Tag Archives: Muslim Author

Jul10

Sitti’s Key by Sahar Khader Ali illustrated by Noor Alshalabi

Posted on July 10, 2023 by islamicschoollibrarian

I try and buy, read, and review every children’s book about Palestine that is published, it is the least I can do. I also try not to compare them to each other as they present different aspects of oppression, perspectives of strength, examples of joy, and messages of hope, even among many similar themes of food, keys, traditions, and culture. I really appreciate that this book though is incredibly blunt. It isn’t lyrical, it isn’t poetic, and as Israel is bombing Jenin as I write this I’m glad it doesn’t mince words about the Nakba. I do think caregivers though, should probably read it first as it might be a little triggering for sensitive children. The story is OWN voice and probably best suited for middle elementary aged children. It is perhaps also worth noting that the book could be seen as making Jews synonymous with Zionists. The characters are Muslim, Islamic phrases and Arabic terms are sprinkled throughout, and even despite the pain the family has endured, the book stays hopeful and proud.

Sitti is coming and Amal is excited, it has been two years since she last saw her. She loves how excited her mom and grandma are to unpack gifts of olive oil, dates, and zataar from friends. Amal isn’t sure what to do with the “old lady thoub” she has been gifted, but she smiles in appreciation none-the-less. When Sitti pulls out an old key, Amal starts to ask her about it, but her mother shuffles her off to bed.

The next day at school, Amal has to work on a presentation about “culture,” but there are no Palestinian books in her school library, so she just watches the other kids. At home they eat and listen to Sitti’s stories of long ago in Haifa, and Amal asks her why she left Palestine. Despite her mother trying to redirect, Sitti says it is time she knew about the Nakba.

Sitti tells about living on the land for generations and how the Jews believed the land belonged to them. In 1948 the British decided Palestine would be the homeland for the Jews. Armed men came and arrested anyone who tried to stay in their homes. Sitti’s brother was handcuffed and never seen again. The family grabbed what they could including the key to their home as they made their way to a refugee camp in Lebanon. They stayed for three years, before making their way to America.

When Sitti concludes her story she hands the key to Amal and her hope that she will return to their home inshaAllah. Feeling the pride and warmth of home, Amal has a determination to reclaim her heritage and share her “culture” with her classmates.

The illustrations are sweet, the mom and Sitti wear hijab even in the home, and the inshaAllahs and salams come naturally. The book does not stop to define zataar or marimya, which helps the flow. I also like how it shows that there aren’t books about Palestine in the school library, it is strong and important detail. I don’t understand where Sitti is coming from though, it would seem Palestine as she is bringing gifts from friends, but in the story it says after Lebanon they made their way to America, so I’m not sure where Sitti lives, and how the logistics of the family work to be honest. I also kind of wish there was a recipe for zataar in the book and lyrics with translation for the song the family sings.

Book is available on Kindle or can be ordered from www.littlehibba.com

Jul7

The Unlovable Alina Butt by Ambreen Butt-Hussain

Posted on July 7, 2023 by islamicschoollibrarian

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The Unlovable Alina Butt by Ambreen Butt-Hussain

This middle grade book in many ways reads like a memoir, it isn’t, it is OWN voice fiction, but the chapters often come across like short stories with their own climax or punchline. The lacking continuity of smaller threads being resolved means if you put the book down, you aren’t necessarily itching to pick it back up to see what happens next. There isn’t a larger pressing conflict driving much of the book, yes the girl is bullied, but by one kid, and she has a great group of friends and a supportive family, so the intensity is just not present. I do like the growth of the character toward self-acceptance, but I don’t know that the target audience will get the 90s references of Spice Girls, CDs, lava lamps, and gel pens. The book hits most of the stereotypical immigrant tropes of feeling othered by one’s name, clothes, food, and while she works through them to deal with the bully and find her own confidence, she unfortunately never deals with her internalized Islamophobia, which is disappointing. She puts Islam on her parents as something they practice, and only begrudgingly seems to acknowledge she too is Muslim when she doesn’t eat pizza with non halal meat. She is embarrassed when her friends see Islamic calligraphy at her house, hear the athan, she doesn’t reply to her parents salaams, she calls her mother “the most devout in our family” as the reason she has to wear tights under her skirt: she only seems to ok with being Muslim when outsiders give their approval. The book for me is mediocre, nothing to rush out and buy, nor anything to pull from shelves. I’ll send my copy to the Islamic school library shelves as the book is fairly clean: a few giggles about naked statues at the museum and very lightly hinted at boy/girl crushes. The older sister deals with a boy who wants to date her and harasses her to the point of affecting her personality, but I think if a 10 or 11 year old picked up the book and read it, they would be ok to see the characters finding their voice, good friends, and sibling support.

