Posted in Books, Reviews

Favorite Books of 2020

This list represents some of our favorite Children’s and Young Adult books that we read and were published in 2020. We chose these works based on their thoughtful and nuanced treatment of Muslims and Islam, and the intersections of identity. We are glad to see more books this year compared to 2019 and have included some independently published books on this year’s list. We considered over 80 titles children’s, young adult, and adult titles with YA appeal in creating this list. Click here for a PDF version of our list.

Note that we do not include fantasy and sci-fi titles by Muslim authors whose worlds and characters do not reflect explicit Muslim identity (this does not indicate that they were not some of our favorites of the year). As stated on our release calendar there is power in speculative fiction/fantasy/scifi world building in general in exploring issues related to the real world and we highlight them on the calendar and plan to in future, separate posts.

What were your favorites of 2020?

Board Books

I Say Collection With Nabil and Noura*I Say Collection with Nabil and Noura by Noor H. Dee. illus. by Iput. Islamic Foundation. 2020. Tr $34.95 ISBN 9780860377825

Birth-K – This collection of board books follows siblings, Noura and Nabil, as they introduce commonly used Islamic phrases. In each book, the children discuss the meaning of a phrase as it is used in everyday occurrences and actions. The last page of each book includes the phrase written in Arabic with diacritical markers to indicate vowels and stops, transliteration, and translation into English. Simple but profound, these books can create understanding of words used by Muslims and Arabic speakers across the globe. Noor H. Dee is an Indonesian author, but Nabil and Noura are racially ambiguous. 

Picture Books

Arabic Quilt by Aya Khalil. Illus. by Anait Semirdzhyan. 36 pp. Tilbury House. 2020. Tr $17.95 ISBN 9780884487548. 

K-Gr 3 – Starting at a new school, Egyptian-American Kanzi is afraid to stand out as “different” but is mocked by a classmate who hears Kanzi’s mother speaking Arabic. Wrapped in her Teita’s (grandma) quilt, Kanzi writes a poem and inspires a classroom quilt project, with her teacher, Mrs. Haugen facilitating a discussion of English words that come from Arabic, language appreciation, and acceptance. Kanzi and her mother write student names in Arabic to add to a classroom quilt, and Kanzi finds pride and love in the languages she speaks. A glossary of Egyptian Arabic terms is included. Illustrations by Semirdzhyan richly convey Egyptian culture and information about the family. Kanzi’s father appears to be a Black Arab Egyptian, while her mother is light-skinned, Kanzi and her brother Zacharia also have brown skin. In Kanzi’s house there are photographs displayed of protestors and a tennis player that appears to be Serena Williams. Details like patterns on Kanzi’s father’s vest, the tablecloth, dishes, the newspaper he is reading “Akhbar Misr” (Egyptian News), body types, and food items are delightful. Teita’s quilt itself is colorful and bright and depicts feluccas on the Nile. The final scene has Kanzi meeting with schoolmate, Japanese American Kura, from the class across the hall and talking about commonalities in expressing their cultures at school. 

Building Zaha: The Story of Architect Zaha Hadid by Victoria Tentler-Krylov. 48 pp. Orchard Books. 2020. Tr $18.99. ISBN 978-1338282832.

PreS- Gr 3 – Growing up in Baghdad, Zaha Hadid found interest in the shapes and patterns found in mosques, palaces, the ruins of ancient civilizations, and the natural world. Determined to become an architect from a young age, Zaha obtained a math degree in Lebanon before moving to London to study architecture. But upon graduation Zaha met with many who challenged and rejected her unconventional ideas and designs for not only the ideas themselves, but because Zaha was a woman. Determined to achieve her dreams Zaha found the ability to design, seen as a diva, under scrutiny not faced by men in her field. Zaha earned the title of Dame Commander of the Order of the British Empire, became the first woman to design an art museum in the United States, and the youngest, first Iraqi, first Muslim, and first woman to win the Pritzker Architecture Prize. A note from the author indicates that parts of the book are fictionalized. Illustrations show Zaha’s age progression from youth to the age that most are familiar with her and her work and photographs are also included. 

*The Cat Man of Aleppo by Irene Latham and Karim Shamsi-Basha. Illus. by Yuko Shimizu. 40 pp. Putnam. 2020. Tr $17.99 ISBN 9781984813787. 

K-Gr 4 – In a narrative based on the story of Mohammad Alaa Aljaleel, ambulance driver Alaa, stays in his beloved Aleppo, helping the injured while many must flee from the ongoing war. Noticing how the cats of the city are also affected, Alaa starts taking care of them, first with scraps he can afford and soon with funding from people who care from across the world. Soon Alaa is able to help the cats, other animals, children and adults, to find a home and moments of joy and hope. An inspiring story of human compassion. Shimizu’s breathtaking illustrations and notes from Alaa and the book creators add to the entire experience. 

Hamza and Aliya Share the Ramadan Cheer by Marzieh Abbas. Illus by Michile Khan. 

Tr $20.99 ISBN 978-1683121947

PreS-Gr 3 – The day before Ramadan begins, siblings Hamza and Aliya and their parents prepare for the blessed month ahead. Searching for the new moon, which signals the beginning of the month, decorating, listening to stories about their father’s childhood in Pakistan, and making Ramadan resolutions is how they usher in the month. Over the course of the first week of Ramadan, Hamza and Aliya bake treats for neighbors with their mother and prepare a sweet, but healthy surprise for her with assistance from their grandmother. Cheerful illustrations and several delicious recipes complement the story. Backmatter includes hadith narrations, Quranic verses, and a glossary of terms. Hamza and Aliya Share the Ramadan Cheer is published by the Kisa Kids Publications, a Shia Muslim institution, offering much needed representation.

The Library Bus by Bahram Rahman. Illus by Gabrielle Grimard. 32 pp. Pajama press. 2020. Tr $15.40. ISBN 978-1772781014.

K-Gr 3 It’s Pari’s first day as her Mama’s library helper. Mama drives the only library bus in Kabul to a small village where the girls borrow books and practice English. Afterward, they head to a refugee camp where Pari passes out pencils and notebooks. Pari learns that her grandfather taught her mom to read at a time when it was not allowed for girls to be educated. Pari, Mama, and many other girls are depicted covering their hair with scarves. Rahman’s narrative effectively emphasizes access to and the power of education, particularly for those in Afghanistan who have been denied in the past, girls and refugees. Grimard’s illustrations capture Pari’s joy, the excitement of the girls awaiting the bus, and Mama’s determination and belief in providing access to education. Particularly beautiful is the relationship between Pari and her mother and the deliberate intention of passing down the family value and tradition of education and service in the betterment of others.

*Like the Moon Loves the Sky by Hena Khan. Illus. by Saffa Khan. 40 pp. Chronicle. 2020. Tr $17.99 ISBN 9781452180199.
PreS-Gr 1 – In eloquent and expressive poetic verses inspired by the Quran, a mother shares wishes and invocations for her child using the Arabic phrase “inshallah” (“if God wills it”) . Parental wishes range from finding wonder in the natural world, seeking and reflecting on knowledge, and speaking “truth and working for its sake.” Hopes that capture the importance of being an integral part of the world, and the role and responsibility one has to contribute to its betterment. Paired with lovingly, vibrant illustrations, this book celebrates a parents unconditional love and faith. Though text does not specify ethnicity, illustrations and details indicate that the family is South Asian. 

The Most Powerful Night: A Ramadan Story by Ndaa Hassan. Illus. By Soumbal Qureshi. 40 pp. 2020. Tr $26.00 ISBN 978-1732097032.

PreS-Gr 4 – Layla is curious about why the last days of Ramadan are the best days and what makes one night, Laylat al-Qadr the most special. Layla’s mother explains its significance and the power and blessings that come with it. A gentle pink and purple pastel palette adds a dreamlike quality to the book. Muslim children will benefit from this book in learning more about Laylat al-Qadr and add to their practice, especially during Ramadan, non-Muslim readers will gain cross-cultural understanding of specifics of Ramadan and an appreciation of why a Muslim family may choose to spend more time away from regular day-to-day activities in the last ten days of Ramadan. A glossary of Islamic terms used in the book is included. Text and illustrations do not specify ethnicity or nationality of the characters.  

My First Muslim Potty Book by Yousfa Janjua. Illus by Golnar Servatian. 26 pp. Prolance. 2020. Tr $15.00. ISBN 978-1734576009.

