Tag Archives: bangladesh

Apr5

Not Now Noor! by Farhana Islam illustrated by Nabila Adani

Posted on April 5, 2023 by islamicschoollibrarian

This 32 page book is incredibly adorable and silly, and yet so vague in the answer that is the whole premise of the book, that it really has me wondering why we are so afraid (in children’s books and possibly in our daily lives) to say that we wear hijab because Allah swt commands it? The book articulates that we are Muslim and that hijab defines us, which I love, it just seems that while the rest of the book is incredibly direct and funny, the answer is fuzzy and lyrical. It is by no means wrong, it just at the end presents what hijab means, the benefits of wearing it, and one’s personal feelings toward it, while skirting the answer the girl keeps asking of why? It seems to be a common approach lately, and I wish that more picture books about hijab would clearly articulate that the commandment to cover is in the Quran. It isn’t for any other reasons. It may have perks of keeping your ears warm, fashion, or hiding your earbuds, but that isn’t why Muslim women wear hijab. Perhaps the trend has me more frustrated than this book on its own warrants, it really is sweet and I don’t regret purchasing it and having it sent from the UK. It allows for a serious conversation about hijab to occur after, and it intentionally pushes the humor, which I definitely think we need more of in Muslim centered books.

The book starts with Noor identifying what her Ammu’s hijab is and isn’t, how she wears it and how she doesn’t. The next page shows Noor’s bustling family and she compares how her Ammu’s hijab is not the same as her Nanu’s or Dadu’s or Aunt’s or even her sister’s, but she doesn’t know why any of them wear it. Yes, I’m sure there is some pointed criticism I should make about how can a child her age not know, but I think for the sake of it being a book and being comically done, I am willing to let it slide. I do wish that the spread had the women and their style of wearing a scarf shown. I appreciate that they are in the dining room at home and thus not wearing a scarf, Nanu is because Dada is in the picture, authenticity which I love seeing, but children need a little more hand holding to see which person the text is talking about. Yes I know there is a family tree on the inside cover, but at story time, it is cumbersome to flip back and forth.

Back to the story, Noor starts by asking her sister, the coolest hijabi she knows, if she wears it to hide her snacks in, or hide her big ears, but Affa brushes her off with a, “not now, Noor” and she is off to the next family member to ask. Each time the rationale gets more outrageous: hide the eyes on the back of your head, prevent you from getting nits, etc.. And each time the person she asks sends her on her way with a “not now, Noor.”

When Noor finally gets to her mom it is she who answers with poetic lyricism, “We are Muslim women, my Noor, Unapologetic and true. We are believers. We are dreamers. We are thinkers. We are leaders. We can wear our hijabs on our heads like our hearts on our sleeves. Whether you choose to or not, my Noor,, we are so many things…and we are more than enough.” On the next page it continues, “My hijab is not just a scarf. It means more to me. It is a reminder of who I am, where I’m from, and where I’m going to be. And perhaps one day you’ll understand what I mean. Because, most of all without my hijab, my Noor, I don’t feel like me.”

A flowery sentiment, but little Noor and the reader never got the answer as to why Muslim women wear hijab, and I think that it is unfortunate. The book is beautifully illustrated, the size is great to be shared, the text funny, the voice playful, the joy contagious but the answer for me, just missed the mark, not by a lot, but by enough that I think an adult would need to supplement the overall takeaway message.

Jan30

A Bit of Earth by Karuna Riazi

Posted on January 30, 2023 by islamicschoollibrarian

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This Secret Garden retelling mixes the heart of the original with a dash of modernity, the flavor of desi culture, and the lyricism of a good writer. Over 368 pages the slow plot but rich imagery will draw readers in, hold their attention, and leave them thinking about the characters they have been fortunate to spend time with on Long Island. Islam is practiced and normalized and naturally woven into the Muslim characters’ daily lives without othering or over explaining. I did struggle a bit trying to keep the relationships of who was supposed to be caring for the protagonist at various points since her parent’s died clear, but once I abandoned stressing about it I was able to be swept away. I recently reread The Secret Garden with my own children and the original is not plot heavy, nor action packed, but I watched as my own children were drawn to the slower, more grounded (pun intended) nuanced tale, and I think this book, in the same vein, will find its way in to the hearts of middle grade readers. The book is clean, there is a possible crush hinted very slightly at the end, periods are also endured, and I do have reservations of the terrible marital relationship between Mr. and Mrs. Clayborne, but it establishes that change will occur, so at least it isn’t normalized. There are sprinkles of magic implied regarding the house, but it is always framed without clarity and in a subtle way to set the tone and the emotions the characters are feeling more than centralizing something rooted (see I did it again) in fantasy.

