Showing posts with label action. Show all posts
Showing posts with label action. Show all posts

Saturday, February 14, 2015

What's Skippyjon up to These Days?

As a teacher, I never liked the Skippyjon Jones series, although I could never explain why.  Well, I knew they were extremely difficult and annoying to read aloud because they're giant tongue twisters, but it was something more than that.  Now that I'm more familiar with the study of multicultural children's literature, I can name the vague sense of discomfort every time a student asked me to read one of these books.

To quote Skippyjon Jones and the Big Bones, they're "insane-o."

For those of you who aren't familiar with the series, it centers on a Siamese kitten who wants to be a Chihuahua and goes on wild adventures with his imaginary chihuahua friends.  Together, they speak a good deal of mock Spanish by adding -o and -ito (e.g., "Jurassic-o, " "marshmallocito") to the ends of words.  Lots of fake Mexican accents ("reelly, reelly beeg"), negative portrayals Mexicans ("crazy-loco," banditos, etc.), and very inauthentic uses of the Spanish language.



Carmen Martínez-Roldán, professor of bilingual/bicultural education at Teachers College, wrote a very interesting study about these books a couple of years ago, in which she examined stereotypes and mock Spanish that permeate them.  These depictions of ethnicity and language, she argued, can negatively impact young Spanish-speaking, Mexican-heritage children's self image, while also filling other children's heads with shallow, inaccurate, and unfair perceptions of how Mexican people speak and act.  However, she also pointed out that these books can be useful tools for helping children practice critical reading skills and uncover and discuss harmful depictions of culture and language.  Here's a link to the abstract (and if you'd like to read the full article, head to a university library website and download it, or, if you don't have access to one of those, the nice people at your local public library can probably help you find a copy).

Dr. Martínez-Roldán isn't the only person critiquing the series.  Just take a look at readers' reviews on Amazon and GoodReads or this review at De Colores, and you'll see that lots of people have had negative reactions.

So the other day, I saw the newest Skippyjon book, Snow What (2014), and was immediately seized by curiosity.  



Judy Schachner, the author/illustrator, has been receiving a fair amount of criticism for years now, so I wondered whether she had moved away from the stereotypes.  Here's what I found, starting with the description of the book on her website:
Mirror mirror on the wall, who is the bravest Chihuahua of them all? Skippyjon Jones, the Siamese cat who thinks he’s a dog! While his sisters listen to Snow White and the Seven Dwarves, Skippy bounces on his big-boy bed and heads off for the REAL adventure awaiting him in his closet. Once inside, he finds himself in a magical snowy forest of make-believe, where the seven Chimichangos challenge him with his most dangerous task yet: to wake up Nieve Que [sic], the frozen princess, by kissing her! Yuck! Will this hero agree to don a prince’s pantelones [sic] and save his poochitos?  With rhymes, rollicking wordplay, and mucho fairy tale fun, this fuzzy tale is sure to end happily ever after.
(Note: One of the gags in the book is that Skippyjon keeps saying "Snow What" instead of "Snow White."  "Nieve Qué" is a literal translation of "Snow What," and... yeah.)

OK.  So far we see "Chimichangos," "poochitos," and a random mucho.  Also, pantalones is spelled incorrectly.  Onto the book.

While there aren't any obvious stereotypes about Mexicans in this book, there's still plenty of "rollicking wordplay" that involves slapping -o and -ito onto the ends of words: "Skippito Friskito," "smoochito," "indeed-o."  In an interesting twist, there are also a lot of correctly used Spanish words that readers can figure out and learn from context and illustrations.  For example, one of Skippyjon's chihuahua friends grumbles, "Some dog has been chewing my zapato," while holding a shoe in his mouth.  But does this linguistic choice make up for the rest of it?  Not for me.

Finally, there's this video: an interview with Judy Schachner, in which she describes Snow What and discusses her inspiration for Skippyjon.  Based on what she says, I don't think she's changed her mind about mock Spanish and stereotypes.  (Also, despite his portrayal of Zorro and other Mexican characters, Antonio Banderas is from Spain, not Mexico.)

I've heard people defend the Skippyjon books because they're fun and promote creativity and imagination.  According to some reviews I've read, others like them because they introduce children to Spanish.  But there are so many other picture books that simultaneously celebrate imagination and humor and affirm language and culture.  Why not go for those books instead?  