SYNOPSIS:

Eleven year old Alina Butt is in her fourth school in three years since arriving in England from Pakistan. She never fits in, and never has friends, but she is determined that if she can keep her last name a secret, she might have a chance. One the third day of 6th grade though, her last name becomes known and Adam Atkins has his eyes set on giving her a hard time. With encouragement from her older sister and love from her baby brother, Alina puts herself out there to make friends and when the teacher assigns her a new group, she finds herself among three girls happy to welcome her in. The new group also puts her sitting across from Adam, but at least now she doesn’t have to face him alone.

At home, she navigates life as an immigrant trying to blend her worlds. Her loving family lives above the grocery store they own and face Islamophobia and settling in together as they each have to find their strength and voice and resilience to drive, stand up to harassment, and for Alina, to love herself. Alina gets the courage to try out for the school play, but when she lands the part of Gus in Cinderella, she has to dig deep to be happy for her friend, forgive a bully, and step in to the spotlight.

WHY I LIKE IT:

Alina is likeable enough, and I love that she grows to love herself too, I’m not sure she was ever unlovable though as the title suggests. I don’t like that potentially really big plot points are mentioned and then abandoned. She cuts her bangs way too short, her mom says something and no one else ever mentions it, and she never brings it up again. Her dad is so sick he leaves the truck on the side of the road and sleeps and the mom takes care of everything, and what was wrong with the dad is never revisited. These are just two examples of rising action that present that they are going to be important that are seemingly undermined by the lack of follow through.

I love that she finds a way to stand up to the bully and she even helps her sister deal with the boy antagonizing her. It is strong and resonates with the reader, but it should also be noted that as soon as she has friends, they are gossiping and being rude to Adam too. I’m not saying it isn’t warranted, and he definitely is worse, but if she is modeling behavior she should perhaps at least feel bad teasing him even before she knows that he has a bit of a rocky home life. Plus he is one kid with two stereotypical sidekicks, yeah he is annoying and mean, but she has friends and family and teachers that are completely on her side too. And Adam bullies her about her name, but no one else even acknowledges it or asks her about it.

I didn’t quite get the schooling, but it is probably because I am American. She is in middle school, but she has one teacher all day and they play on the soccer fields at break and her kg aged brother does field day with her? The 90s references were fine for me, but I don’t know that the target audience will get some of them, and it might be a little annoying to get through for younger readers.

Ultimately, the way Islam was presented was really disappointing. It feels like we should be past the internalized othering of our faith. The culture was worked through and appreciated internally for Alina, but for some reason, religion was only ok when the outside influences deemed it acceptable, and I’m not sure that in 2023 this angle of narrative is doing anyone any favors. She loves her mom, and part of the character arc is seeing and appreciating her mother’s strength, but very early on mom is labeled as “devout” even though they are all Muslim. And this self othering to be the reason her mom is keeping her from dressing like everyone else left a bitter taste in my mouth. Never once does it feel that Alina has a connection to Allah swt, no matter what she is going through there is no bismillah, or prayer, or dua to ask for help, and strength, or show appreciation. I absolutely get that not every story will have that, but the way Islam is presented as something foreign and never circled back on or portrayed as something that she embodies, makes all the mentions of faith seem deliberately othering, and as a Muslim book reviewer, I feel it is an important point to mention about this book. I wonder if it was intentional or an oversight sensitivity reading would have helped resolve.

FLAGS:

Birthdays, music, bullying, harassment, teasing, othering, mention of naked statues, some sneaking and dishonesty.