SYNOPSIS:

The book updates and mirrors the original fairly well with an obstinate orphan arriving at a sprawling house, finding a prickly boy, and setting off to form a tentative toleration of one another with friendly neighbor kids in a garden that is unquestionably off limits.

Maria Latif arrives from Pakistan against her will to be taken in by a distant relative (I’m not sure how she is related), but Asra has been called away and she is forced to stay with Lyndsay, the new wife of Mr. Clayborne. The first wife was a friend of Maria’s family, but Lyndsay is just as emotionally overwhelmed and lost as the child in her charge. With Mr. Clayborne away on businesses, his mother Charlotte keeps them all on edge. When Colin Clayborne is expelled and returns home, more tension erupts and the two children find themselves in an off limits garden trying to make the most of a difficult situation.

WHY I LIKE IT:

I love the mix of poetry and standard novel format. It is beautifully written and clearly the author does a remarkable job of making her very unlikeable characters worm their way in to the reader’s heart. Both Maria and Colin are thorny and difficult, stubborn and rude, but you seriously cheer for them, and I did shed a few tears at the end. With the author’s writing ability apparent, I’m still not sure why the foundation of the relationships and getting Maria to the Clayborne home is so cumbersome. It is too muddled and it drags the book down every time it is revisited. The Dadi having the aunt’s phone number was too easy, the inconsistency of the neighbors having no relationship to the Clayborne’s for so long and Lyndsay not even pausing to think another Bangladeshi family living a few houses down might be my husband’s first wife’s friends, seems inconsistent. Honestly Lyndsey in general needed to read like a competent woman struggling, not a teenager in over her head. I disliked her and Mr. Clayborne’s relationship and I would hate to think any reader would find it ok or normal.

I love the Islam and how it presents when the character has to pray, she goes and prays, it is part of the story and it is seamless. I don’t think the culture is handled quite as well. Lyndsay is a foot writer who is always cooking, yet knows nothing of desi foods? If Colin’s mom is desi, wouldn’t she at some point tried to cook familiar foods for him. Half the neighborhood is Bangledeshi, so it seems everyone has a parent or step parent or distant relative that is desi and I loved the normalizing, but it seemed a bit assuming. I don’t think kids will wish it was more clear, but as an adult reading it, I felt like it needed to be interjected more without explanation, or if left as is, adding some context. I also wanted to know what Maria’s parents did and a little introspection from Maria. Again as an adult I see how her anger and grief changes how she remembers them, but from them always being away, to such soft poignant memories at the end, I think kids will need a little hand holding to understand the grief process and her understanding of them. As it is, they just seem terrible and then all of the sudden great, and the pacing gets thrown off in the process.

FLAGS:

It seems to hint at the end that Maria might have a bit of a crush on Colin, I honestly thought up until a single line that they were making a chosen family with the people who cared for them, but that line seemed to suggest it might be more of a romantic feeling than friend or brotherly. I read an early copy, so this is subject to change.

Maria gets her period and it is detailed what she is feeling. I think boys and girls can and should read it. It is presented on age and appropriately: cramps, achy, dry about blood leakage, having it start young like her mother, etc..

Implied magic (possibly), music and musical instruments being played, milaad, lying, sneaking, being kicked out of school for physical assault, close male and female friendships, ADHD stigma.

TOOLS FOR LEADING THE DISCUSSION

I think this book would work in a classroom and would appeal to readers in an Islamic or public library. I would consider it for a middle school book club, I think readers will connect and feel empathy for Maria, Colin, and Lyndsay and be better for it.

I preordered my copy HERE and I hope you will do the same

Dec2

The Love Match by Priyanka Taslim

Posted on December 2, 2022 by islamicschoollibrarian

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This new YA book features Muslim characters, but is not a religious conscious read that fits in the halal category. There is a lot of Islam: waking up for fajr, celebrating Eid, a hijabi, mention of jummah, but the OWN voice rom com sets boundaries based on Bangladeshi culture and American perspectives. The book does not other, or have internalized Islamophobia, or fall in to tropes of oppression and rebelling- quite the contrary- it normalizes everything: LGBTQ+ relationships, dating, music, etc. The book is well written from a literary perspective: easy read, fleshed out characters, resolved plot lines, I wish there would have been more slow burn and heightened emotion, and cathartic release, but it happily held my attention for 388 pages, so I can’t really complain about plot holes or development. The problem I have as an Islamic School Librarian is the non issue dating and romance is for the characters with their parents knowledge, both lesbian and heterosexual. The book doesn’t get graphic, in fact there is only a handful of kisses, but there is a lot of hand holding and pdas in front of parents and even a sleepover with a lesbian couple in a Muslim family’s home, again, nothing “racy” occurs, but the normalization is worth noting for those thinking a Salaam Reads book is going to be a more Islamically centered publication.