I think a lot of parents and kids stick to Skippyjon because he's familiar, cute, seemingly innocuous, and extremely popular.  They might not know about the more culturally sustaining literature out there in kidlit land.  What we can do is (gently) point out the problematic elements in the series and then suggest fun, Spanish-containing, culturally sustaining books.  We can ask booksellers to prominently display more bilingual and "code-switching" books (texts that are in English but contain some Spanish words) so that shoppers notice them.  And we can share book reviews and other multicultural children's literature resources to help get conversations started.  Here are a few that I've found especially helpful:
Long story short: Skippyjon Jones is still up to his mock Spanish ways -- use those books for critical reading.  Buy other books to teach Spanish and learn about Mexican cultural practices.  We can do so much better.

Monday, January 26, 2015

The Importance of Orature

Back in December, I read this article from Latino Rebels, in which Charlie Vázquez mourns the loss of family stories that have been passed down orally for years.  As his older relatives have passed on, he laments, their stories have died with them, inspiring him to preserve his "family folklore" by writing it down.  While I understand Vázquez' decision to record these oral tales and histories in print, this article makes me wonder: Why aren't we doing more to keep the practice of oral storytelling alive?

I love books.  You love books.  We understand that reading can be a beautiful, edifying experience and that the written word holds immense power.  However, by privileging print in our culture, we run the risk of marginalizing and losing the art of oral storytelling, another powerful form of sharing ideas.  Yes, writing down orature and oral history is probably prudent in parts of the world where print dominates, but I believe that we should continue telling those stories aloud as long as we can.

Promoting oral storytelling has several benefits.  First, it keeps cultures and knowledge alive.  Second, valuing this form of communication values the people who practice it.





Additionally, providing children with lots of chances to hear and tell diverse stories at school and at home can:


Don't know where to begin?  Teachers, you can invite parents or professional storytellers to visit schools, or give students opportunities to share tales (historical, folkloric, or imaginary) aloud.  Parents, check out your local library for storytelling events, or head to YouTube -- there are tons of great storytelling videos online (like this one).

(Personal testimony time: I have to confess that I didn't fully recognize the value of orature when I was teaching, but when I did tell stories to my kids sans picture book and took them to see storytellers at a local theater, they loooooooved it.)

Have you experienced oral storytelling or welcomed it into your classroom?  Tell me about it!

Tuesday, November 25, 2014

Dismantling the Thanksgiving Myth: Helpful Links

As I've mentioned before, I was terrified of angering parents when I was a classroom teacher.  Because of this fear, I shied away talking about anything controversial with my students -- including Thanksgiving.  I've known for a long time the mythical nature of the United States' beloved Thanksgiving story, but since I didn't want to be accused of "playing the race card" or "harming children's innocence," I avoided the Pilgrim-and-Indian story altogether.

None o' this.

Instead, I focused on the basic practice of being thankful.  There are some great books out there that focus on gratitude without dragging in the Thanksgiving myth -- my personal favorite is Pat Mora's Gracias/Thanks, a wonderful reminder to be thankful for the little things in life.  Also, my students and I made "We Are Thankful for..." books.  It was a great time.

However, while there's nothing wrong with emphasizing gratitude (which, after all, should be the focus of such a holiday), I see now that simply ignoring the Thanksgiving myth won't make it go away.  Even if we educators don't actively perpetuate the story at school, kids will pick it up somewhere else from popular media that often portrays an incorrect, racist version of the Pilgrims' arrival in Plymouth.


So in addition to celebrating gratitude, it's important to dismantle the legend so that kids don't internalize false, harmful information about Thanksgiving.  I know it's a little late to talk about the holiday in schools, but it's never too early for teachers to start planning discussions and activities for next year, and parents still have time to address these issues with their children at home.

And if, like me, you're at a loss for strategies to begin critical discussions of the Thanksgiving myth, check out these links:


I hope you have a warm and safe holiday, and, as always, let me know your thoughts on critical literacy topics like this one!

Monday, August 11, 2014

Paz Para Vieques: Civic Action Comics

Greetings from Puerto Rico!


For the past week, I've been here in Vieques doing some house-sitting (thanks again for the hookup, Heather!), beach-bumming, hammock-laying, and mofongo-eating.  The natural beauty here is incredible, and I've fallen in love with the flamboyán trees, semi-wild horses, and chirping frogs at night.

