It is a real privilege to welcome photographer and journalist Caroline Irby to the PaperTigers Blog to share some of the photographs from her recently published book A Child from Everywhere (Black Dog Publishing (UK), in association with Oxfam, 2010), in which she has brought together children from 185 countries now living in the UK. In itself it is quite an achievement, but what makes this project so very special is how Caroline has captured the children in her beautiful photographs, and how they then speak to us in their own words.

You can read an interview with Caroline in our current issue of PaperTigers, in which she talks about the project. Here, she gives us an idea of how widely she had to throw her net to track down children from so many countries. Enjoy these stunning photographs – and we’ll be bringing you more in a second post next month.

I called the Andorran Embassy in London and the Ambassador’s wife agreed to help… Andorra is a tiny country with few nationals living in the UK; it took a few months to find an Andorran child here.

An organisation called Education Leeds gave me the details of a few schools in multicultural areas. One of these yielded Akeilah.

I wanted to reflect the extent of the diaspora of the recent wave of immigration; I’d also never been to the Orkneys and was curious to see so I contacted the Orkney Isles Education Authority and they found me Juan.

The Dominica Embassy in London helped me to track down Alissa.

University postgraduate departments are home to many foreign students; Cardiff University put me in touch with this family from Egypt.

I got talking to someone at a Christmas party about this project; her daughter was at school with Elsabet…

The British army recruits soldiers from Fiji, amongst other countries. I knew of an army barrack in Tidworth village, Hampshire, and contacted the local school, who let me interview a couple of children.

A friend of mine living in Oxford has a daughter who goes to school with Aura…

I noticed a sign reading, ‘Ivoirien Computing and Community Centre’ outside a portacabin on an estate near my home. The man working at reception connected me with Inza’s family.

Cambridge Racial Equality and Diversity Service introduced me to a few recently-arrived children who they give English language support to. Moeko was one of them.

I contacted the Pacific Islands Society and they invited me to a party for Pacific Islanders in London. I met Isabella’s family there.

I’ve taken photographs for the NGO WaterAid a few times in Africa, and their head of photography in London offered to help with this project, knowing that some of their UK-based employees are from overseas. Alexander’s father, Anthony, came forward.

The Community of Malian Refugees introduced me to Oumou’s family, now living in London.

As Corinne wrote a couple of weeks ago, there is an exhibition of A Child from Everywhere now on in London – or do get hold of the book for yourself: not only for the actual photographs, but also to read the insightful, thought-provoking and sometimes funny observations the children make about their new and old homes. I can’t recommend it highly enough! Thank you, Caroline.

If you haven’t read our recent interview with Métis author David Bouchard yet, then head on over there right away! In the interview we talked only a little bit about his recent book Seven Sacred Teachings of White Buffalo Calf Woman (More Than Words, 2009), which he co-wrote with Dr Joseph Martin, is stunningly illustrated by Kristy Cameron, and has an accompanying DVD with music by Swampfox, and for which Swampfox created seven flutes out of seven different woods, each in a different key.

David considers Seven Sacred Teachings to be one of his most important works to date. The seven teachings (Humility, Honesty, Respect, Courage, Wisdom, Truth, and Love) are universal to First Nations peoples, and are the strongest link between First Nation, Inuit and Métis communities. Read on to find out more, for in this post David explains in more depth the background to this fascinating and ambitious project, which brought together six languages: English, French, Ojibwe, South Slavey, Bush Cree and Chipewyan.

The Aboriginal people in Canada have had to deal with many negative experiences over the past century and more: but one of the golden, shiny spots from coast to coast in our country is the spirituality that remains intact. If you go into any one of our schools, any school from coast to coast in Canada with Aboriginal kids, you’ll see posters or writings on the walls that refer to these teachings. Different people call them different things. Among the Ojibwe people they’re called the Grandfather Teachings, amongst the Lakota and Dakota people (who used to be called the Sioux), they’re called the teachings of White Buffalo Calf Woman. Among the Dene of the north and their cousins the Navaho in America, they call them the Dene Laws.