SYNOPSIS:

Zahra Khan has graduated high school, and while she’d love to be heading to Columbia to study writing with her best friends, she is stuck deferring her admission and scholarships, and hiding her dream to be an author. Two years earlier her father has passed away and Zahra works in a tea shop to help keep a roof over the heads of her mother, grandmother, and siblings. In the Bangladeshi community in Patterson, New Jersey Zahra’s mom imagines arranging a marriage to a wealthy family for Zahra to ease their financial stresses. When a potential match comes a possible reality, Zahra takes control to try and keep the peace and keep her dreams within reach. In Jane Austin-y feels, a love triangle emerges, friends step up, culture and family touchstones shared and appreciated, and decisions about the future will have to be figured out at 18 years old.

WHY I LIKE IT:

I loved how easy a read the book is, the cultural framing was warm and rich and never overly explained or apologized for. It is what it is, it is who the characters are, and while at times they push back on the negatives, it doesn’t disregard the love that exists at the core. Unfortunately, I really struggled though with the ease in which the characters date with their parents’ knowledge, hold hands, cuddle. I really couldn’t imagine a practicing Muslim family being so supportive of a lesbian daughter in the way that the Tahir family is and allowing a sleepover, nor could I see a hafiz attending musical concerts and Bollywood movies or an imam passing on “love” notes, even side comments about a loan between mother and daughter being paid back with interest felt off. I know I know, there are lots of shades of Muslims, but the normalcy of haram I feel in a review of this book should be noted. It isn’t side mentions, they are central to the story and large portions of the book. The reason I also feel they are worthy of note, is because the book includes a lot of Islam as well. The characters pray and fast and eat halal. They are conscious of chaperones in some settings and keeping things appropriate. There is no doubt that the characters are Muslim, but I think intentionally, to avoid perhaps critiques such as mine, Islam is not used as a reason to do or not do anything, Islam is not used in the thought process or conscience of the characters, culture is. There is no haram police setting boundaries, it just isn’t what “good Deshi girls do.” To be fair, I don’t think the author has ever claimed that this is a halal love story, or that the characters are exploring their Muslim identities, it is a love story that features Muslims is all.

FLAGS:

Straight and sapphic relationships, secret relationships, kissing, hand holding, hugging, lying, music, loss, bullying, interest.

TOOLS FOR LEADING THE DISCUSSION:

I would not be able to use this book, it would be very damaging to be given to a Muslim child from a Muslim teacher in an Islamic school. It normalizes a lot of haram in a familiar Islamic framing that I think would really confuse YA readers who see themselves and see no push back or consequences for actions they know to be against Islamic ideology.

Mar9

The Katha Chest by Radhiah Chowdhury illustrated by Lavanya Naidu

Posted on March 9, 2022 by islamicschoollibrarian

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The Katha Chest by Radhiah Chowdhury illustrated by Lavanya Naidu

This 40 page picture book for preschoolers and up shows connection to family, memories, and Bangladeshi culture as a little girl explores the quilts made from her Maa and aunts’ worn out saris. This book has been on my radar for a while and while there is nothing wrong with the slow and thoughtful story, it didn’t sweep me up in a hug and wow me, as I had hoped it would. The illustrations are as critical as the words in conveying the message, and the illustrations are indeed beautiful, I guess I just needed more. More connection to the emotion the little girl was feeling recalling the strong women in her life, more impact to the fact that her Nanu is no longer with them, and more understanding about the history of Bangladesh that seems to shape the memories. I worry that most readers simply won’t get anything other than the surface level of the book, which is ok, the memories woven through generations manifesting in quilts, is tangible and perhaps enough. I feel like, however, the framing of the story and the textless illustration pages attempted to add more layers to the story, and I think to anyone not Bangladeshi, those layers might not be understood. I wish their was an afterward with notes about the pictured references, inclusion of such backmatter would really open the book up to a wider audience, and give the book discussion and staying power in my opinion. If you are Bangladeshi this book will be a treasure I’m sure, and I’d love to hear your thoughts on it.

Asiya loves going to her Nanu’s house, there are treasures there. Her favorite treasure is the katha chest. An old trunk full of the quilts made from the old worn out saris of her Nanu, Maa, and khalas. She snuggles in their warmth and listens to the stories they tell. Stories of hardship, joy, skills learned, moves made, loss, death, love and family.