TOOLS FOR LEADING THE DISCUSSION:

I wouldn’t use this as a book club selection, and as stated above I wouldn’t rush out to buy the book to shelve at home, in a class or school library, but if it found its way to the shelves I would not remove it. The book has heart, I just feel like along the way the messaging of finding your voice and putting yourself out there to make friends, the book also hints that the Quran on your walls, modesty, the athaan, eating halal, are all things that are weird, unless your friends think it is cool, then it is ok- and that is not messaging I would really want to spread.

Jul3

Stand Up and Speak Out Against Racism by Yassmin Abdel-Magied illustrated by Aleesha Nandhra

Posted on July 3, 2023 by islamicschoollibrarian

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Stand Up and Speak Out Against Racism by Yassmin Abdel-Magied illustrated by Aleesha Nandhra

The very first page of this practical Muslim authored, visible Muslim featured, how-to book draws you in with the author’s conversational tone and approach. She presents life as being a mountain we all are born to climb and articulates that we are all given different tools to do so. The book sets out to understand how race and racism affect the climb, how we can make it more fair, and uses questions from kids in the UK as the general organization of the 128 page book for middle grade readers and up. As a Black Sudanese born, Australian raised, immigrant London woman who speaks Arabic, is Muslim, has authored five books, is an engineer and social justice advocate, she acknowledges privilege, and injects plenty of InshaAllahs, Alhumdulillahs, and global perspective to racism, its history, and what we can do to stand up and speak out about it. I do wish the book was sourced, but the first person perspective, and her own intersectional identities, carry confidence and OWN voice power in making the world a better place for all.

SYNOPSIS:
The book starts with a section about how racism started, then moves into what racism looks like today and how it shows up and affects us all. It then concludes with a focus on the action of standing up and speaking up. The book spends time reassuring the reader that the contents might create strong emotions and to breathe acknowledge your feelings and find a safe way to express them. Chapter 6 discusses religions, even though the book is about race and says it does so because it is the same social construct of grouping a very diverse group together because of something “other” that they share. It spends time on anti-Semitism, and Islamophobia. The book doesn’t have to be read cover to cover, it can be read in sections, in any order, there is also a glossary and index at the back to find particular topics to look at.

WHY I LIKE IT:
As an American, I love that the book is global in focus and shows the effects of colonization and attitudes, and thus realities. I also like that it takes time to discuss internalized racism, as well as interpersonal, institutionalized, and systemic. Pointing out schools and how many of your teachers or principals look like you, really drives the points home. I love that there is a whole page on hijab and truly that you see the author regularly bringing in Islam to the conversation which is great. The action steps of what to do if you see racism, what to do if it is aimed at you, are well presented in metaphors that are easy for kids to see why the course of action suggested is doable, logical, and important. It doesn’t shy away from acknowledging that pushing back on racism escalates the situation, and encourages individuals to be safe and do what they can. There are pull-out boxes, comic strip scenarios, bolded and bulleted text, and colorful engaging illustrations and infographics that connect with 9 year old and up readers independently or in small groups.

FLAGS:

The book discusses an emotional topic, but I don’t think there are any particular flags to be noted for 4th grade and up There are important conversations to be had based on what is shared, but nothing is overly graphic or sensationalized.

TOOLS FOR LEADING THE DISCUSSION:

I think this book would be great to share with students regularly and often. It should be on library and classroom shelves and should be used in small groups, large groups, and one-on-one. The variety of methods that the information are conveyed make a useful tool when concerns arise, and a great reflective piece to encourage children to think deep, better themselves, and be aware at all times about the privilege and effects of their thoughts and actions.

Available for preorder on Kindle here https://amzn.to/3PH98u2

Jun30

The Boy Who Saved a Bear by Nizrana Farook

Posted on June 30, 2023 by islamicschoollibrarian

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The Boy Who Saved a Bear by Nizrana Farook

There is nothing Islamic and there are no Muslim characters in this middle grade read, but this being the fourth and final standalone book on the island of Serendib, by a Muslim author, with a lot of heart, kid led adventure, and fun, made me want to share it here. The beginning is a little bumpy, and sure you have to suspend reality a bit, but this story about a boy, expectation, friendship, perseverance and saving the day, had me invested and cheering for Nuwan to succeed. The story is just under 200 pages, and I love the subtle references to the other three books with sight mentions of an elephant, a leopard, and a whale. If your kids liked the other books, they will love this, and if you are in need of an easy, fast paced adventure, this book is great for readers 8-12 years old. I felt slightly offended by *SPOILER* librarian villain, but it is a work of fiction, so I’m hoping one bad apple, doesn’t dim the light on a very honorable profession.