Birth-PreS- My First Muslim Potty Book offers all of the beloved components of ever popular how-to-toilet books with additional resources and contents for Muslim families who want to their little ones the practice of istinja (“the act of cleaning oneself with water” after using the toilet) and Islamic toileting traditions. Warm and colorful illustrations depict a Muslim mother and father teaching their young child to use the toilet according to Islamic etiquette. Islamic terms in Arabic are used throughout the rhyming text. Backmatter includes a glossary of terms, as well as Quran & Hadith references, and duas (supplications) to say when using the bathroom. Intended for a Muslim audience, but presentation makes it accessible to others who may want to learn about Islamic bathroom practices.

Sadiq Wants to Stitch by Mamta Nainy. Illus by Niloufer Wadia. 40 pp. Karadi Tales. 2020. Tr $13.95 ISBN 978-8193388914.

Gr PreS-Gr 3 – Sadiq and his mother are nomadic Bakarwal Muslims living in the mountains of Kashmir where he, like other boys and men, tend the herds of sheep and goats, while women are in charge of household work and embroidering intricately patterned rugs. While ammi (mother) allows him to help her with her work, she emphasizes that embroidery is women’s work, and Sadiq hides in interest and talent from her, stitching in secret. When ammi gets sick and cannot complete an order, Sadiq decides to use his hidden skills to help. Sadiq’s work brings ammi pride and changes her mind about his talents and role in the village.

*Salma the Syrian Chef by Danny Ramadan. Illus. by Anna Bron. 40 pp. Annick. 2020. Tr $18.95 ISBN 9781773213750. 

PreS-Gr 3 – Salma and her mother are Syrian refugees, living in Vancouver, Canada. More than anything, Salma misses the sound of her mother’s laughter and believes with a taste of home, it will return. With the help of friends at the refugee center, Salma attempts to make her mother’s favorite dish, foul shami, to hear the laughter she craves. Striking illustrations and use of Syrian motifs, frame Salma’s heartwarming story as she adjusts to her new home, and finding moments of joy with the help of a loving community of refugees from around the world. 

Link to full review by Hadeal

What Color Is My Hijab? by Hudda Ibrahim. Illus. By Meenal Patel. 30 pp.  Beaver’s Pond Press. 2020. Tr $16.78 ISBN 978-1643439204

PreS-Gr 2 – In this book of colors, a young Black girl thinks of many Muslim women who wear their hijab, their crowns, in professional roles and associates character traits and actions with the colors of their hijabs. For example, when thinking of a smart, Black female engineer wearing a white hijab, the girl plans to wear a white hijab when she wants to solve problems. Muslim women hold various roles: engineer, athlete, model, pilot, politician, doctor, artist, teacher, business owner, and the narrator’s own mother. The style of wearing hijab also differs for each woman and skin tones, with the majority of the women being Black. In the author’s note Somali American Ibrahim emphasizes that different styles of hijab are a visual representation of faith and identity, differing by nation, fashion, and preference. Beaver’s Pond Press publishes independent books. 

*Your Name is a Song by Jamilah Thompkins-Bigelow. Illus by Lisa Uribe. 40 pp. Innovation Press. 2020. Tr $16.99 ISBN 9781943147724.

K-Gr 5 – On the first day of school a young, Black Muslim girl is upset because her classmates and teacher “could not say her name.” During their walk home, through their bustling, multiethnic neighborhood, her mother teaches her that “names are songs,” each conveying an innate melody. Soft, flowing illustrations compliment the lyrical theme and are an inclusive affirmation of all names. The conversation between mother and daughter reflects the common experience for many BIPOC families, who must uplift their children’s identities, and teach them tools to defend and diffuse microaggressions from both peers and teachers.

Zara’s New Eid Dress by Nafisah Abdul-Rahim. 30 pp. Archway Publishing. 2020 Tr $25.95. ISBN 978-1480888883.

Gr PreS-Gr 3 – Zara, an African American Muslim girl, has worn matching outfits with her friends for recent Eid celebrations, but now wants an outfit for Eid that reflects her own culture. Her mother suggests that she allow her Nana to make the outfit that she wants, “bright, pink, fluffy, and has flowers on it”. Together, they design the perfect Eid outfit. The bold illustrations, which appear to be multimedia in nature, capture the joy of three generations of one African American Muslim family. 

Early Readers

Faruqi, Saadia. You Can Do It, Yasmin! (Yasmin series). Illustrated by Hatem Aly. 96p. Capstone. 2020 Pb. $5.95. ISBN 9781515860914
PreS-Gr2 – Whether Pakistani American second-grader Yasmin is tackling writing assignments, gardening with her family, playing soccer for the first time, or managing disagreements with friends she is always a curious and creative problem-solver. Yasmin’s interactions with her multi-generational Pakistani American family are endearing and recognize her agency. Faruqi’s sprinkling of Urdu words and Aly’s beautiful and bold illustrations convey cultural details and insights into Yasmin’s world. Some titles are available in Spanish and French. Fountas & Pinnell Level K.

Nuurali, Siman. Sadiq series. Illustrated by Anjan Sarkar. 64 p. Capstone. 2020. Tr $6.95. ISBN 9781515872900 (Sadiq and the Explorers), 9781515872887 (Sadiq and the Ramadan Gift), 9781515872894 (Sadiq and the Bridge Builders), 9781515872870 (Sadiq and the Perfect Play).
K-Gr 3 – Somali American Muslim third-grader Sadiq lives with his family in Minnesota. This set of books published in 2020, show Sadiq’s inquisitive nature, problem solving, and the importance of involvement and helping in the community — in Minnesota and in Somalia. Each volume contains information around Somali culture and a glossary of words in Somali as well as terms that pertain to each story. Sarkar’s illustrations are expressive and charming. One of the few works which feature a Black Muslim family and center a Black Immigrant Muslim boy. Fountas & Pinnell Level M.

Middle Grade

Planet Omar: Accidental Trouble Magnet by Zanib Mian. Illus by Nasaya Mafaridik. 224 pp. G.P. Putnam’s Sons Books for Young Readers. 2020. Tr $12.49. ISBN 978-0593109212

Gr 2-6Link to our review and discussion guide

Planet Omar: Unexpected Super Spy by Zanib Mian. Illus by Nasaya Mafaridik. 224 pp. Putnam’s Sons Books for Young Readers. 2020. Tr $12.49. ISBN 978-0593109212

Gr 2-7 – In this followup to Accidental Trouble Magnet, Pakistani British Omar finds out that, without funding to fix the roof, his local masjid is in danger of closing down! Knowing how important the masjid is to his family, Omar and his friends decide to help fundraise by holding a talent show at their school. When the talent show money goes missing, Omar and his friends try to catch the thief and save the day. Filled with the same hilarious antics, references to Islamic practices and values, warm day-to-day familial relations (with minor bickering) as the previous volume, this one shows Omar caring for the community and being proactive in trying to do his part to save a special place that gives his parents “secret smiles.”  

Once Upon an Eid: Stories of Hope and Joy by 15 Muslim Voices by S. K. Ali and Aisha Saeed. Illus by Iman Rasheed. 304 pp. Harry N. Abrams. 2020. Tr $14.39. ISBN 978-1419740831.

Gr 3-8 – The stories in Once Upon an Eid capture Eid traditions and so much more, through prose, verse, and imagery, including the vibrant cover art, and a comic selection, authored by G. Willow Wilson and illustrated by Sara Alfageeh. Consisting of stories by 15 Muslim authors of diverse backgrounds, each selection explores an aspect of the rich variety of the human experience, from changes that come from external events and explore how they are internalized, to smaller every day occurances. Characters are relatable, display a range of emotions and the complexities of what it means to be Muslim. Check out Ariana and Mahasin’s interview of editors S.K. Ali and Aisha Saeed for Abrams’ Beyond the Book episode on Once Upon an Eid. 

The Girl and the Ghost by Hanna Alkaf. 288 pp. HarperCollins. 2020. Tr $11.99. ISBN 978-0062940957.

Gr 4-8 – In a small Malaysian village Suraya, a young girl ostracized by the other village children, and held at a distance by her busy and uninterested mother, finds comfort in a new friend. She names the cricket-shaped creature Pink and cherishes their constant companionship. But Pink is actually a witch’s familiar, seeking Suraya as its new master, and is capable of malicious destruction and retribution. This side of Pink makes Suraya uneasy and when she makes her first friend, Pink turns dangerous, prompting a visit from a pawang hantu, a ghost shaman, whose intentions are suspect. Uncovered truths bring revelations, poignant heartbreak, and healing in a book that appeals to mystery and horror lovers, and the more tenderhearted.