Boro Khala’s looks like Khalu’s medal, from a sad time when he was away. Mejo Khala bright oranges and yellow like her fingers. Shejo Khala’s is stiff and neat, she is never messy. Choto Khala’s has a white streak like the white saris she wears since Khalu died. Maa’s katha is patchworked and different than the others, and Nanu’s is paper thin and smells of tea, old books, porcelain and wood.

There is an author’s note and illustrator’s note detailing the construction and value of kathas, but nothing about Bangladeshi wars, wearing white after a husband’s death, or the textile skills and artistry shown. The book would read well with context or activities about family heirlooms, connections, and traditions.

Jan5

The Unexpected Friend: A Rohingya Children’s Story by Raya Rashna Rahman illustrated by Inshra Sakhawat Russell

Posted on January 5, 2022 by islamicschoollibrarian

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The Unexpected Friend: A Rohingya Children’s Story by Raya Rashna Rahman illustrated by Inshra Sakhawat Russell

I have mixed feelings about this book. On the surface I am thrilled that there is a story highlighting the plight of the Rohingya for children and that it includes some character depth and relatability to global readers. On the flip side, the book is very vague and could be any refugee in any camp and is not Rohingya specific. Additionally, I feel that it is too idyllic. I am no expert by any means, I wouldn’t even say that I am well-versed, but the book paints an impression of a thriving organized camp with medical help, orderly food lines and a vibrant school. Yes, it talks about the lines being long, and naturally if you are out collecting firewood, it is a bit rugged, but I don’t know that the lasting impression is a humanitarian crises. I understand that in a 36 page, kindergarten to 2nd grade book, political complexities and horrors are not a natural platform, but I worry that the aim of bringing attention to the situation will miss its mark by not capturing its truth more clearly.

Faisal has just finished his afternoon prayer and while outside the mosque he hears a faint chirping and discovers a small bird with a hurt wing. He and his friend Rahim take the bird to the learning center to be cared for while the boys head to the forest to collect firewood.

The forest can be dangerous, but in order to cook, they must have wood to burn. While in the forest, the boys encounter an elephant and remark on how they are depleting the animals’ natural habitat. When leaving Faisal trips and falls, scattering his collected firewood and breaking his arm.

Rahim offers to share his firewood with Faisal and the two head back to camp to get Faisal to the doctor. Like the bird, who’s wing has been bandaged, Faisal now too has a hurt appendage. The two spend every minute together for weeks, and when both have healed, Faisal admits he doesn’t want to let the bird free. He knows it is the right thing to do and alas allows the bird to go.

The book has an afterword regarding Cox’s Bazar and information about the author and Save the Children Foundation.

Oct8

My Laugh-Out-Loud Life: Mayhem Mission by Burhana Islam

Posted on October 8, 2021 by islamicschoollibrarian

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My Laugh-Out-Loud Life: Mayhem Mission by Burhana Islam

Fairness aside, any book about a genuine Muslim British boy written in first person with doodles, lists, and hilarity for middle grade readers is going to be compared to the Planet Omar Books, and not only do they have the advantage of being first, but they also have set the bar really high. This 266 page book is decent and fun, and if your children enjoy Omar, they will enjoy this, but even my kids compared the two and found this one just a bit lacking. The story is outrageous and funny and has a lot of heart, the writing is sufficient, it just feels like the story gets away from the author. Information is given for no reason and to no purpose, the story loses its way and fumbles around for a bit in the middle, seems to get off track at points, and is a bit weak in character development. That being said, would I purchase and read future books in the series? Absolutely! I love that the standard and quality for books with Muslim characters by Muslim authors for our children are at this level. There is no apologizing for Islamic Bangladeshi culture in this book, and the mainstream publication means Muslim and non Muslim children are seeing a nutty, loving family that they can relate to in a myriad of ways, alhumdulillah.

SYNOPSIS:

Yusuf’s much older sister is getting married, and she remarks that he now needs to be the man of the house. Unsure of what that means, he asks Sheikh Google, and is not prepared to do what it entails. Not at all, he is only nine, but rather than discuss it, he decides instead that he must stop the wedding. So, with a bit of help at times from his cousin Aadam, it is full steam ahead to sabotage the upcoming nuptials. With little time, he attempts to make his sister unwanted in her inability to cook, keep her hidden in her room by removing all the hijabs in the house, spreading rumors that she has died, ruining her wedding dress, and more, so much more. It is cringe worthy at times, and hard to put down at others, but alas there is a happy ending, and lucky us, we get to read all about it in Yusuf’s year five what I did over summer vacation essay.