But the teachings are very, very (more…)

We welcome Nancy Bo Flood to PaperTigers for this, her second Guest Post for PaperTigers (you can read her first one here):

Wanted: Books written by or about contemporary Native Americans.

Needed: Books that include contemporary Native American children presented without stereotypes or clichés.

Every child needs to see their own people and their own experiences in the books they read: yet in the United States less that 5% of children’s books published are written by or about Native Americans.

All young people need books that describe contemporary children who are Native American, not just historical accounts as though Indian children lived “past tense”, only a long time ago. The following books have “real” characters and engaging stories that include traditional celebrations continued in contemporary ways – with food, family, dance.

Picture books:

Secret of the Dance by Alfred Scow and Andrea Spalding (Orca, 2006);
Whale Snow by Debby Dahl Edwardson, illustrated by Annie Patterson (Charlesbridge, 2003);
Jingle Dancer by Cynthia Leitich Smith, illustrated by Cornelius Van Wright and Ying-Hwa Hu (HarperCollins, 2000);
The Butterfly Dance by Gerald Dawavendewa (Abbeville, 2001);
Powwow’s Coming by Linda Boyden (University of New Mexico Press, 2007);
Little Coyote Runs Away by Craig Kee Strete (Putnam, 1997);
When the Shadbush Blooms by Carla Messinger with Susan Katz, illustrated by David Kanietakeron (Tricycle Press, 2007).

With each of these books, if one asks, “Is this how an American Indian child would want to be perceived?” I think the answer is, “Yes.”

For Older Readers:

The Absolutely True Diary of a Part-Time Indian by Sherman Alexie, illustrated by Ellen Forney (Little Brown, 2007);
Rain Is Not My Indian Name by Cynthia Leitich Smith (HarperCollins, 2001);
Bowman’s Store: A Journey to Myself by Joseph Bruchac (Lee & Low, 1997);
Eagle Song by Joseph Bruchac, illustrated by Dan Andreasen (Puffin Books, 1997);
Rattlesnake Mesa: Stories from a Native American Childhood by EdNah New Rider Weber, photographs by Richela Renkun (Lee & Low, 2004);
House Made of Dawn by N. Scott Momaday (Harper & Row, 1968 – new reprint edition, Harper Perennial Modern Classics, 2010).

In every area of the curriculum – art, literature, sports, science, government and politics – include contemporary Native Americans. For example, in sports, one of the greatest American athletes of the past century was Jim Thorpe. But how often is his biography included in a list of American athletes? Joseph Bruchac, whose work reflects Native American traditions as well as his own Abenaki Indian heritage, (more…)

Today we welcome James Webb to the PaperTigers blog. James works for ShelterBox, a charity based in the UK that delivers survival boxes, each containing a tent and other life-saving equipment, in the immediate aftermath of disasters around the world. The signature green box has become an iconic presence in such situations, with hundreds of thousands of people receiving crucial assistance in many different countries.

This year is ShelterBox’s 10th anniversary: to celebrate they have set up a 10-month Challenge with UK scouts. Little Brother is taking part in this with Cubs and I have got to know much more about the charity, as a Cub Leader. We are hoping to raise enough money to pay for a whole box so that we will be able to track “our” box to its destination…

When James, one of the Scout Challenge coordinators, emailed to say that he was about to leave for Haiti, I asked if he would send us a few words on his return: and I’m so glad he did as I didn’t know about their Classrooms in a Box before. Thank you, James; over to you:

When I was deployed to Haiti in mid April as a ShelterBox Response Team member, I was shocked by the level of destruction still evident over three months after the earthquake devastated the country. Rubble is still everywhere and there are still thousands of people desperately in need of shelter.

While ShelterBox specialise in emergency shelter, we also send Classrooms in a Box which help children continue their education and provide some sort of normality for people who otherwise have lost everything.