Becoming Muhammad Ali by James Patterson and Kwame Alexander. Illus by Dawud Anyabwile. 320 pp. James Patterson. 2020. Tr $6.74. ISBN 978-0316498166.

Gr 3-7 – A biographical novel told in prose and verse from the perspective of his friend Lucky and himself, Becoming Muhammad Ali explores the young life of the beloved boxer when he was still known by his birth name, Cassius Clay. Lyrical depictions of friendships, his complex family life, and experiences with racism in his hometown of Louisville, Kentucky offer insight into his psyche. Black and white cartoon-styled illustrations throughout the novel offer texture and additional insight into his life. While Ali’s conversion to Islam and adult years are not addressed, a final chapter acknowledges his ideological evolution and draws the connection between the belief system he ultimately embraced and his upbringing. A recommended read for fans of Betty Before X.

Flying Over Water by N. H. Senzai and Shannon Hitchcock. Illus by Andrea Davis Pinkney. 272pp. Scholastic Press. 2020. Tr $17.99. ISBN 978-1338617665.

Gr 3-7Set in 2017, this novel is told from the perspectives of middle schoolers Noura, a Syrian refugee whose family’s arrival in Tampa, Florida coincides with Executive Order 13769 (also known as the Muslim ban) and Jordyn, a white competitive swimmer whose church is sponsoring Syrian refugees and who serves as a school ambassador for newcomers. Both are learning to cope with their fears, Noura, petrified of water after learning that her best friend drowned trying to cross the Mediterrean to Europe, and Jordyn experiencing panic attacks after her mother suffers a miscarriage at a quailifying swim meet. Along with the trauma of war Noura and her family are only in Tampa for a short time before their mosque is vandalized and they experience Islamophobic events at school. But with the help of their social studies teacher and their own initiative, students are able to connect experiences of present day refugees and those who came before and advocate for their school community and all of those who are in it.

A Place at the Table by Saadia Faruqi and Laura Shovan. 336 pp. Clarion Books. 2020. Tr $12.19. ISBN 978-0358116684.

Gr 5-7Told in alternating chapters, two sixth graders, Pakastani American Muslim Sara, and British American Jewish Elizabeth, A Place at the Table explores what it means to navigate friendship, family, and religious identity and practice in the middle school years. Food and cultural traditions are central to this timely story, which also explores themes of Islamophobia, antisemitism, and what it means to stand up against injustice and hold those we love accountable for their wrongs. Written together by a Muslim and Jewish author, a Place at the Table demonstrates what can happen when we focus on what we have in common, instead of where we differ. 

Young Adult

Yes, No, Maybe So by Becky Albertalli and Aisha Saeed. 448 pp. Balzer + Bray. 2020. Tr $13.99. ISBN 978-00662937049.

Gr 8-12 – Told in alternating chapters, two former childhood friends, white Ashkenazi Jewish Jamie and Pakistani American Muslim Maya, reconnect as 17-year olds to canvas for district candidate, Democrat Jordan Rossum, in the northern Atlanta suburbs. Volunteered by their mothers, they are first aloof but then connect over the personal, sharing their respective insecurities and worries; and the political, encountering anti-Semitic and Islamophobic white supremacist propaganda and politicians who advocate a ban on headcoverings that primarily targets headscarf-wearing Muslim women. Amidst this all feelings are kindled between the two of them. Beyond the budding relationship, this narrative feels particularly significant and personal as the two characters lament what seems to be a regression of progressive values and tolerance and more acceptance of xenophobia and hate. Issues of voter suppression, incremental change, complacency, and apathy feel particularly relevant given the outcomes of recent elections in Georgia.

The Henna Wars by Adiba Jaigirdar. 400 pp. Page Street Kids. 2020. Tr $16.75. ISBN 978-1624149689.

Gr 8-12 – Bangladeshi Irish Nishat has come out as a lesbian to her family, earning her parents’ disdain and her own heartbreak. Focusing instead on an entrepreneurial competition at school, Nishat separates herself from her friends, Chaewon and Jess, in order to start a mehndi business, taught to her by her grandmother and based on her own designs. To her dismay her idea is one of two in the competition. White Irish Chyna, a former friend who spread rumors about Nishat and her family restaurant and made her a pariah, is also doing henna with her cousin, biracial Brazilian and white Irish Flávia, a talented artist who Nishat hasn’t seen since primarily school, and whom Nishat has unresolved feelings for. Nishat is angered by the blatant cultural appropriation, racial and homophobic behavior of classmates at her Catholic high school, and Flávia’s efforts to get closer to her, for reasons she can’t determine are pure. Alongside the cold, and at times, hypocritical behavior of her parents and community, who seem to choose the only see the importance of being Muslim when it comes to her sexuality, the gaslighting and Nishat experiences are incredibly agonizing, making her stubborn determination to succeed in her henna business and cling to her cultural identity and sense of self more heart-wrenching and the genuine feelings between Nishat and Flávia more endearing. Chyna’s inability to see the parallels in her xenophobic treatment of Nishat juxtaposed to her love for her cousin and aunt are another powerful depiction of cognitive dissonance to unpack. An incredible debut with so much complexity and depth.

Punching the Air by Ibi Zoboi and Yusef Salaam. 400 pp. Balzer + Bray. 2020. Tr $15.99. ISBN 978-0062996480.

Gr 7-12 – Sixteen-year-old Amal Shahid is tried and convicted of an act of violence against a white boy. Amal is a poet and talented artist. Told in first person, readers are pulled deeper into Amal’s world, his emotions and thoughts, learning about his experience as a Black boy in the prison system, how the school system failed him—specifically his art teacher. Salaam, one of the Exonerated Five, draws on his experience from his wrongful conviction and the injustice he experienced at the hand of the American criminal justice system. The format of the book lends to its brilliance in poetry and use of space, artwork, references to hip hop. Amal references his Islamic faith and family members, and the symbolism in his naming is also rich and intentional, with Arabic words “Amal” meaning hope and “Shahid” meaning martyr. Zoboi and Salaam examine the connection between American chattel slavery, policing and the prison system, and the school to prison pipeline and calling readers to further action and the necessity of reform to rectify injustice.

Mad, Bad & Dangerous to Know by Samira Ahmed. 336 pp. Soho Teen. 2020. Tr $15.49. ISBN 978-1616959890

Gr 8-12 – Nursing a broken heart from a complicated undefined relationship in Chicago and a failed effort to impress her dream art school with a theory connecting a lost Delacroix painting to writer Alexander Dumas, 17-year-old white French and Indian American Muslim Khayyam spends summer in Paris with her professor parents. In a impossibly happy coincidence Khayyam bumps into a Dumas descendant, also called Alexander, and the two entertain a budding attraction and Khayyam’s theories of the lost painting, prompting the two to dig into the mystery behind the raven-haired muse of Delacroix, Leila. Alternating chapters give us glimpses into Leila’s life in an Ottoman pasha’s harem, first as the haseki, the primary consort of the pasha, with a secret lover, ties to jinn, and dreams of escape; while Khayyam’s narratives further the art mystery but examine a multitude of subjects from the the impact of orientalism, colonialism, and sexism, to her complicated relationships, and her own identity with her biracial, tri-cultural, and religious identities. The ties between the women across the centuries are significant and give readers further food for thought.

Graphic Novels

When Stars Are Scattered by Omar Mohamed. Illus by Victoria Jamieson and Iman Geddy. 264 pp. Dial Books. 2020. Tr $9.99. ISBN 978-0525553908.