WHY I LIKE IT:

I love that the family dynamic is a single mom, her mom, and the two kids. I think it is important to show some diversity that reflects the family situations of many Muslim children that have thus far been a bit down played. The book is relatable and contemporary with Marvel references, while tossing in everyday cultural references too. The family prays, does tasbeh, memorizes Quran, covers, etc. The book tries to give some depth to the characters, such as Yusuf’s eczema, but it kids don’t get it and the text muddles it to the point, that it misses connecting to the readers. Also, even kid readers get that a simple conversation could have prevented most everything in the book. Time is tight, but not that tight for things to get so outrageous. The book is a British, but I think US readers can handle it, they may, like me, have to Google Jaffa Cakes, but I think they will be fine.

FLAGS:

Deceit, sneaking, lying, gossip, destruction of food and property.

TOOLS FOR LEADING THE DISCUSSION:

I don’t think the book would lend itself to a book club, but I think home and classroom and library shelves will benefit from hosting this book.

Sep27

Beautifully Me by Nabela Noor illustrated by Nabi H. Ali

Posted on September 27, 2021 by islamicschoollibrarian

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Beautifully Me by Nabela Noor illustrated by Nabi H. Ali

This 40 page glowing OWN voice book bursts with body size positivity, Bangladeshi culture, Islamic terminology, diversity, and a beautiful message. The illustrations and theme alone make the book worth your time and reveal how few body positive books are out there for our early elementary aged children. That being said, the book might require or benefit from some child led discussion. If your child is aware of various body shapes including their own, then this book is a great mirror to build them up and as a tool in emphasizing the critical importance of understanding and knowing people are beautiful just as they are. If your child doesn’t seem to be aware that society views individuals with a larger body size as being a negative, this book might take a little navigating as the theme is more focused on pushing back on fat shaming than it is on accepting all body types. The book also opens its self up to discussions about pronoun identity, what beauty means, why people tease or be mean to themselves and others, and being aware of how our words affect those around us.

The family is visibly Muslim with Zubi starting with salaam. The mom wears hijab and a sari, even at home, Dadi also has her head covered. Eid is mentioned as a time when a gift was given that is too tight to wear, and worth noting from an Islamic perspective- Zubi’s sister is dieting to look pretty at a school dance. Bangladesh is represented in the foods and some of the phrases the family says, and the clothing mentioned and depicted in the illustrations. There is a glossary at the back.

Zubi is excited for her first day of school, she slides on her dress and shirt her mom had made for her in Bangladesh and her bangles on each arm. She heads to her parents room to show off her outfit where she finds her mom in a gorgeous yellow sari complaining about her big belly. At breakfast Dadi has made flaky parathas, but Zubi’s older sister Naya is dieting and would rather have oatmeal. Dad calls the girls to take them to school when his mom asks how come he hasn’t worn the new shirt she got him for Eid. He embarrassedly admits he has put on some pounds and his size is now a large, not good.

At school she is having fun and even makes a new friend, but at recess some one yells that Alix looks fat. Alix is wearing a yellow dress that Zubi thinks is beautiful and doesn’t understand why when they are called fat in it, it comes across as negative. After each incident Zubi mulls over what she is hearing and what it means for her, once she is home though she isn’t quite ready to talk to her family about it. At dinner, it all hits her as she decides she too shouldn’t eat, that she should be on a diet to be pretty. She heads off to her room, as her family realizes the impact of their own views and words about themselves, have had on Zubi. The family works to unpack their own mistakes and be better all while making sure the message to Zubi is that you are beautifully you.

I like that the book has the dad helping the mom put on her sari, and the dad comes and chats with Zubi about what happened at school. Mom might be in the medical field, she seems to be wearing a white coat over her sari, which is subtle and impressive that she is going to work in a sari for anyone that has ever tried to wear one and simply get in and out of a car (just me maybe). I do like that the mom remarks that she should be kind to her body since it housed her daughters. I think reminding us that bodies serve a miraculous function is important. I love the diversity in the classroom and how full of life Zubi is in all aspects of her day. She is proud of her culture, and sees those around her as being bright, kind and funny, not just the shape of their bodies. Some of her self reflections after an incident do highlight that many kids, including Zubi, don’t see body size as good or bad, its just one’s body. Hopefully the adults reading the book will also be reminded and realize that is a message worth actively working to maintain, at any age.

I think some of the criticism about the book not showing healthy food choices, or overall health is that we sometimes expect one book to do it all when there aren’t a lot to chose from. The book celebrates being beautiful AND being big. It doesn’t need to address all the societal and adult baggage that comes from food choices, lifestyle, health, judgement, stereotypes, etc.. And I think if you feel really strongly and defensive about it, then focus on pushing for more books, not one book to do it all. Encourage illustrators to show a variety of body types on the pages of books in young children’s hands as well as by toy makers, cartoons, movies, tv shows, etc.. Body positivity and being confident in yourself, no matter your size, shape, appearance, benefits everyone. Celebrate being beautiful.