In my 12 days in the country I visited two schools which were each severely damaged by the earthquake, leaving them dangerous to use. One of these schools was operating from a large tent instead, which had very little access to basic materials such as pencils and notepads. We immediately provided the school with another large tent and are planning on giving them a number of children’s packs which will each contain a small blackboard, note pads, crayons, pens, rubbers and a number of other items.

So much has been affected in Haiti but the people’s attitude is still inspiringly positive. Having the opportunity to make a difference by providing shelter and basic materials was a huge privilege and the experience of a lifetime.

The photos show smiling children who have just received the children’s pack – and if you watch this video, you can see what an oasis these packs provide (not to mention the incredible journeys the boxes often go through to reach their destinations). “For children who have lost most, if not all, their possessions, these small gifts are treasured.”

Also, don’t miss the Young ShelterBox area of the website, which includes teacher resources. ShelterBox has expanded hugely in the last ten years and now has nine affiliates across the globe – check out their individual websites via ShelterBox UK’s homepage.

When asked about where they would like a Spirit of PaperTigers book set to go, both Bolormaa Baasansuren and Katie Smith Milway chose Haiti so it’s great to be able to announce that a set will be winging its way to the Matànwa Community Learning Center there in June.

Thank you again, James, for sharing your eye-witness account with us. Our thoughts go with you and all your colleagues at ShelterBox as you carry out your vital work.

We are delighted to welcome author and educator Nancy Bo Flood as a guest on the PaperTigers Blog. Nancy has lived and worked in several different cultures, including Japan, Hawaii, Malawi, Samoa and Saipan of Micronesia, the setting for her most recent book, Warriors in the Crossfire. We will be reviewing it soon; in the meantime, do read Julie Larios’ interview with Nancy, in which she talks about the book’s background.

Nancy now lives on the Navajo Nation Reservation, in northern Arizona, where she teaches and promotes literacy. In this, the first of two Guest Posts, she highlights some of the projects working to bring books to Navajo children and young people:

It was my first class teaching for Diné College in Tuba City, Arizona. I asked students to buy a dictionary and bring it to class. Our campus building had no library, no dictionaries.

The next week I drove through a sandstorm to get to class; my students had done the same after watering livestock and getting their children to school. Not one student brought a dictionary. Why not? It turns out the nearest bookstore was two hours away. That meant a lot of driving time, a lot of money for gas. This was the beginning of my education about the need for books and libraries across the Navajo Nation.

Here are some resources I have found:

Tuba City Outreach Library

The Navajo Nation extends into Arizona, New Mexico and southern Utah. It is about as big as New England (without Maine) but has only one official public library. Almost no bookstores exist. On the western side of the Reservation the small Tuba City Outreach Library is sponsored by Coconino County / Flagstaff. For the past 10 years I have worked with the librarian, Trish Polacca, to develop the children’s and teen sections.

We’ve worked hard to get books through donations, private foundations, my graduation class’s community service and through a used book store in Flagstaff. Finding “appropriate books” is another challenge. Picture books with contemporary, non-stereotyped images of children who are Native American are hard to find, new or used.

International Reading Association (IRA) and Arizona Reading Association (ARA)

In 2009 I worked with ARA to collect left-over books from vendors at the annual IRA convention in Phoenix. These books were distributed to local literacy organizations and school libraries. There is a full description of this project in the Spring-Summer issue of Arizona Reading Journal, Vol XXXV, 2009. Next time, we will ask attendees to bring books to donate – or buy books at the conference to donate.

Reach Out and Read (ROR), American Indian and Alaskan Native

This national organization was begun over 20 years ago and has grown into a nationwide project giving free new books and literacy guidance to children at their regular pediatric check-ups. As a board member of the Arizona coalition, we have worked to bring books to health clinics throughout Arizona, including the Navajo and Hopi Nations.

A new coalition was formed in 2007 to focus on children who receive health care at Indian Health Service Clinics, or tribal or urban Indian Health Centers.

Save the Children

Supports programs and purchases books.

Reading Is Fundamental

Supplies low cost books but is in danger of being eliminated from the Federal budget.