Gr 4-7 – This collaboration between Somali Omar Mohamed and Victoria Jamieson is a memoir of the six years of Omar and his brother, Hassan, life in the Dadaab refugee camp in Kenya, after fleeing during the Somali Civil War. Their father is killed and they are separated from their mother and though living separately, they are being cared for by Fatuma, another Somali refugee whose own children died in the war. Omar cares for his brother who is nonverbal and amongst his responsibilities must think of their future in the camp, while holding onto the hope that their mother is still alive. Moments like helping his brother fall asleep by telling him stories about their home in Somalia and Omar waking up with nightmares illustrate his responsibility to his younger brother while also showing that Omar himself is still a kid, dealing with the trauma of his father’s death as well as missing his mother. Omar agonizes about attending school while leaving Hassan during the day, and later about the opportunity to leave the camp to resettle in another country, going in depth into the vetting process and the difficulty and rarity of being chosen. Omar references the Qur’an and prayers, drawing strength from his remembrances of Allah,the time and peace he felt spending time at dugsi (Islamic school), and in particular the verse “For indeed, with hardship will be ease. Indeed, with hardship will be ease” (p 142), Surah Ash-Sharh (94:5-6). Jamieson’s drawings convey with sensitivity the tenderness and innocence of two young boys experiencing the trauma of war, life as a refugee, loss, and uncertainty. Jamieson and Mohamed have spoken about their collaboration, research and the importance of getting cultural and historical details right in the visuals. Geddy, also of Somali descent colored the art for the book, adding textural details and patterns to the settings and characters. Backmatter includes photographs, an afterward, notes from Mohamed and Jamieson and a link to Mohamed’s foundation, dedicated to supporting Somali refugees. A powerfully accessible narrative and collaboration.

Shirley and Jamila Save Their Summer by Gillian Goerz. 224 pp. Dial Books. 2020. Tr $10.99. ISBN 978-0525552864.

Gr 3-7 – Ten-year-old South Asian Canandian Muslim Jamila Waheed doesn’t want to spend the summer going to a science camp, wanting to play basketball instead, but as a newcomer to the neighborhood she doesn’t have an alternative. Enter Shirley Bones, a ten-year old white girl whose deductive reasoning — a clear parallel to Sherlock Holmes, intrigues Jamila, especially since Shirley has a plan for both of them to get out of the dreaded summer camp. While Jamila plays basketball, Shirley uses the court as her personal detective consulting spot, and Jamila becomes involved as well. As they spend more time together the two bond, but Shirley’s tendency to minimize and omit details frustrates Jamila, and puts a strain on their budding friendship, leading Jamila to find out what their peers really think about the often ostracized Shirley. Jamila must decide how she feels about Shirley’s friendship and friendship in general. Muslim and South Asian readers will notice the cultural and religious interactions between their family: the names of the members of Jamila’s family, the use of the word ammi for mother and ammi wears a loosely draped scarf whenever she goes out (that may or may not be hijab or a dupatta), Jamila is tasked with helping her mother hang up artwork that shows Arabic/Islamic lettering (and appears to be the basmala/tasmiyah) and Moroccan or Andalusian tiles, the family doesn’t wear shoes inside the house, and her brother Farooq’s adaptation of dua-e-noor (the supplication of light) to mock his older brother, and the use of term mera bacha to refer to Jamila (a technically male term, but used generally to refer to one’s child). Their appearingly Toronto suburb neighborhood is diverse with kids of different races, skin tones, and body types, while the Muslim background characters also express their dress in different ways. Goerz’ note of acknowledgement and consultants is incredibly impressive and shows how an author may consult to get cultural details right.   

Nonfiction

Call Me American (Adapted for Young Adults): The Extraordinary True Story of a Young Somali Immigrant by Abdi Nor Iftin. 272 pp. Delacorte Press. 2020.  Tr $13.97. ISBN 978-1984897114. Gr 7-9 – In his memoir, adapted for a young adult audience, Abdi Nor Iftin enthralls readers with a description of his experience as a survivor of the Somali Civil War and young man infatuated with the English language who is influenced by aspects of US culture that have been exported to East Africa. The son of nomads with a deep connection to nature and animals, Iftin recalls his family’s herculean efforts to survive when war and the concomitant inhumanity of mankind upends their nation and their lives, and his eventual relocation to the United States. Iftin thoughtfully explores the complex intersection of religion, extremism, colonialism, poverty, and human nature. 

 

The Cat I Never Named: A True Story of Love, War and Survival by Amra Sabic-El-Rayess and Laura L. Sullivan. 384 pp. Bloomsbury YA. 2020. Tr $15.99. ISBN 978-1547604531.

Gr 7-9 – In this powerful memoir by professor Amra Sabic-el-Rayess, of Columbia University’s Teachers College, Sabic-El-Rayess recalls the years of the Bosnian war and in particular the Serbian siege of her city of Bihać when she was a teen. From the beginning of the narrative Amra speaks of the heavy atmosphere and targeting Bosniaks for their Muslim heritage and not necessarily Islamic practice, and how this targeting affects her schooling and everyday life. The physical threats to Bosniaks, and particularly to women, have the threat and imagination of rape an ever present phantom lurking in Amra’s mind. When Serbian residents of Bihać evacuate right before the siege, including Amra’s best friend, the betrayal of those who leave juxtaposed to the resolve of the non-Bosniaks those who stay is incredibly moving. War brings violence and death to their door, with Amra and her family experiencing evacuation, near misses, and witnessing deaths, facing starvation, and opportunistic price gougers getting rich off the suffering and deaths of Bosniaks, but the family is determined to survive. But amidst the anger and grief, Sabic-el-Rayess highlights life-affirming moments of beauty, grace, kindness, and the struggle and courage required to keep and sustain one’s humanity. Much of this comes in the form of Maci (cat in Bosnian), who is seen as the family’s luck, credited for some of those near misses and a source of softening in the soul. Beautiful, heartbreaking, and a necessary read. 

*Originally published in “To See and Be Seen: Muslim Representation in Picture Books.” School Library Journal, vol. 66, no. 9, 2020, pp. 52-54.

Posted in Blog Posts

Evaluating Muslims in KidLit: A Guide for Librarians, Educators, and Reviewers

by Mahasin and Ariana

Toolkit for Evaluating Muslims in KidLit – updated 2022 (PDF)

In 2019, the Cooperative Children’s Book Center at the University of Wisconsin received 3,717 children’s and young adult books from publishers. Of those books 45 (1.2%) were “tagged” with a Muslim diversity subject, but were not evaluated for quality or accuracy of representation. 

When looking at Muslim representation in media, children’s literature is often the first exposure that children have to Muslims and Islam. In creating this understanding, it is important to be deliberate in combating tropes and stereotypes that deal in disinformation, fear-mongering, and histories rooted in orientalism (as coined by scholar Edward Said), colonialism and white supremacy.

Part I of this guide identifies resources for learning more about Muslim Americans while providing context for media representation, while Part II offers guiding questions for reflection and analysis of collections and individual works. 

Part I: Recommended Resources

Muslims in Story: Expanding Multicultural Understanding Through Children’s and Young Adult Literature

When considering collection development of books featuring Muslim characters, Gauri Manglik and Sadaf Siddique’s (of Kitaab World) Muslims in Story: Expanding Multicultural Understanding Through Children’s and Young Adult Literature (2018) is a comprehensive guide to selecting books, essential for libraries.

Muslims in Story provides an overview of Muslims in America, Islamophobia and its impact, and how literature can be used to promote long-term systemic change. The second part provides book lists and programming ideas, with books categorized by theme. The appendices include frequently asked questions, suggested guidelines for book evaluation, a timeline of Muslims in America, a glossary of terms, and additional resources. 

Institute for Social Policy and Understanding’s American Muslims 101 

Understanding who Muslims and Muslim Americans are, how they practice Islam, and what challenges their communities face, are important components to knowing and serving Muslim populations, and in bringing a critical lens to evaluating books featuring Muslim characters. The Institute for Social Policy and Understanding (ISPU) is a valuable tool. It provides current statistics and infographics about Muslim Americans and issues affecting them.

The Riz Test

Like the Bechdel–Wallace test on women in movies and media, the Riz Test identifies problems in representation, bias, and lazy storytelling that depicts Muslims as simplistic, and lacking dimension and humanity. Named for actor Riz Ahmed’s 2017 speech to the House of Commons in the United Kingdom, which addressed diversity on screen, and identified stereotypes and tropes associated with Muslims in the media. 

The Test: 

If the film/show stars at least one character who is identifiably Muslim (by ethnicity, language or clothing) – is the character… 

  1. Talking about, the victim of, or the perpetrator of terrorism? 
  2. Presented as irrationally angry? 
  3. Presented as superstitious, culturally backwards or anti-modern? 
  4. Presented as a threat to a Western way of life? 
  5. If the character is male, is he presented as misogynistic? or if female, is she presented as oppressed by her male counterparts? 

If the answer for any of the above is Yes, then the film/ TV show fails the test.