SYNOPSIS:

A key has been found that opens an old statue and secret treasure, Nuwan wants a closer look and combined with him wanting to prove himself to his family that he is as capable as his older brother Krish, he finds himself sneaking into the library and discovering something unsettling going on. What starts out with him taking books from the North Library to the Kings City soon becomes him avoiding blame for stealing the key that is making its way to the queen, and saving a bear who wears the key around his neck from being captured by the wilderness authority for being dangerous.

WHY I LIKE IT:

I love that it is about a boy and a bear, but underneath the adventure it is about a boy accepting himself and finding his place in his family. His friend Sani has to help him see his worth, but she’s a pretty fierce character and I like that they can have those kind of conversations. Nuwan is a good kid and it is nice to see that even though he doesn’t see it, the reader sees how big his heart is, his strong his moral compass is, and how powerful his drive is. I do wish it said what was in the statue, or what happened to the librarian and her husband, but the conclusion stayed on the kids, and it was heartwarming.

FLAGS:

Lying, sneaking, stealing.

TOOLS FOR LEADING THE DISCUSSION:

I doubt I’d do it as a book club, it is well below a middle grade reading level, but definitely is a must on school, classroom, and home book shelves. The added beauty is how pretty the book’s cover is and how it is magnified when placed next to the “matching” books in the series.

The book is out in the UK, but not yet in the USA: you can preorder/order yours from Amazon here: https://amzn.to/42Nwilp

Jun26

A Sensational Journey “Medina” by Jenny Molendyk Divleli illustrated by Seda Cubukbi Antli

Posted on June 26, 2023 by islamicschoollibrarian

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A Sensational Journey “Medina” by Jenny Molendyk Divleli illustrated by Seda Cubukbi Antli

A journey to and through Medina with a focus on the five senses is a lovely concept for a book and the book is an enjoyable read for young children with the internal map, details about he Rawdah, the inclusion of Masjid Quba, Masjid al-Qiblatian, Mount Uhud, Archers Hill, and ajwa dates. The book is a little text heavy, as a decent amount of information is shared, but the illustrations are enjoyable and will help hold the attention of early elementary children. The use of sight, smell, taste, feel and sound are woven into the story, they are not highlighted or the organizing format of the book. Bonus material includes a QR code to listen to “Tala ‘al Badru ‘Alayna,” a glossary, and follow up activities.

The book starts with a little boy headed from Mecca to Medina, “the city of Prophet Muhammed’s (saw) mosque and grave, and a hope to find out why “everyone says Medina feels ‘special.'” As he sees Bedouins in the desert he wonders what they eat and how they survive. He then sees a gas station lit up like an amusement part.

As they get closer to Medina they listen to “Tala’al Badru ‘Alayna.” When they arrive at the hotel they smell oud and fall asleep. The next morning he wakes up to the sound of the athan and they walk the streets taking in the sights and smells. The color of the green dome is noted and the rose smell of the carpet when they make sujood included.

The Rawdah and the umbrellas each get their own two page spread, and then a tour guide takes them to Masjid Quba, Masjid Al-Qiblatayn, and Mount Uhud. The tour finishes with a visit to the date orchards and playing and napping in the mosque.

I wish it used the word Masjid every time, it uses both, and I’m not sure why it doesn’t just say Fajr instead of the morning prayer. I appreciate framing it as a story, but the beginning with the Bedouins and the gas station seemed to slow the story down and my littles wanted answers as to why there were so many lights and how the people in the desert survived. I also would have liked if the backmatter detailed more about Masjid al Quba and Qiblatayn, and Uhud, ultimately I wish there was more showing the little boy feeling why Medina is special and not just saying he now understands.