Jul16

Samira Surfs by Rukhsanna Guidroz illustrated by Fahmida Azim

Posted on July 16, 2021 by islamicschoollibrarian

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Samira Surfs by Rukhsanna Guidroz illustrated by Fahmida Azim

I have been anxiously waiting for this middle grades 411 page book in verse to be published. The last few books I’ve read in this style with smart strong female protagonists have blown me away. This book unfortunately really fell flat. I think the difference is most OWN voice narrative do so well in prose when the emotion can be felt and explored deeply, so that when the story moves forward with sparse words the reader can forgive the gaps and jumps. This didn’t have that insight, sadly, and just left a lot of holes for me. The author’s family on her father’s side is Muslim, she is Persian Indian Chinese, not Rohingya or Bangladeshi, and that isn’t to say that she can’t write a story about them, but it just felt lacking, and this is my assumption as to why. The author is a surfer, and that is where the detail and passion really shines. The book is fine, it just didn’t inspire me or move me. It checks boxes for having characters with strong Muslim identities, highlighting a persecuted population, showing diversity within subcultures, and showing universal similarities, so I’m glad the book was written and is available, I just wanted it to be so much more.

SYNOPSIS:

Samira and her family have recently made the perilous escape from Burma to Bangladesh. Burma decided that the Rohingya must be killed and convinced the majority Buddhist to turn on their Muslim neighbors. Her parents and brother survived, but her grandparents, her Nana and Nani, drowned on the way. Samira’s family were turned away from the over filled refugee camp in Cox’s Bazar and have set up with others, their own meager living on the outskirts. Samira’s father works for very little illegally as a shrimper, her brother as a waiter, and she sells eggs on the beach to tourist. Ever on the lookout for police and from angry Bangladeshis, life is lonely and frightening. Slowly Samira starts to make friends with other girls, her brother Khaled is helping translate and is beloved by his employer. When their father gets injured however, the family is thrown in turmoil as they need his income. At this same time Samira starts to be tempted by the ocean and the surfer girls that seem so free and fearless as they take on the waves. Knowing that her family will not support her surfing, her brother agrees to teach her how to surf in secret, like he is teaching her to read and write English. A surfing contest is announced for boys and girls with a substantial monetary prize for the winner, but Samira is not allowed to be in the water, and the Bangladeshis in charge of the surf boards are not happy with how much potential Samira has to win the competition.

WHY I LIKE IT:

I love that the story brings some awareness to the under represented Rohingya and that it shows resilience and strength. It talks about religion, they opt not to fast in Ramadan because the father is weak after his accident and he proclaims that if he isn’t fasting no one should. The men go to the mosque, the mom talks about hijab. Cultural words are dropped in and foods mentioned. The illustrations are fun and engaging and do a good job of breaking up the text and keeping the reader connected. I loved the dad and his way of supporting his kids, I also loved the brother sister relationship, but ultimately, the plot holes just overwhelmed the straightforward story line.

I wanted to know more about the tourist near this refugee camp, who were they (Bangladeshis? foreigners?) and what was that dynamic like. I wanted to know where the eggs came from and how that was set up as a job for Samira. How come the family was nervous about Samira being on the water since that was how her grandparents died, but not her brother? I get that as a female grows the family might not want her in a bathing suit out swimming for modesty issues, but I didn’t like how the book just chopped it up to swimming being against Islam, clearly she was taught to swim and obviously it isn’t. I was looking forward to some big reveal about the brothers notebook of drawings. I thought maybe he would get them to a newspaper or get them shared somehow to give insight to what his people were experiencing. It seemed like it was teased that there was going to be a climax there, but there wasn’t and it felt misleading. I didn’t get the whole standoff with the other surfers protesting if Samira wasn’t allowed to surf they wouldn’t either. If the organizers weren’t letting her that makes sense, but why would her parents care? There wasn’t a clear connection and the speed and vagueness in which it was resolved was disappointing as it was presumably the point of the story.

FLAGS:

Fairly clean. There is bullying and mention of death.

TOOLS FOR LEADING THE DISCUSSION:

I don’t think I would do this for a middle school book club. It is a solid middle grade read. Possibly it could be used to supplement a larger unit of study about refugees or particularly the Rohingya. Older readers will be left with more questions than they had when they began the book though, and wonder what the point of the story was at all.