When credence is given to Muslims consulting on media as part of the creative process, from sensitivity readers, bloggers, #ownvoice reviews, and organizations such as the Muslim Public Affairs Council (MPAC) Hollywood Bureau, stories become more nuanced and a better reflection of the diversity that exists within the Muslim community. MPAC Hollywood also has their own Obeidi-Alsultany test looking at Muslim representation in media with guidance towards building complexity in Muslim representation in characters and storylines.

The Obeidi-Alsultany Test:

1. The project that includes a Muslim character(s) does not reproduce or reinvent old tropes but rather explores new stories and contexts.

2. The project that includes Muslim character(s) has a Muslim-identifying writer on staff to ensure that Muslim cultures, religion, characters and storylines are being portrayed accurately and authentically.

3. The Muslim character(s) is not solely defined by their religion. Religion can be part of the character’s backstory but should not be their entire story. Muslim culture and faith should be accurately delineated.

4. The Muslim character(s) has a strong presence and the character(s) is essential to the story arc and has a rich and clearly defined backstory.

5. The Muslim character(s) is portrayed with diverse backgrounds and identities.

Additional Framework to Consider

Naming stereotypes allows for the deconstruction of bigotry and actively combating harm. Tools like Jewel Davis’ guide to fantasy worlds establish a framework for evaluating “elements of racial and ethnic diversity in speculative fiction and media.” The Teaching for Change: Social Justice Books’ Guide for Selecting Anti-Bias Children’s Books by Louise Derman-Sparks, prompts viewers to look for stereotypes, question normalized biases, commonly used language, and power dynamics between groups of people in illustrations, storylines and relationships. HarperCollins: Shake Up Your Shelves has additional guiding questions, written by educator and scholar of children’s literature, Autumn Allen, and tools for collection evaluation, audit, and retiring problematic books. Matthew Salesses’, Korean American fiction writer, essayist, and Assistant Professor of Creative Writing in the MFA/PhD program at Oklahoma State University, book Craft in the Real World: Rethinking Fiction Writing and Workshopping, interrogates how the structure of the writing workshop and literary canon is informed by the “white gaze,” specifically that of white male writers, and how these structures affect what is considered valid literary progression and storytelling. His article 25 Essential Notes on Craft can be found on Lithub.

Similarly, Part II of our toolkit lists guiding questions that disrupts common tropes by looking at collections holistically and at individual works.

Part II: Guiding Questions for Individual Works and Overall Collections

Librarians and educators must take a holistic look at their collections to determine what trends of representation exist therein, and in consideration of publishing trends, collections should not perpetuate a single narrative or experience. Yet, it is simplistic to view books as simply “good” or “bad”, much like the characters that are depicted within them. When doing reader’s advisory and recommending books, librarians must be mindful that just because Muslims are present in a work, does not mean that the work will speak to every Muslim’s experience. 

It is important that all Muslims, particularly those whose voices are less often heard, are able to write their own stories, and that publishers expand the number of books and voices being published. Authentic, intersectional stories, even those stories that might be considered controversial, or don’t present Muslims in the best light, represent the complexity of the Muslim experience. Still, the power of stories to affect the lives of Muslims necessitates thoughtful reflection. As one individual cannot speak for an entire community, one book cannot and will not represent one group of Muslims. We hope that this toolkit will be used to further thoughtful conversations about representation of Muslims and Islam in children’s and young adult literature.

Question for Overall Collection Development:

  • How many books about Muslims in your collection are written by Muslim authors?
  • Visually, is there only one type of identity marker for Muslims? Is this identity marker the headscarf? Is it only referred to as “hijab”?
  • Is there gender diversity? Are Muslim boys and men visible or erased?
  • Do Muslims only show up in one type of narrative? Is there a dominant narrative?
  • Is the diversity of the Muslim community demonstrated? Does one group dominate? Are any Muslims from multiple heritage backgrounds? Does your collection have books by and about Black Muslims? Who are the Muslims in your biography section?
  • Are stories intersectional? Are there Muslims from different heritage backgrounds interacting? How are different aspects of a character’s identity (i.e. ethnicity, race, sexuality, gender identity, ability) explored?
  • Are all of your books published by mainstream publishers? Many Muslim voices have little or no representation in mainstream publishing.
  • Are all of your books told from a Sunni perspective or erase non-Sunni practices and communities? Are Shi’a communities and other Muslim minority communities represented and named?
  • How many of your books feature Muslims as background or side characters as opposed to protagonists? Do they have any speaking lines or agency in action? Are racial and/or ethnic identities specified or ambiguous?
  • Who are the love interests? Are love interests only white and/or non-Muslim? Are love interests only from racial or ethnic in-groups? Are character features/points of attraction Eurocentric?

Questions to ask when evaluating Muslim representation in an individual book:

  • Does the work reflect an understanding of Islam’s own intellectual tradition? Are topics viewed from a Christian gaze of spirituality, cultural, or faith practices or vis-a-vis secular humanist norms? What sources are centered and how does this affect the reader’s understanding of Islam and Muslims?
  • How is the “West” represented? Is the U.S. the savior nation? Does the book triumph an unquestioned American exceptionalism narrative?
  • Do characters and depicted communities have agency, or are they portrayed as victims of forces beyond their control?
  • Does the work reflect an understanding of the complex history of predominately Muslim countries? Example: Are Muslim countries depicted as being impoverished, juxtaposed with Western nations being modern and functional?
  • How is religiosity portrayed? Is there nuance when it comes to the practice of Islam? Does the narrative set up a false moral binary between religious and less practicing or secular characters? Is religious practice used to indicate negative and/or archaic views?
  • Are Muslim characters multi-dimensional?
  • Does the work conflate culture with Islam or universalize a particular Muslim experience or heritage? For example, are Arab and/or South Asian cultural practices presented as universal norms for all Muslims? Does the text imply that Muslim cultures are all the same?
  • Beyond sharing Muslim identity or heritage, does the author’s own lived experience speak to other parts of a character’s identity? Is the author’s religious identity being conflated with cultural and/or ethnic heritage?
  • Where appropriate, is there backmatter that explains and differentiates religious practices, especially where they are unique to particular cultures? Are cultural and religious concepts presented and explained in a way that is developmentally appropriate?

What are further questions that you would consider or wonder about?

Posted in Uncategorized

Planet Omar: Accidental Trouble Magnet Review and Discussion Guide

We were delighted to be involved in the creation of a discussion guide for Planet Omar: Accidental Trouble Magnet by Zanib Mian and released in the United States by Penguin/Putnam. Find the discussion guide on the Penguin site and our review below.

Muslim British Pakistani Omar is an elementary aged boy with a huge imagination. As the middle child with a bossy older sister, Mayram, and a messy three-year old brother, Esa, Omar stands out because of his imaginative ideas and daydreams which sometimes gets him into trouble, but also helps him deal with his worries. With his family moving to a new home in London, Omar has been worrying a lot. 

Omar’s loving parents are scientists who are relocating for his mother’s dream job in cancer research. Though they are excited by their new home, their new neighbor, Mrs. Rogers, gives the family the cold shoulder, and is often on the phone complaining about what “the Muslims” are doing. Nervous about school and his teacher, Omar imagines a dragon protector named H2O. Ultimately, he finds that his teacher is understanding; she asks him about Ramadan and if he needs to be excused from activities if he is fasting. Omar even makes a new friend, Charlie. 

But just when he thinks he might not need all H2O’s help at school, he meets Daniel. Daniel bullies everyone, especially Charlie. When Daniel finds out that Omar and his family are Muslim, he treats Omar with even more vitriol, telling Omar that he and his family will be kicked out of the country. Omar’s cousin confirms Daniel’s words about Muslims being unwelcome and intensifies Omar’s worries.

Deceptively light-hearted and laugh-out-loud funny, Omar’s antics and reference points are tied to his identity. Mian makes references to Islamic terms and culture, such as prayer and dietary restrictions, as well as their Pakistani British identity in an unforced manner. Indonesian Mafaridik’s illustrations, cartoon-like and gentle, with simple, clean lines, give the series a Wimpy Kid like feel, which may appeal to younger children who are reading the book with family members. Muslim readers will find plenty of mirrors in Omar’s stories, from attending mosque to the tongue-in-cheek references to commonly held misconceptions about Muslims, for example, Maryam and Omar laughing about people possibly believing that their mom wears a hijab in the shower. The topics of racism and Islamophobia come up organically and allow readers opportunities to unpack their effects. Conflicts are resolved with compassion and mutual understanding. Omar and his family, in their foibles and actions guided by Islamic principles, are truly delightful. 