I’m not sure why I only ordered the Medina book and not the Mecca one as well, they are stand alone reads, but the Medina one references that that they have come after being in Mecca so consider if you are getting one to get both. I ordered mine here. Use code ISL (Islamic School Librarian initials) at checkout to save 10%.

Jun21

The Call to Hajj by Salwah Isaacs-Johaadien illustrated by Karen Tuba

Posted on June 21, 2023 by islamicschoollibrarian

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This small (7.7 x 7.5) hardback 24 page rhyming book blends labeling the steps of Hajj with modes of transportation to take to make the journey. The idea is great, but every few pages the rhyme is just terrible and distracts from the sentiment. There are a lot of books that detail the steps of hajj on a kids’ level, so I like that this book changes it up a bit and as a result it makes it a solid addition to a Hajj themed story time reading (if you can muster through some of the forced rhyming lines and small size). Even though the book starts with a bit of Prophet Ibraheem’s (AS) story, I would read this book second or third in a story time setting or even bedtime, once listeners understand what Hajj is and some of the steps, this book can then be used to guide them to thinking about how people from all over the world throughout time have journeyed to make the pilgrimage. The publishers suggest the book for ages 7-9, but I think with some guidance and direction younger children will benefit as well.

The book starts with Prophet Ibraheem and his son Ismaeel being ordered to build the Kaa’bah and being commanded to call people to come. At first they came on foot, then people came by horse, alone or in groups. To circle the Kaa’bah, go between Safa and Marwa. By camel to reach Mina, by sea to stand at Arafat. No matter how they came and continue to come they answer is always “Labbayk ALlaah humma labbayk! Here I am, O Allah, here I am.”The final page asks the readers how they will answer the call to Hajj.

The book is available here Crescent Moon Store code ISL at check out saves you 10% or here at Amazon.

Jun16

The Grimoire of Grave Fates by Hanna Alkaf and Margaret Owen

Posted on June 16, 2023 by islamicschoollibrarian

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The Grimoire of Grave Fates by Hanna Alkaf and Margaret Owen

I keep saying I won’t read anymore anthologies or collections, but this 464 page YA fantasy mystery intrigued me because each chapter is written by a different author, presenting a different character to unravel a whodunit. In total there are 18 character perspectives, 18 authors, and one murder that needs to be solved. With two Muslim authors included and it created by a Muslim writer, I hoped there would be some Islamic representation. The list of authors is quite diverse, and I think every character presents some minority label to normalize a specific culture or identity. The Muslim characters both wear hijab, but nothing more about their religion is mentioned and no other faith is included. There are Black, Asian, Hispanic characters, and every letter of LGBTQ+ is highlighted and seemingly the focus of the book. At times it is just attempted normalizing that a character is queer or gay, but other times it is central to the plot such as when two girls spending the night together provides an alibi, and a few times it really takes away from the story, for example at one point two boys (one magical, one neutral) kissing and falling in love. There are gender fluid, non binary, pronoun preferences, trans male-to-female, female-to-male characters as well. I kept reading to get to Hafsah Faizal and Karuna Riazi’s chapters, which were 10 and 12 and by then I was so close to the conclusion, I just finished. Some chapters are stronger than others, but the resolution was really anticlimactic and didn’t do the buildup justice. I share this review not just to comment on the story, but to also give a heads-up to the content so that you can decide if the book is suitable for you and your children. I would not shelve this book in our Islamic school library, which is unfortunate, because I think even with the weak ending, I like the theoretical storytelling concept.

SYNOPSIS:
In moving school for magical students, a murder has been committed, and the students who all feel like they are the “chosen one” are determined to solve the case. The characters share what they know and add to the “solving” of the case for the reader with their different magical abilities. Some of the students are werewolves, some necromancers, there are those whose dancing is magical, others whose embroidery is, a few are the same, many are unique. They don’t compete with one another so much as they are in their own world trying to prove their worth and right to belong. When a homophobic, racist teacher “dies” secrets are uncovered and dirty administrators are called to account.