May7

Piece by Piece: The Story of Nisrin’s Hijab by Priya Huq

Posted on May 7, 2021 by islamicschoollibrarian

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Piece by Piece: The Story of Nisrin’s Hijab by Priya Huq

At 224 pages, this graphic novel tells an important OWN voice story in beautiful and powerful illustrations, but despite reading it multiple times, I ultimately found the pacing off, the narrative and plot holes quite large, and the conclusion too forced. It claims to be for middle grades which would explain the happy ending, but the assault, trauma, mental health, Bengali history, language, and protagonists age (13), make it more suited for upper middle school readers. I read a digital ARC in predominately black and white images, so I’m hopeful that part of the problem is on me, and that I simply missed or misunderstood parts that seemed to jump around and assume, or that because it was an uncorrected proof, some revisions are still to come.

SYNOPSIS:

Nisrin is 13 and lives in Oregon with her mother, and maternal grandparents. Her mom travels a lot and she seems to spend most of her time with her loving Nani, grandmother. The story opens with Nisrin in 8th grade giving a presentation about her Bangladeshi heritage to her school. On the way home with a friend, Firuzeh, she is still wearing the cultural clothing and they are playing around with the scarf, when they are violently attacked and the scarf is ripped off of Nisrin’s head. Her hair is pulled out in the process and the two girls are taken to the hospital and when released maintain professional counseling to process and deal with the assault. Nisrin fears leaving her house and is increasingly isolated within her home.

Over the summer we see her and her Nani go over to some cousin’s house where Nasrin is gawked at with her short hair and everyone is unsure how to act around her. She joins some cousins playing video games where she asks about a cousin in hijab who says that it is essentially her choice between her and Allah (swt), that it isn’t any one else’s business. A younger cousin tells that she plans to start hijab soon and is surprised to learn that Nisrin’s mom is not Muslim.

As summer comes to an end, Nisrin will be starting high school and exits her room the night before wearing a hijab, or in Bengali, an orna. Her family freaks out, her Nana, maternal grandfather, is furious claiming that she should have been raised better, and Nisrin is scooted off to her room by her Nani, so that her mom and grandfather can argue.

On the first day of school, Nisrin tries to talk to Firuzeh, but once again things are awkward between the two girls. A teacher refuses to try and say Nisrin’s name and becomes angry and aggressive, and at PE she is called a slut and asked if she will be beat for showing her legs. Nisrin goes home to research Islam and hijab, but everything is so angry and opinion based that she is more confused than when she started.

The next day she meets a nice girl, Veronica, and the two work on an assignment in class and then have lunch together. Veronica suggests that Nisrin learns about Islam like she would a school assignment and go research it at the library. Later at home, Nisrin starts to understand what her grandparents and mother saw and endured in the war of 1971 when Bangladesh became independent from Pakistan. Her mom and Nana argue over what was seen and Nisrin starts to find her voice in her family.

Nani takes Nisrin shopping for long sleeved clothes and scarves, things are worked out with Firuzeh and Nisrin’s family accepts that Nisrin is not asking permission to wear her scarf, but is hoping they will accept it.

WHY I LIKE IT:

The book is such a flip on the over-used-stereotype that Muslim girls are forced to wear hijab, in truth many are encouraged not to. At one point Nisrin says, “If I can’t be safe…then can’t I at least be proud.” She was attacked for just playing with a scarf and putting it on her head, so she reasons, that there is not safety from racism and hate, she might as well be proud of who she is. I also love the strength in the idea that she doesn’t need anyone’s permission, it is her faith, her head, her choice.

There is a lot of good in the book, but I struggled understanding quite a bit of it. It mentions that she was at Texas and she loved it, but there was bullying? No idea what it was in reference to or what purpose it served. At the beginning the two girls seem like they have been friends for a while, but yet Nisrin warns Firuzeh that her Nani will force her to eat. Nisrin seems to really love her sleep overs, and I don’t know if it is just to show at the end the healing by coming full circle, but it seems a bit juvenile to be that excited about it to me.

The family dynamic and history, left me very confused. Nisrin doesn’t know her cousin wears hijab, and is confused that her aunt doesn’t. Nor do her cousins know that Nisrin’s mom isn’t Muslim? These cousins call Nisrin’s Nani, Dadi, and since there is no father in the picture it is obvious to even none desi folk that these cousins are related through the mom’s family and the cousins father, so why when Nisrin decides to wear hijab is the maternal side so upset? Why does Nasrin’s mom ask if her cousins have put her up to it? Ok if the mom isn’t religious, but does she actively practice another faith? Why in one of the portraits on the wall does the woman seem to have a bindhi? The Bangladesh independence admittedly is something I should know more about, but I don’t, and this book, didn’t really fill me in. How is the grandfather both siding? He doesn’t like invader nationalism, but I still don’t completely understand why he left, and what that solved.