How lucky we are to have a dictionary – or a good book – or hundreds – within the click of a computer key, on the shelf above our desk, or in any nearby library.

I hope these descriptions help brainstorm ways to bring books to children. Every child should have a good book!

Thank you,
Nancy Bo Flood

And thank you, Nancy.

Spirit of PaperTigers Book Sets will soon be on their way to the Tuba City Outreach Library and to Chinle school, and we look forward to sharing their feedback with you… In the meantime, Nancy has also drawn my attention to Cynsations’ post yesterday about this year’s Operation TBD (Teen Book Drop). Coordinated by readergirlz, Guys Lit Wire and YALSA, Operation TBD has joined forces for this, its third year, with If I Can Read, I Can Do Anything, a national Reading Club for Native American children. On 15th April, thousands of donated books will drop into the hands of teens on Native American tribal lands. There’s still time to get involved – just click on any of the links above…

The four of us who currently write regularly on the PaperTigers blog are delighted to be joined by one of our colleagues, Jeannine, who was a fellow-panelist in choosing the books for the 2010 Spirit of PaperTigers Book Set. Here, she focuses on one of those books, Planting the Trees of Kenya by Claire A. Nivola:

I think everyone on the panel agreed that it would have been great to be able to choose 25 or more books for the first Spirit of PaperTigers Book Set, but our resources are not infinite, so each book we chose would have to have to go a long way toward expressing the true “Spirit of PaperTigers.” To me, and to others on the panel too, Planting the Trees of Kenya was an ideal book for the set, because it expresses so many important ideas and values while also being enjoyable to read and beautiful to look at.

As the subtitle says, this book is based on the inspiring story of one Kenyan woman, Wangari Maathai. As explained in the book’s afterward, Maathai was the first woman from Africa to be awarded with the Nobel Peace Prize. She founded Kenya’s “Green Belt Movement” in the 1970s, which — in her own words — was “not simply about planting trees. It was about inspiring people to take charge of their environment, the system that governed them, their lives and their future.”

In a deceptively simple way, this book and its truly lovely illustrations show how Maathai learned to appreciate nature as a child and later grew up to be a powerful force in the renewal of her country’s environment and the well-being of its people. Maathai’s true story will encourage young readers:

to care about the environment and see the connection between the health of the natural world and people’s health

to take personal responsibility for caring for the Earth

to do the right thing even when it is difficult or takes a long time

to see that the poor, children, girls, and women — not only powerful men or governments — can have a strong influence on their society

to value education. Maathai’s education empowered her to take action.

I want to emphasize that the true story of Wangari Maathai makes a powerful statement on its own, but it is the way that Claire Nivola tells and illustrates Maathai’s story that makes it accessible and meaningful for young readers. Here is an example of her evocative writing:

“In the stream near her homestead where she went to collect water for her mother, she played with glistening frogs’ eggs, trying to gather them like beads into necklaces, though they slipped through her fingers back into the clear water.”

Nivola’s illustrations are as detailed as photographs. I can almost imagine her spending hours and hours painting every leaf on a tree, every blade of grass on a meadow, the intricate patterns on the African women’s skirts and headscarves. Groups of people fill many scenes so that the overall impression is “a group planting trees,” or “a group listening to Maathai speak,” but notice the individuals in the crowds. A girl peers shyly around her mother; an older girl helps her little brother to climb high enough to pick fruit from a tree; an excited dog peers eagerly into a big hole dug for a well; a baby reaches out to touch her sister’s face.

If you are paying attention, you will see more charming details every time you read this book with a child. And then may you be inspired to go outside and plant a tree with her!!

Thank you for sharing this with us, Jeannine!

New YA novel f2m: The Boy Within by Hazel Edwards and Ryan Kennedy (Ford Street, 2010) by no means sets out to be sensational but it is likely to get a lot of people talking nevertheless. It charts the eighteen-year-old narrator’s physical transition from Skye, female, to Finn, male. Co-author Ryan, a female to male transgender person himself, was able to bring his personal experiences to bear on ensuring the verisimilitude of the narrative.