WHY I LIKE IT:

I like seeing a glimpse of the action from a character and then not really seeing that character again, it made it seem more puzzle-like in the coming together of the clues. I also liked it because if I didn’t particularly like a character or writing style, it didn’t last the duration of the book. I wish it didn’t feel so token representation though. If the goal was to be inclusive, the mirroring uniqueness was lost when each character seemed to have to tick a box. It made it read formulaic.

The conclusion just unraveled, and I know mysteries and horror stories tend to fall in to this trap, but I was hoping it would go out with a bang. The buildup was strong, but then it became a lot more just telling, then sleuthing, and I don’t know if it was a reflection of the individual authors, or the overall arc of the book. Either way, I felt like it could have concluded with a bigger punch and wrapping up of some of the loose ends. Hanna Alkaf didn’t have a chapter, presumably she wove it all together and made it flow cohesively with the internal memos and emails and notes.

I wish the two “Muslim chapters” would have had some more representations about Islam or the girls’ cultures influencing their magical style or goals, but with token rep it is often just a label, an identifier, and then nothing more. The two connect over fear of Islamophobes blaming them for the death of their teacher.

FLAGS:

The focus of the book is largely on relationships, mostly LGBTQ+ but some hetero crushes as well. Trans, non binary, gender fluid, bullying, racism, prejudice, murder, magic, lying, sneaking. The Muslim characters do not have crushes or romantic relationships mentioned, but one has a close male identifying gay friend that she does have physical contact with, a reassuring hug- so the book does have Muslim girls with close male friends. Fear of Islamophobia, stereotypes.

TOOLS FOR LEADING THE DISCUSSION:

I would not be able to teach this book or shelve it in an Islamic school.

Jun12

Always Sisters: A Story of Loss and Love by Saira Mir illustrated by Shahrzad Maydani

Posted on June 12, 2023 by islamicschoollibrarian

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Always Sisters: A Story of Loss and Love by Saira Mir illustrated by Shahrzad Maydani

This 32 page picture book for early elementary children addresses an important topic of pregnancy loss and grief through the eyes of a young girl excited and then devastated by the loss of her unborn sister. The author is Muslim, but their is nothing religious in the text, it is a universal and poignant story from an OB-GYN who has counseled patients and experienced it in her own family. The book is a story that can benefit children needing reassurance or simply provide a way to have heartfelt conversations. The soft illustrations and gentle steps the character takes to help with the big feelings inside will allow readers of all ages to feel less alone, and see that support is available.

Nura is not born yet, and Samir is a fun little brother, but Raya has big plans for a baby sister. They will run through sprinklers in matching bathing suits, and she’ll pass on her ballet costumes for her to wear, she’ll love chocolate and dolphins and they’ll share everything. Raya even hopes they will share a birthday, that would be the best present ever.

One day Mama goes to the doctor for a checkup, but when she comes back she looks like she has been crying. She tells Raya, Nura won’t be coming home. Nura is confused and sad. There is an ache in her heart. She talks to her parents, draws pictures, meets with the school counselor. The family plants a tree and they talk about her and remember.

I like that you see the joy and anticipation the little girl has for the arrival of her little sister and the painful aftermath when she is not going to get to see her dreams materialize. The book isn’t just a resource, it has literary elements as well that make the book valuable for those who can relate and even those that have been spared from such a loss. The book can be preordered here.

Jun9

Forty Words for Love by Aisha Saeed

Posted on June 9, 2023 by islamicschoollibrarian

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This YA magical realism book by a Muslim author contains no Islam, and while it is a love story of sorts, and there is a kiss, it remains clean for the demographic. It is a snapshot of daily life for a few characters in a small magical town. There is no real understanding of the premise, or the magic, nor resolution to what happens or why any of it matters, there aren’t even forty words for love provided, yet the author is good at writing, so I kept reading, even when the plot holes and rationale for the “point” of the book clearly were not coming. The ethereal lilting tone was lovely and lyrical at times, but honestly, I was left with more confusion about the leaves, the tree, the pastel waters and the cause of blame and bigotry at the end, than when I started. It is an easy read, I don’t regret it, but it is hard to suggest others invest in a 304 page book that doesn’t really leave you feeling satisfied. I wouldn’t object to it on a shelf, and others might absolutely love the infusion of other worlds into a grounded reality to tell a story of industry leaving a town, and two kids moving from friendship to romance, but I just wanted more: more world building, more tension, more resolution, more backstory, more detail, more magic, more understanding, more character development and connection.