The pacing and tone at times are off too me too. I didn’t feel the strain on Nisrin and Firuzeh’s relationship, the text suggests that they are and were best friends, but when Veronica asks if Nisrin’s stress is in part to the cute girl she was staring down, I was curious too if there was more to their relationship. A lot seems to happen between the attack and Nisrin starting to wear hijab and I wish we were allowed inside Nisrin’s head to know how she feels about her mom, her nana, starting high school, her attack, her desire to wear hijab, it seems a bit rushed. Which is odd since, the story spends a few pages detailing when Nisrin feels like everyone hates her after Nani picks her up on the first day of school and Nani points out that not everyone hates her, the squirrels don’t, and the dogs don’t, etc.. It seems really childish for the incredible ordeal she has been through.

I like the informative section at the end about Bangledesh. I wish the book would have shared some of what Nisrin learned about Islam in her own research, she goes to the mosque, but doesn’t detail if she plans to pray regularly, fast, etc..

FLAGS:
Language, violence, war imagery, rape mentioned, physical assault. Use of the word slut.

TOOLS FOR LEADING THE DISCUSSION:

I don’t know that this would work for a middle school book club at an Islamic School, graphic novels are often to quick of reads, but I have a few friends from Bangladesh and I really want them, and their daughters, to read it and clue me in to what I am missing, their view of independence and their impression of the book.

Oct22

Iqbal and His Ingenious Idea: How a Science Project Helps One Family and the Planet by Elizabeth Suneby and Rebecca Green

Posted on October 22, 2018 by islamicschoollibrarian

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Iqbal and His Ingenious Idea: How a Science Project Helps One Family and the Planet by Elizabeth Suneby and Rebecca Green

It is a bit odd that this story is fiction, when it reads so much like a piece of nonfiction. It is a picture book, but has an AR level of 4th grade 4th month. So, while the story is great and highlights a country and culture, Bangladesh, not often seen, I don’t know that this book would appeal to many kids. The kids that it does appeal to though and that can find it in a library or bookstore (not sure where it would be shelved), I think will not just like it, but possibly find it both inspiring and worth reading again and again.

It is monsoon season in Bangladesh and the rains make Iqbal’s mom have to cook indoors. As a result, she and the baby, Rupa are constantly coughing from breathing all the smoke from the woodburning stove. Iqbal’s father mentions a propane stove he saw in the market, but the family cannot afford it, despite wishing that they could.

Iqbal’s school has just announced the School Science Fair and the winners get cash prizes, if Iqbal can win, maybe he can buy his family the new stove. His little sister Sadia offers her services to help him win and be his assistant.

After a lot of thinking, pondering, and dreaming, Iqbal decides on the perfect project: a stove that didn’t produce smoke.

With the help of his teacher at school to find ideas and articles and plans on the internet, Iqbal and his sister build a solar cooker with foil and an old umbrella.

The science fair is a success, Iqbal wins, the family buys the stove and propane with the winnings, and when it isn’t raining, the family is able to use the solar stove Iqbal and Sadia built.

The book draws on ideas of sustainability, pollution, economic viability, problem solving, and education. The culture provides the backdrop making all of these issues relevant and real, and mentioning Ramadan, Eid, and prayer provides some depth to the characters and adds to their culture.

A lot of reviews online criticize that the mom is cooking and that the kids test an egg on the solar cooker and call her to eat it if it is supposed to be Ramadan, but I personally promise you, during Ramadan, we are always cooking. And if she is nursing the baby, the mom wouldn’t be required to fast, there’s a lot of other reason she couldn’t/wouldn’t be fasting, but really, it is such a small portion mentioned in passing, no detail needs to be given, and it didn’t bother me at all.

Another complaint about the book is that if money is so tight the kids wouldn’t be at a school where they can just make copies, and buy eggs on their own. I think there is some truth to this, but maybe a wealthy doner funds the school. I think you could argue it either way. I don’t know that the family is poor, it is the overall society, so kids could have pocket money, a propane stove is probably imported at least from a larger city so the expense would be more, similarily the infustruction of electricity and gas lines could hint more at why they cook the way they do. Needless to say the family is smiling in the pictures, they have food, and they seem to be doing ok. So the fact that the school printed a few articles and the kids bought some eggs without asking permission, didn’t bother me greatly.

The illustrations are expressive and show the family connections and emotions. I like that they bring to life a country many wouldn’t know, even if I wish it weren’t a work of fiction, but based on some child actually there.

The end of the book has information about clean cookstoves, how to build one yourself, and a glossary. The large 9×12 hardbound book would hold up well to multiple readings, and the amount of text on the pages would work well as a read-a-loud to younger kids who would find the subject matter interesting.