hope that people can recover and improve.  The heart of this book is Safia’s and Safia’s heart is pure and has a strong connection to Allah (swt).  She sways and swerves, but never loses sight of who she is at her core, and i think for many young Muslim’s today that is an incredibly strong message.  That mistakes can be made, and Allah (swt) will forgive.  That intentions and repentance are real and valid, irregardless of where you are in life.  From friends Safia wrongs, to a brother who realizes what he is doing is wrong, to a cousin who is passed around without a permanent place to belong, to a mom trying to balance a returned husband, every character is fallible, yet not beyond hope.

FLAGS:

 The attempted sexual violence.  The implied drug abuse and lying of Ahmed, Safia’s brother.  The lying of Safia to her mom and parents about her whereabouts.

TOOLS FOR LEADING THE DISCUSSION:

The Author’s blog about the book: http://fromsomalia-withlove.blogspot.com/