Posted in Blog Posts, Books

2020 Ramadan Reads: Recommended Books

Ramadan Reads

In 2019 we did a series of Instagram posts of kidlit books about Ramadan. This year we have curated and updated our list to include new titles and our favorites. Books are listed by format and in alphabetical order by title. This list is available in PDF.

Picturebooks

Bashirah and the Amazing Bean Pie: A Celebration of African American Muslim Culture by Ameenah Muhammad-Diggins: At Bashirah’s Islamic school all of the students will bring in a dish to share after Eid to celebrate Muslim cultural diversity. Her classmates, Mustafa and Fatima, will bring jollof rice and biryani respectively; Bashirah decides to bring bean pie, a family recipe that her Pop-pop is teaching her. Her family gets together for Eid prayers, all beautifully dressed and then return home for food: fried chicken, sweet potatoes, macaroni and cheese, and green beans, while Bashirah and Pop-pop make bean pie together. Bashirah’s father calls the family together for dhur prayers where “three generations of Muslims—aunts, uncles, cousins, and grandparents-all prayed together.” Bashirah takes food to share with a neighbor and the family enjoys Bashirah’s very first bean pie. At school, Bashirah proudly brings in her pie, and teacher Nafisah reminds the students that Allah made us into nations, encourages us to get to know each other, and that no Muslim is elevated over another except by faith and deed. Included is a recipe for bean pie.

Drummer Girl by Hiba Masood: In a Turkish village, the musaharati drummer has the important job of waking Muslims for their pre-dawn meals during Ramadan. Najma has followed the beat of the drummer and longs to be a musaharati herself, but a girl has never performed this role before.

Eid Breakfast at Abuela’s by Mariam Saad: Sofia, her mom and dad spend Eid with her Mexican grandmother who throws them a festive breakfast which includes traditional Mexican food, decorations, and activities. Her grandmother and other family members who join to celebrate with Sofia and her family are not Muslim.

The Gift of Ramadan by Rabiah York Lumbard: Sophia loves all things sparkly including the decorations her family puts up during Ramadan and the heart of the person that fasts. When her first attempt at fasting is harder than she anticipates, Sophia’s grandmother reminds her that there are more opportunities to try again and that there are other ways to celebrate the month and equally important acts of worship and ways to help. With Sophia’s multitude of feelings and the encouragement of her family, Lumbard captures the feelings of Ramadan and what the month means to believers. The story also reminds us that for those who cannot fast there are other ways to make Ramadan meaningful, to nourish the sparkles within the heart.

Hassan and Aneesa Celebrate Eid by Yasmeen Rahim: In another story about Hassan and Aneesa, they are excited to celebrate Eid, decorating the house, attending Eid prayers in new clothes and hosting an Eid party with family and friends.

Hassan and Aneesa Love Ramadan by Yasmeen Rahim: Brother and sister Hassan and Aneesa, British Muslims, are excited for Ramadan. At night Aneesa hears noise from the kitchen and sees her parents eating sahur, the pre-dawn meal. In the day they observe their parents reading Qur’an and giving charity. Having iftar with their cousins, they see their cousins fasting, and want to try as well, their mother agreeing but saying that they can stop if they feel too hungry because children don’t need to fast. While younger Aneesa breaks her fast with a banana, Hassan wants to try to fast the whole day, and they have their evening meal with a special treat. Glossary included.

Ilyas & Duck: Ramadan Joy! by Omar S. Khawaja: The fourth book in the Ilyas & Duck series features Ramadan, the joy of the month as well as the difficulty of fasting and the empathy and compassion that comes as a result. All the while readers familiar with the antics of the duo and a new villain in town, Mr. Mean.

Lailah’s Lunchbox by Reem Faruqi: Having recently moved from the UAE to Peachtree, Georgia, Laila is excited to fast this year for Ramadan with her family but is hesitant to tell her teachers and classmates. Instead of sharing a note from home, Laila first goes to the lunchroom and then to the library, before the school librarian encourages her to express her feelings. This lovely and relatable book is a gentle introduction to Ramadan that helps to equip children with language and tools to advocate for themselves and reminds the adults in their lives to advocate and listen to them. The term sehri is used for the predawn meal instead of suhoor, adding another layer of identity to Laila and her family’s immigration story.

A Moon for Moe and Mo by Jane Breskin Zalben: Two neighbors, Moses Feldman, and Mohammed Hassan, both known as Moe/Mo by their families, share a picnic in the park when the Ramadan fast coincides with Rosh Hashanah.

Moon Watchers: Shirin’s Ramadan Miracle by Reza Jalali Shirin: watches for the moon with her family and wants to participate in the fast, but at 9 years old she is told that she’s too young to do so. She concentrates on doing good deeds like trying to get along with her older brother.

The Most Powerful Night: A Ramadan Story by Ndaa Hassan: A Ramadan story about Laylat-Al-Qadr, the night Muslims believe the Quran was revealed to the Prophet Muhammad (saw). This is a special night that occurs once a year during the month of Ramadan.

My First Ramadan by Karen Katz: My First Ramadan is by Karen Katz. This story follows a young boy as he observes the month of Ramadan with his family.

Night of the Moon by Hena Khan: Seven-year-old Pakistani American Yasmeen and her mother observe the tiny crescent of the moon signifying the start of Ramadan. As the month goes by Yasmeen tracks the phases of the moon as passage of time while highlighting the various events that take place during Ramadan through the eyes of a child capturing the spirit of Ramadan, familial and community love and fellowship.

Owl & Cat: Ramadan Is…by Emma Apple: A brief note introduces readers to the concept of fasting during the month of Ramadan, indicating its specialness and being a time of generosity and gratitude. The sixty pages that follow indicate one action, deed, and an illustration on the opposite page of Owl and Cat and their various friends. After 60 pages (30 days), Ramadan is over and it is Eid.

A Party in Ramadan by Asma Mobin-Uddin: Leena is excited to participate in Ramadan. Not old enough to fast the entire month, she decides to participate by fasting on certain days with her family. When a birthday party of one of her friends falls on a fasting day Leena is determined to fast, even though her mother asks if she would like to fast on another day. Leena enjoys the party and finds fasting easy at first, but as the afternoon goes on and grows hotter she finds herself longing for a glass of lemonade and birthday cake. She is able to keep her fast and has the opportunity to do a good deed and share a test with her sister after breaking fast.

Ramadan by Susan L. Douglass: Ramadan by Susan L. Douglass, illustrated by Jeni Reeves and published by Lerner Books gives an overview of Ramadan for readers. Susan is an incredible source for Islamic education for K-12 educators in social studies, history, and religion and apart from her many accomplishments is currently the K-14 Education Outreach Coordinator Center for Contemporary Arab Studies at Georgetown University.

Ramadan Around the World by Ndaa Hassan: Ramadan Around the World looks at Muslim children around the world and their celebration of Ramadan in prayer, charity, and fasting.

Ramadan Moon by Nai’ma B. Robert: Ramadan Moon by Na’ima B. Robert. This story captures the wonder and joy of the month of Ramadan from the perspective of a child.

Rashad’s Ramadan and Eid al-Fitr by Lisa Bullard: Rashad is fasting this year for Ramadan with his family. The simple story of acts of worship during Ramadan are coupled larger text boxes that explain broader ideas and actions. Includes a glossary of words.

The Shapes of Eid According to Me by Samia Khan: A child reflects on the shapes they see on Eid. Told in rhyme, this book features a South Asian family and the city of Chicago.

Under the Ramadan Moon by Sylvia Whitman: Presents information about actions taken during Ramadan for the very young, in lyrical rhyme and repetition of the phrase “under the moon, under the Ramadan Moon.” Great read aloud for young children who can watch for the moon waxing and waning during the course of page turns.

The White Nights of Ramadan by Maha Addasi: Noor and her family are preparing for the festival of Girgian, celebrated in Kuwait on the three consecutive nights in Ramadan, when the moon is fullest. The family prepares sweets together, a nut brittle made of honey, powdered sugar, and roasted pistachios for the children that will come to their door that night. Noor and her brothers prepare as well, decorating their candy bags and put on traditional clothing, the brothers- dishdashas and Noor a dress “so bright that Noor thought she could see the red with her eyes closed.” In a tender moment between Noor and her grandmother, grandmother reminds Noor that the true meaning of Ramadan is spending time with family and sharing with those less fortunate. After a night of treats Noor and her grandfather take a basket of food to the masjid for the poor. As they walk together they admire the beauty of the moon.