I read the book at one sitting – it’s a fast-paced and compulsive read. Of course, Finn’s decision to transition does not just impact on him. One of the strong-points of the novel is how Finn tells his family and friends (in particular his fellow members of a feminist punk band) of his decision, and how they then react. We get a fair inkling of the medical process, including counselling and psychological assessment, though Finn’s main source of information comes from internet forums and websites. I came away with a strong feeling of inevitability – as though deep down everyone around Finn knew, like he did, that this was the real person now showing on the outside – so that opposition and prejudice fall away.

This is a novel with a happy ending and very little fall-out – Finn emerges with his relationships intact and indeed, many of them stronger than before. Real life is probably a bit messier; however, f2m: The Boy Within will be a boon to any teenager with feelings of gender anguish and will help to promote tolerance of, and indeed empathy with, those who feel trapped in a body of the wrong gender.

You can read my 2007 interview with Hazel here. She was awarded the prestigious ASA (Australian Society of Authors) medal last year but this, her latest book shows that she is not resting on her laurels! This photo of Hazel and Ryan was taken at the launch of f2m: The Boy Within in Melbourne, Australia on February 14th. We couldn’t be there but we are happy to welcome Hazel and Ryan to the PaperTigers Blog to tell us a bit about the background to writing the novel. With Hazel in Melbourne and Ryan in New Zealand, this was definitely a project that exploited modern means of communication!

So over to Hazel Edwards: (more…)

One of the books selected for the Spirit of PaperTigers 2010 Book Set is My Little Round House by Bolormaa Baasansuren (Groundwood Books/House of Anansi press, 2009). In a Personal View for PaperTigers, Helen Mixter describes the book’s journey from its creation in Mongolia to Japan, and her adaptation of the Japanese edition for publication in English, after being asked by Groundwood to provide a rough translation of the Japanese text:

The rough translation was very useful for its factual content. It explained what was happening in the pictures and also conveyed the emotional tone of the book. It is a book that expresses very convincingly a baby’s feelings of being loved, of being safe and warm and cozy despite what to many non-Mongolians might seem to be the hard life of a nomad. All the elements of this wonderful story were there except that the text did not really resemble a picture book text that would work for North Americans.

The publisher had told me about [Japanese illustrator] Hideko Nagano’s story of working with Baasansuren on the theme of roundness to give the book its shape. So I decided that I would use this idea as the thematic centre for the English version. And roundness is certainly a dominant presence in this baby’s life – from his mother’s womb, to his ger, to the little basket in which he travels through a snowstorm to the family’s winter quarters. Roundness is there in the turn of the year as the family literally moves through four seasons, each with its own pastures and quarters for the animals. It is there in the family that lovingly surrounds him. Only at the very end, when he runs through the grass with the dogs on his first birthday, do we see the baby breaking out of his small round world into the greater, flatter world of the outdoors – though the sky is still a round canopy over his head.

The fact that the “original text” came through such an unusual route in some ways made the whole process much freer than usual. Whereas usually as a translator I work very hard to keep the voice of the original text intact and to remain as true as possible to the word for word of it, this process wasn’t really possible here. Because the illustrations show the story and the feelings of the book so clearly, and because the rough translation had the same emotional texture, it seemed to be okay to try and re-tell the story rather than to “translate” it. I think it works and that the English book is true in spirit and form to the original.

This book is a personal favourite of mine. It is so true to the emotional world of a baby while showing us such a wonderful and completely different way of life.