SYNOPSIS:

In the vey first chapter, a small child drowns. The child had wandered off from his nanny and died in the ocean. That is the day that the pink and purple waters of Moonlight Bay turned angry and black. Eighteen year old Raf, a Golub, blames himself because he was about to tell his childhood friend Yasmine that he was in love with her. A rule that he has been told for the last decade will mean that his leaf on his arm will fade and he will have to leave his community. When he is about to approach Yas he sees that she is cozying up with Moses, and he stops. When the body is then found, a scream breaks loose and everyone runs to the little boy. Later that night the Golub tree opens and two kids, a brother and sister emerge, and the tourist rich city is no longer beautiful. The candy factory that relies on the healing waters closes up shop and most of the townsfolk move away. Many of those that remain blame the Golub for the town’s misfortune. The Golub arrived by tree a decade before when their own homeland froze over. They live in the forest and eagerly await the tree to thaw signaling that it is safe for them to return home.

Yas and Raf carry on, Raf working in the diner, and Yas gathering shells for her mother to shape into stars that heal. Both dream of leaving the confining town, pursuing their passions: Yas art and Raf architecture, but rules, family, and obligation keep them from leaving and keep them from being more than just friends.

WHY I LIKE IT: (SPOILERS):

I like the tone of the book. It is like a dreamy lullaby that floats around, but I really needed answers. If certain threads were unresolved, I could take it as being left up to interpretation, but this was more than a literary devices, this reads underdeveloped. So much happens in the first chapter, and the rest of the book really doesn’t keep up. The reader never learns why the leaves fade or pulse or why Uncle came to the conclusions he did even if safety was his motivation, we don’t know how Kot and Nara got through the tree or survived for 10 more years in Golub. It is hard to believe that in a decade so few Golub tested out their leaves? And what purpose do they even have? They allow them to return, that is it? That is their rumored, untested magical ability? Were the waters healing before the Golub came, the confusion of what Yas and her mom do and the arrival of the tree seem a bit inconsistent. Yas feels electricity when Raf is around it is mentioned a few times, but never explored. We are told that Jake hates Golub, but does anyone else really? How can a city that reads like 10 people have its own high school? It doesn’t feel fleshed out, it reads like there are a few families is all, and doesn’t contrast it to when the town was thriving, it is rather stagnant. I get that bigotry and hate are illogical and the story is perhaps a bit of an allegory for that, but the town has pink and purple waters with healing properties that changed overnight and a group of people arrived through a tree with leaves tattooed on their arms, I don’t see how the magic or the leaf on their inner arm is what is being blamed for Sammy’s death or the water changing. It is a weak premise. Even when we learn that Uncle lied, no one seems to get any truth out of him or be determined to figure stuff out. It is a bit hard to believe no one ever looked at the beach at night, and what exactly are the Weepers doing? Some history or back story about Moonlight would be great to explore. Are Golub and humans different in any way? What was the cause of death of Raf’s dad? Absolutely nothing set out by the book is resolved, nothing is learned, no characters grow, the only closure is that Raf and Yas have told each other how they feel, and the Golub have learned that they can travel further than 40 miles from their tree, that is it.

I do like the mix of names of the characters coming from different cultures all existing without othering or explanation. I like that the slow burn angst is clean, it is nothing a 14 and up couldn’t handle, even if it is a bit obvious.

FLAGS:

Magic, a gay couple own the movie theater, there is some angst, a couple of kisses between Yas and Raf, bullying, premonitions, family fighting, lying, sneaking, romantic hetero affection.

TOOLS FOR LEADING THE DISCUSSION:

There is no Islam and the plot is centered around two teens’ feelings for one another so I would not host this as a book club, nor would I really want to do so. But, if I knew there was a a group of people gathering to discuss this book, I would totally join in to see if any insight to all the unanswered threads could be resolved.

