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Catching a Bug: Reading about Pandemics, Epidemics, and Outbreaks

by T. Gail Pritchard, PhD, College of Medicine, University of Arizona

http://columnfivemedia.com/work-items/good-infographic-outbreak-%E2%80%94-deadliest-pandemics-in-history/

This past summer, I took a course in global health. Not surprisingly, a great deal of the course focused in infectious diseases in developing nations. As part of our readings, lectures, and discussions, the origins of many of these diseases, the pathways to treatment and/or cure, and the impact on world history was featured. Of course as we covered various infectious diseases from cholera to HIV/AIDS, from malaria to polio, and from small pox to yellow fever, I made connections with children’s and young adult books I have read, Continue reading

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Muslim Voices: Strengths/Weaknesses of Picturebook Portrayals II

by Seemi Aziz, Tucson, Arizona

Looking at the picturebooks left in this text set I came to realize that they have some strong stereotypes about Muslims that add as well as take away from the stories as representatives of the myriad of Muslim cultures.

In Jeanette Winter’s Nasreen’s Secret School & The Librarian of Basra: A True Story from Iraq the main premise is of representing strong female Muslim characters. To this end the stories are appropriate and successful. While they shows the protagonist as strong, the peripheral characters are shown as oppressed or oppressive. Further the enemy or the occupiers are not named or differentiated. Continue reading

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Muslim Voices: Strengths/Weaknesses of Picturebook Portrayals

by Seemi Aziz, Tucson, Arizona

After looking at the 11 picturebooks in this collection I came away with the realization that these books merely covered a few regions that Muslims occupy as well as a handful of situations. These limited portrayals provide only a window of restricted representations. For instance, the necessary voices of children living in the Western countries are represented in books that come across as didactic and may turn off the audience in western countries even if the content is culturally relevant. Amira’s Totally Chocolate World and Mobin-Uddin’s My Name is Bilal are two such examples. Continue reading

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Exploring the Authenticity of Muslim Voices in Elementary Grade Books

By Seemi Aziz, Tucson, Arizona

As I work on a project evaluating the authenticity of Muslim Voices in text I have been surprised by the number of books out there that are both of quality and taste. As an educator scholar of the Muslim Voices Project, being conducted under the auspices of the Humanities Council New York, I helped suggest and select the following list – still in need of some abridgement. As I read and evaluate the list I will share my thoughts about some of them in this forum. The list along with a short descriptor is as follows: Continue reading

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Story & Place: Discovering the Rio Grande Valley through Literature, Part 4

by Janine Schall, University of Texas-Pan American

In the past three weeks I’ve shared a number of books set in the Rio Grande Valley (RGV) and written by RGV authors. These books feature the culture and traditions of the mostly Latino, working class population in this geographical region along the Texas-Mexico border.

The border is both a physical and mental construct, present in the lives of all RGV citizens. To the south, a physical barrier is formed by the Rio Grande River and the increasingly militaristic presence of customs agents and border patrol. Continue reading

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Story and Place: Discovering the Rio Grande Valley through Literature, Part 3

by Janine Schall, University of Texas-Pan American

The Rio Grande Valley (RGV) of South Texas is a place of movement and change. As a Midwestern native now living in the RGV, I joined a history of immigrants to the Valley since the mid-1700s. Today emigration and immigration continues as Americans move to the RGV to pursue business opportunities, Mexicans move for economic opportunity and to flee drug cartel violence, and migrant farm workers harvest crops in the RGV in the winter and travel to other agricultural areas in the summer. Continue reading

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Story & Place: Discovering the Rio Grande Valley through Literature

by Janine Schall, University of Texas-Pan American

When children see their lives represented in literature, it shows them that those lives are worth representing. This holds special importance when children come from cultures or areas that are historically isolated, overlooked, or oppressed. The Rio Grande Valley (RGV) of South Texas has been all three. Because of its rural and isolated location, in many ways the RGV has had closer connections with Mexico than with the rest of Texas or the United States. Continue reading

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Story & Place: Discovering the Rio Grande Valley through Literature

by Janine Schall, University of Texas-Pan American

In 1992 I left my hometown in Indiana and moved 1500 miles away for a teaching job in the Rio Grande Valley (RGV) of South Texas. In doing so, I discovered a unique geographic and cultural region of the United States.

The RGV, informally called the Valley by locals, is located at the southern tip of Texas along the northern bank of the Rio Grande River, which marks the border between Texas and Mexico. It is not actually a valley, but a floodplain. Land developers in the early 20th century called the area “The Magic Valley” in an effort to promote the region to settlers and investors. Originally home to bands of Coahuiltecan Indians, the Spanish were the first Europeans to arrive in the area in approximately 1750. The area remained under Spanish control until 1836, when it became part of the new Republic of Texas—at least according to the Texans. Continue reading

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Critical Literacy: Literature and the Reader’s Imagination

By Jeanne Gilliam Fain & Christina Davidson

We waited anxiously for a response on Facebook and promptly learned that Julia Alvarez requested a letter sent in the mail. Julia Alvarez graciously answered many of the students’ questions. As educators, it was our goal for the students to step outside of their local world and think globally about their presence within the world. We hope that students learn to understand, question, and improve the world. For us, literature helped the students to see disruption of their views, multiple viewpoints, the sociopolitical, and how their actions can make a difference in their world. Continue reading