You can read the whole article here. I found the notion of translation vs adaptation particularly interesting. It would be interesting to know readers’ views on this too…

We are delighted to welcome Karen Gray Ruelle and Deborah Durland DeSaix, joint authors and illustrators of The Grand Mosque of Paris: A Story of How Muslims Rescued Jews During the Holocaust (Holiday House, 2009), talking about the background to the book – and posing some thought-provoking questions. And we offer our congratulations too: The Grand Mosque of Paris has been included on the recently announced ALA 2010 Notable Books for Children (Middle Reader) and the 2010 NCTE Orbis Pictus Award for Outstanding Nonfiction for Children Recommended Books lists. I have read and re-read this wonderful book and cannot recommend it highly enough – and it is such a plus to have history presented in such a beautifully illustrated picture-book format. You can read more about Karen and Deborah’s work on their website, particularly about another of their co-authored books, Hidden on the Mountain: Stories of Children Sheltered from the Nazis in Le Chambon.

But enough from me – over to Karen and Deborah:

Wartime heroics in Paris. Persecuted Jews and prisoners-of-war fleeing the Nazis through the utterly dark, twisting tunnels of the labyrinth beneath the city and escaping hidden among giant wine casks on barges heading south. A clandestine Resistance group using a rare language — Kabyle — as code. Rescuers and the rescued slipping secretly in and out of one of the most beautiful buildings in Paris — the Grand Mosque — and finding refuge among its lush gardens and apartments, or even in the sanctuary. Who wouldn’t be seduced by a story like this one? But the one thing that drew us into this little-known piece of World War II history was the fact that Muslims were risking their own lives to save the lives of Jews.

“Save one life, and it is as if you’ve saved all of humanity.” It is striking and ironic that these words are found in each of these two religions that all too often seem to be bitterly divided. The current conflict between Muslims and Jews has been going on for so long, sometimes it feels as though it’s been that way forever.

But as we researched our book, The Grand Mosque of Paris: The Story of How Muslims Rescued Jews During the Holocaust, we learned that North African Muslims and Jews had referred to each other as brothers for centuries and lived side by side in peace. One of our goals with this book was to remind people that Judaism and Islam were once in harmony. Wouldn’t it be wonderful if they could be that way again? Seems almost impossible to imagine, doesn’t it?

And if it’s hard for us, how difficult must it be for kids, who have only experienced the intense hostility trumpeted in the news every day? But we believe that children may be our best hope.

Martine Bernheim believes this, too. She is Vice-President at a French organization that works to eradicate racism and anti-semitism (LICRA). In schools all across Europe, she has shown Derri Berkani’s wonderful documentary film, Une Résistance Oubliée: La Mosquée, about the WWII rescue of Jews at the mosque. She is struck by the shift in attitude she sees in the kids who have seen this film: racist violence decreases tremendously, as compassion increases.

Wouldn’t it be great if our book had a similar effect?

Author Rukhsana Khan has talked in the past, though perhaps not in as much detail, about incidents of bullying and racist abuse towards her and her family, following their immigration to Canada from Pakistan. As Anti-Bullying Week in the UK draws to a close, and in the hope that by bringing such instances into the open they may never be repeated, we welcome Rukhsana’s guest post today.

By Rukhsana Khan:

When we first came to Canada from Pakistan in 1965, not only were we children bullied at school but my father, a tool and die maker, was bullied at work. Some of his fellow workers wouldn’t call him by name, they’d call him ‘black bastard’, and he put up with it because he had a wife and four children to feed. When we first arrived, he was making about $7 an hour. That doesn’t sound like much now but back then it was good money. However, within a year of buying our house in Dundas, Ontario, and my little sister and brother being born, he got laid off. He ended up accepting another job for $2.35 an hour. At the end of the month, after paying the bills, we had about five dollars a week with which to buy food; most of the time we ate dill weed and potatoes because it was cheap and filling.

We were the only Pakistani Muslim family in Dundas. The other kids in my class didn’t know much about brown people. When I was in elementary school the other children would tell me and my sisters that they were white because they were clean and we were brown because we were dirty. They said that if we went home and took a lot of baths we’d get white like them. So we tried it. We took five baths a day for about two weeks. When that didn’t work, we tried baby powder and finally, we stopped drinking chocolate milk for a while.

When I got to middle school things got so much worse. Suddenly it really mattered (more…)