Jun5

The Great Banned-Books Bake Sale by Aya Khalil illustrated by Anait Semirdzhyan

Posted on June 5, 2023 by islamicschoollibrarian

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The Great Banned-Books Bake Sale by Aya Khalil illustrated by Anait Semirdzhyan

This follow-up picture book to The Arabic Quilt, takes readers back to Kanzi’s school, but also works as a standalone for ages 7-10. Addressing the hot topic of book banning, the fictional story brings the discussion down to an elementary level and shows kids speaking up and pushing back against something they don’t agree with. The main character finds a connecting thread to events in Egypt, and with her class and family behind her, she finds her voice and takes the lead. The story bounces around a bit and feels a little rough and underdeveloped at times, but the subject matter is important and can be used to help guide discussions, encourage peaceful protesting, and taking action. There is nothing Islamic specific in the text, the main character’s mom and teita wear hijab and are in the illustrations (#muslimsintheillustrations), in a memory of Egypt there is a man holding a cross. The author is Muslim and mentions it in the Author’s Note at the end.

The book starts with Kanzi leading the class to the library, she passes the Arabic quilt she helped bring to life and walks a little taller. She has promised her Teita she will bring home a book with Arabic words from the library, but when she walks in to the library, the “bookcase where the new diverse books were displayed has been emptied.” The librarian explains that the books have been banned. That the school district, like many others around the country, have decided certain books are not allowed. Kanzi is upset, but her classmates “gather near (her) in solidarity. They want her to know that they care, too.”

Back in class the teacher opens up the discussion, and Kanzi can’t find her words. Kareem says it is unfair and when the teacher explains that people are responding by protesting, writing letters, and buying more copies of banned books. Kanzi finds her voice and suggests a bake sale. Kareem suggests they raise money to buy books that are banned and call it “The Great Banned-Books Bake Sale and Protest.” Molly adds that they can put the books in Little Free Libraries. The class agrees that Friday will be the day, that baked foods inspired by books that are banned will be sold to raise funds to buy more banned books, and the local news station will be invited to broadcast the protest.

Kanzi helps Teita make baklawa from a book they once read, while her grandma tells her stories of protesting in Tahrir Square. Teita held a banner and demanded rights for the people of Egypt. Friday comes, and the kids are determined to be heard, as the crowd grows, Kanzi’s nerves also grow, but her strength comes from those that support her and who have also spoken up to be heard.

I enjoyed the illustrations and the backmatter. The inclusion of a baklawa recipe and insight to how this story came about with the banning of The Arabic Quilt, definitely adds to the book’s appeal. I felt a little disconnect though from the emotions of the book, and oddly enough, little connection to the characters.

I wish it would have shown her joy when she first saw the diverse book display. How it made her feel seen and valued and included to see books that reflected her and her classmates. Then we, the readers, would feel the pain too, now that they are gone.

I also was a little unsure of the scene when all the kids gather around Kanzi in solidarity, why is she the only one upset? Is it that they care about her or that they care that the books are no longer available? Sure it can be both, but again, as it is written, it isn’t particularly strong.

I’m not sure why the three characters named in the book Kanzi, Kareem, and Molly, do not have their names shown on the Arabic quilt pictured in the illustrations, and I also don’t know why it bothered me that the book banned that had baklawa/baklava was not named. I don’t care that it isn’t a real book, but I wanted a title to make the case of how ridiculous this ban is more articulate. Additionally, I love Little Free Libraries, but it seemed tossed in without much fleshing out. The book doesn’t explain what Little Free Libraries are, so I’m not sure that kids will even understand the plan.

The book is a decent read, I don’t know that the climax or characters will be memorable on their own, which is unfortunate because connection with the success or failure of this fictionalized book ban really could have radiated out of the book and deeply inspired kids. The reversal of the boards decision doesn’t directly link to the kids’ actions. I had to provide that link to my own kid when I read the book to him (he is almost 8). It is implied, but a line or two about how the kids protest encouraged other people to also speak up, or write letters, or that the school board attended the bake sale, would have shown that when voices amplify it is hard to ignore them.

The book has value on the shelf and can be preordered here https://amzn.to/3C5Baaj