Board Book

Ramadan (Celebrate the World) by Hannah Eliot: A board book that describes the every day actions taken during Ramadan including prayer, doing good deeds and spending time with family. As part of a series of holiday board books it actually has a significant amount of text in the small format, varying from one to three sentences per page. Illustrations are colorful and show people of various skin tones, ages, and wearing clothing from suits and school uniforms to thobes with agal and ghutrah or a fez.

Fiction

 

Badir and the Beaver by Shannon Stewart: An early chapter book about Badir and his family who have recently immigrated to Canada from Tunisia and are celebrating the month of Ramadan at home. Badir sees what he thinks is a giant rat. When he is is told that it is a beaver, a symbol of Canada, Badir tries to find out what he can about this interesting animal. He also finds out that some of the locals think it is a nuisance and want to move the beaver out. Badir, knowing what it’s like to leave your home, embarks on a campaign with his classmates to save the beaver and its home.

The Garden of My Imaan by Farhana Zia: In this coming of age book set during Ramadan, Aliya is thinking about growing up, and finding her place and identity as a Muslim in her school and beyond.

More to the Story by Hena Khan: In a novel inspired by Little Women, thirteen-year-old Pakistani American Jameela Mirza, second oldest of four sisters and an aspiring journalist, lives with her family in Atlanta and her father is missing Eid for the first time ever to look for a new job.

Once Upon an Eid ed. S.K. Ali and Aisha Saeed: A compilation of fifteen short stories that celebrate, the most joyous of Muslim holy days! Groundreaking for the diversity of authors and experiences, including a story told as a graphic novel.

Planet Omar: Accidental Trouble Magnet Zanib Mian Imaginative Omar and his family have moved to a new home in London and he is nervous about starting school, especially since a bully seems to have targeted him and their new neighbor is not so nice.

Non-fiction

Crayola: Ramadan and Eid al-Fitr Colors by Mari Schuh: A simple and effective introduction to Ramadan for younger readers in a series that connects holidays by colors. Readers are still introduced to some concepts of Ramadan like sighting the moon and fasting. Photographs of smiling Muslim children around the world are featured throughout the book as well as colorful visual elements. Back matter includes the usual glossary, index and further resources as well as crayola colors used in the book and a coloring activity page.

Ramadan: The Holy Month of Fasting by Ausma Zehanat Khan: This nonfiction chapter book, targeted for children ages 9-14, is divided into four chapters, filled with pictures and personal anecdotes (including Olympic fencer Ibtihaj Muhammad), along with explanation of religious practices during Ramadan and beyond. Chapter three details projects and charity undertaken by youth during the month while chapter four details traditions from different countries across the globe. Valuable for school and public libraries as well as Muslim home libraries in a way that validates Muslim children and the variety of ways that Muslims experience Ramadan both on a personal and cultural level without diminishing the universal experience.

Posted in Author Interviews

Author and Illustrator Interview: S.K. Ali and Hatem Aly

S. K. Ali is the author of YA novels, Love from A to Z, and the 2018 Morris award finalist, Saints and Misfits, which won critical acclaim for its portrayal of an unapologetic Muslim-American teen’s life, and was on many top ten YA novels of 2017 lists, including from Entertainment Weekly, Kirkus Reviews and the American Library Association. Her picture book THE PROUDEST BLUE, co-authored with Ibtihaj Muhammad, debuted on the NYT bestseller list, and she’s the co-editor of an upcoming Middle Grade anthology, ONCE UPON AN EID, releasing on May 5, 2020. She has a degree in Creative Writing and has written about Muslim life for various media. She lives in Toronto with her family, which includes a very vocal cat named Yeti.

Hatem Aly is an Egyptian-born illustrator whose work spans editorial cartooning, animation, book and magazine illustrations worldwide. He currently lives in New Brunswick, Canada, with his wife, son, and many pets. The Inquisitor’s Tale, written by Adam Gidwitz and illustrated by Aly, was a 2017 Newbery Honor and winner of the Sydney Taylor Book Award. You can find out more about Hatem and view many of his beautiful illustrations on his website or following him on Twitter or Instagram.

Interview Questions were compiled by Hadeal Salamah and Ariana Hussain.

Questions for S.K. Ali

1. This is your first picture book collaboration. How did it differ for you from writing for young adults? How was the process different in terms of you choosing prose for the book?

I found the process much like writing poetry, which, yes, I’m fortunate to have had experience with – but that experience was from over twenty years ago when I was doing my degree in Creative Writing! So while initially I was confident and excited (Picture Book! Short text! Yay!), as I worked on the process of telling a story with a limited word count, I realized that each word had to be carefully considered, that the flow had to be maintained in a manner that carried the story while delivering necessary emotional notes and, that while I could allow the art to carry some of the weight of the narrative, I had to be strategic on how to incorporate the illustrations for optimal effects. Fortunately, I was able to draw on my experience of being a primary grade teacher for over two decades, having read countless picture books, to apply the aspects I loved about these texts in my own writing. While it was challenging, I ended up enjoying the process and am eager to try writing another picture book text in the future, insha’Allah!

2. The pride and love around the idea of hijab is beautifully portrayed in The Proudest Blue, was your journey in wearing hijab similar? Different?

Ibtihaj and I had similar experiences in observing hijab in North America and this is what ultimately led us to a strong text. We both grew up wearing hijab from a young age in environments that weren’t always receptive to our choices.

There’s a duality that exists when you have an identity that’s not “accepted” by mainstream society; you juggle the comfort and pride you get from following your family’s teachings and traditions, from the warmth and happiness you feel from fitting in with your community (in this case, Muslim), from the safety you find in your faith to all the ignorance, negativity, and even outright hate you find outside these circles of security. I remember feeling so excited about favorite scarf styles and colors with friends at the mosque and then having to dampen that passion at school because I wasn’t “supposed” to be happy in my scarf. There’s a huge cognitive shift that happens internally and, when I was growing up, we didn’t have public discussions about what was happening to us. We had internal Muslim community discussions, yes, but we didn’t have the kind of public conversations about code-switching and slipping in and out of personas that we have now in wider contexts. We also didn’t have the mainstream images of confident visible Muslim women that we’re currently blessed with, Alhamdulillah.

THE PROUDEST BLUE is an exploration of the pride, warmth and happiness that many Muslim girls feel, twinned with the reality of a world that doesn’t accept that this could be the case. It’s reflective of the way I grew up – being constantly pushed to figure out whether I was allowed to feel happy in my skin as a Muslim girl. But while this was all true, this constant internal turmoil didn’t and doesn’t now erase the beauty we found in being Muslim, and the strength we developed in sustaining that belief in an increasingly hostile world.

That’s why THE PROUDEST BLUE ends on a note of the kind of gutsy resilience that’s carried Ibtihaj and I and all our sisters in the faith to who we are today as strong women, women who don’t let others dictate the terms of our happiness.

3. This is a story of familial love and pride as well as one about facing Islamophobia and bullying. Did Asiya’s experience resonate with you or connect to any real life experiences?

There’s a point in the book where Asiya is bullied about the “tablecloth” she’s wearing. This is drawn from Ibtihaj’s experience wearing hijab at school. For me, it was “curtain”. I was constantly called “curtain-head” and told to take off my curtain. While it was certainly hurtful to be bullied in this way, on hindsight it was also so strange and silly that harmless household items, table linen and drapery, were used to taunt us both. In my case, as a young girl, it made me go home and think about how being called “curtain-head” didn’t even make sense. The taunts also made my friends and some peers see the absurdity of being bullied in this way for my religious identity. They tried to join together in shutting it down as much as possible but as we know too well, bullies gonna bully. This is why we wrote the book the way we did – not centering the bully’s transformation or change to become a better person (as many books on bullying tend to do) but focusing on the internal process by which a young person can move on from being attacked for who they are.

4. Do you feel that books featuring Muslims are being created and marketed in a positive way? Are there trends you like or hope will change? What do you think the impact of Muslim-centered literature has on readers?