Also, this baby iguana says "hey."

However, Vieques is a complicated place with a rocky past and a problematic present.  (Don't get me wrong -- it's a beautiful island full of wonderful people, but its particular struggles are worth noting.)  Basically, back in the 1940s, the US government decided it would be a great idea to use Vieques for target practice.  The Navy, or la Marina in Spanish, purchased a large amount of land on the island and used this space to test bombs and various other weapons, resulting in the contamination of the environment and loss of livelihood for many of the local residents.


In 1999 a Naval employee, David Sanes, was killed when a bomb missed its target during a military exercise, and the world became very aware of Vieques' situation.  Protesters in Puerto Rico, the US, and Latin America demanded that the military withdraw from the island, and by 2003 the Navy was gone.



When I first got here, I began to feel down and guilty about the US government's imperialist belief that they can barge into people's homes and make a mess of things.  (To be fair, the US isn't alone in this behavior -- many big, powerful governments do the same.)  But as I've learned more and more about the way that the people of Vieques stood up for themselves, I'm filled with hope.


Then the other day when I visited the old fort, I found another sign of hope and strength in the form of (surprise!) children's literature.  In the museum gift shop, I found three comic books about Vieques and immediately snatched them up.  




When I got home and read through them, I discovered that they were published by el Grupo de Apoyo Técnico y Profesional para el Desarrollo Sustenable de Vieques (GATP, or the Group for Technical and Professional Support for the Sustainable Development of Vieques), an organization of professionals and university professors dedicated to progress and positive development on the island.

Created in 2002, during the height of the protests on Vieques, these books were written by local students and deal with subjects like:

  • The military's presence on the island
  • Urban planning
  • Ecological conservation
  • Local social issues (poverty, unemployment, alcoholism, domestic violence, teenage pregnancy)
  • Health
  • Democratic citizenship and leadership

If you'd like to take a look at all of the books (five total), they're available online here.

How cool is that?!  These books can serve as an excellent model for students who might want to use literature as a strategy to take action against inequity.  Teachers, take note -- writing, illustrating, and disseminating civic action comics is a great way for young people to address problems at school and in the wider world, like bullying, racism, or any other type of injustice.

When I came to Vieques, I never expected to find any products of critical literacy, and encountering these comics made my day and my entire vacation.  They're symbols of resilience that I'll cherish forever.

Next up: El Yunque National Forest and then San Juan.  I'll keep you posted on what I find there!

Thursday, July 10, 2014

Take Action: Book Drive for Unaccompanied Immigrant Children

I’m sure you’ve heard a lot about the crisis with the unaccompanied migrant children whom US immigration officials have detained after they crossed the border.  When I first heard about it, I felt stunned and paralyzed – it’s such a painful situation, and there doesn’t seem to be much that we regular citizens can do.


To make matters worse, politicians (on both sides) are trying to turn this humanitarian crisis into a political situation, and a lot of people seem to be forgetting the real heart of the issue – these children and the violence and poverty that they have fled in Central America.  I understand that we in the US don’t have the facilities to adequately cope with this problem, but surely there’s something we can do.  They are children.


Fortunately, the folks at La Casa Azul Bookstore in East Harlem have joined forces with the Unaccompanied Latin American Minor Project at John Jay College and Safe Passage Project to host a book drive for the young people who have been apprehended by immigration and then transferred to NYC, where they await deportation proceedings.


Although collecting books isn’t going to solve the larger problems of crime and poverty in Central America and immigration reform in the US, this action can help comfort the children and provide them with something to do at the detention center.  They face an uncertain future, and, as many of us know, books can generate hope and solace.

Therefore, please consider donating.  You can find more detailed information here at La Casa Azul’s book drive website and in these articles from the LA Times and NBC News.

If you’d like to donate some books, please also remember that the organizers are asking for books that are in Spanish and also culturally relevant.  In other words, stories should be pertinent to young Central American and Mexican children’s experiences – stories to which they can potentially relate.  Additionally, books should be new or gently used, appropriate for children between the ages of 4 and 13, and high quality literature.

The book drive starts TODAY (July 10th) and runs through August 10th, so let’s get busy!

UPDATE:

For another way to help, check out the Florence Immigrant and Refugee Rights Program.