I get emails every week from young readers grateful for the books they’re seeing in the world now. Each and every one of these letters (from Muslims and non-Muslims) have moved me to tears because at the heart of their correspondence is gratitude for a profoundly simple act: that of being seen.  My tears come from a mixture of spaces – that of happiness for reader glee at connecting deeply with characters I’ve written, that of sadness for their excitement at what is an everyday occurrence for readers of non-marginalized backgrounds, that of personal grief for not ever having seen my Muslim self growing up in a fictional narrative (not even believing that this could actually be the case!), and then, the tears of hot anger.

It’s unconscionable that a) it took so very long for books representing our full humanity to be published (well, the marginal increase since the We Need Diverse Books movement of 2014), that b) it hasn’t made a transformative effect yet, that c) publishing continues to be so homogenous. These young readers are writing me with passion and emotion, so grateful for being accepted as characters on a page, for being human, for being a part of the world. This is unbelievably sad. And has real-world consequences as we see from the increase in publicly shared hate.

I’d like to see the publishing industry move forward and do the work of upending the status quo in their own organizational structures. I’d like to see books featuring marginalized characters, written by marginalized authors, to get more backing from publishers – whether it be with awesome covers, marketing, publicity, becoming lead titles, etc.

The We Need Diverse Books movement was grassroots. People doing the work on the ground. Making things happen.

This shouldn’t be the case once a publishing company is involved; marginalized authors shouldn’t be expected to do the heavy lifting – after being accepted for publication – for their titles to be “seen” by the mainstream. We need diverse books but we also need them pushed like the titles we grew up reading were.  Even if, nowadays, publishing has “evolved” to become equally driven by author publicity initiatives, righting the wrongs of years of erasure and misrepresentation requires this kind of an investment.

That’s what equity is. And that’s the only way we’re going to sustain this movement for books reflecting humanity and not white supremacy.

Questions for Hatem Aly:

 1. Hatem, we feel so fortunate to be able to interview you again for The Proudest Blue. All of your work is beautiful and powerful, and this book is no exception. Obviously blue is the central color of this story, what was your process for choosing the blues for your illustrations?

Thank you very much, it is a pleasure to speak with you again! Yeah, Blue is everywhere in the book and it a central color. I tried different shades of blue at first and settled on a strong and “happy blue” if you may call it. I was trying to show a blue that is present, strong and confident. A shade that is refreshing and empowering. I hope it shows, even to a degree.

2. What was your favorite scene to illustrate in The Proudest Blue? What scene(s) did you find most difficult to create? Why?

I enjoyed very much the dreamy scenes that show Faizah in the context of how she felt..the 2 scenes that come to mind are the one showing Faizah in a paper boat just like the cover thinking: “Asiya’s hijab is like the ocean waving to the sky. It’s always there strong and friendly”. The other scene is when Faizah was looking for her sister after school right before she found her..this scene will overlap with the most difficult scenes which are the ones with the shadowy figures saying hurtful words about Asiya and laughing at her. I wasn’t sure how I’m going to illustrate these and decided to keep them faceless with no significance at least to Faizah. They disturb her but it doesn’t matter who they are, how they look like, or their age or gender and she chose not to pay too much attention to them.

 3. In both Meet Yasmin and The Proudest Blue you are looking at many layers of identity; Identity being central but accepted in Meet Yasmin, and challenged in The Proudest Blue. Did Asiya’s experience resonate with you in your experiences or those of Muslim women that you know? Did Faizah’s?

It is an everyday story to struggle not to give power to hurtful perceptions, actions, and assumptions while maintaining a level of equanimity and pride. As a Muslim man, I can only imagine what women go through. Both Asiya’s and Faizah’s experience is relatable and reoccurring in many versions. I find this book is a great representation of what happens on the other side of acceptance or the lack of it or in spite of it all.

4. Where do you prefer to create art? What are your most useful tools (physical or virtual) or habits that help you in your work? What is your favorite part of the book making process? Most difficult?

I like to work where I can have my tools available and a reasonable degree of isolation with the help of a pair of headphones, so working from my home office is my preferable workspace at the moment. Sometimes I enjoy sketching or taking notes when I’m out in a quiet place especially at the public library. I mostly work digitally since it is convenient and easy to fix if the time is right (and it usually is) I use Adobe Photoshop most of the time with occasional use of Clip Studio paint. However, I love working with pen and ink with some watercolors and pencils as well and find myself longing to use them more often while also exploring and experimenting with other media. So maybe you’ll see some of this in future books.

My favorite part of bookmaking is the most difficult, which is the first stage of trying to translate thoughts into scribbles that make sense, and gradually mapping and giving visual existence to everything. It could be both frustrating and satisfying! The rest is not relaxing but you can always count on a map when you’re lost.

5. You have a background in fine arts. Did you always know that you wanted to be in the arts? Was there something that inspired you to be an artist?

I can’t say it was that clear in my mind, I have always been drawing since I can’t remember but I was pretty bad at being goal-oriented and approached the arts very intuitively making up stuff as I go. I made comics all the time and drew characters from books and cartoons as a child then created my own as I grew older, but until High school I wasn’t sure what should I study or what should my work be and it stressed me out and took me time to trust that I pull off being successful in the arts and it was challenging but the best decision I’ve done.

6. What was an early experience/book where you learned the power of art/illustrations?

This might be an irrelevant answer since I have a very bad memory but I can strongly recall some notebooks my father bought for me to use at school which I found the covers were too beautiful to use so I never used them! The covers were clearly inspired by fairy tales with a Grimm Brothers vibe to them.

7. Who are some of your favorite illustrators? Are there any illustrators that inspire/influence you? As a child, what was your favorite genre to read?

There are so many to add to this list! To mention some I’d say: Laura Carlin, Jon Klassen, Marc Boutavant, Oliver Jeffers, Carson Ellis, Shaun Tan, Tove Jansson, Jillian Tamaki, Beatrice Alamagna, Maurice Sendak, Bill Watterson, Naoki Urasawa, and much more. So many brilliant artists that inspire me.

As a child, I was into fantastical or mythical fiction, Science fiction, humorous writing and pretty much anything else..but I wasn’t very patient with historical or factual events and realistic drama for some reason..this came later. I adored an abridged version of Jonathan Swift’s Gulliver’s Travels as a child and was so intrigued by it.

8. Did you receive a lot of encouragement from your family in pursuing art? What is the first piece of art that you made that you were incredibly proud of (or that your family was proud of)?

YES! Probably even far more than I encouraged myself and I’m greatly thankful for that! I can’t remember specific ones that they were proud of but I do remember annoying my mother to draw me something instead of me doing all the drawing. While she thinks can’t draw at all she drew a green oval shape that I couldn’t recognize. When I asked her what is it she said: “why, it’s a mango!” I laughed and thought it was the sweetest thing ever.

Posted in Author Interviews

Book Chat with the Illustrator: Hatem Aly for THE PROUDEST BLUE

In expanded coverage of The Proudest Blue: A Story of Hijab and Family by Ibtihaj Muhammad with S.K. Ali and illustrated by Hatem Aly (Little, Brown Books for Young Readers), watch and listen to this interview of Hatem Aly by Victoria Stapleton of Little, Brown Books.

Hatem Aly discusses his approach to illustrating this book and the meaning behind certain illustrations, spread and movement between pages. Thank you, Hatem for your beautiful work and to Little, Brown Books for sharing this interview with us! You can also find LBYR calendar wallpapers for the Proudest Blue on their site.

We have been fortunate to be able to interview Hatem about his work with Saadia Faruqi in Meet Yasmin! Watch this space for our interview with Hatem about The Proudest Blue.

Posted in Book Discussions

Book Discussion: The Proudest Blue

The Proudest Blue: A Story of Hijab and Family. By Ibtihaj Muhammad with S.K. Ali. Illustrated by Hatem Aly. Little, Brown Books for Young Readers (9780316519007)
Publish date: September 10, 2019

Faizah admires older sister Asiya’s new, strikingly blue and beautiful first-day-hijab, finding inner strength and pride when facing bullies at school who make fun of it.

This book discussion was conducted on May 12, 2019 and was based on the fold & gather, received from Little, Brown Books for Young Readers. The conversation has been edited for clarity.

_________________________________________________________

Ariana: My first appreciation is seeing multiple Muslims involved in the process of this book from the author, Ibtihaj Muhammad with S.K. Ali and illustrated by Hatem Aly. The cover clearly conveys the concepts and themes– beauty of the blue hijab, ocean and sky, the endless possibilities.

Mahasin: For me it is still unusual to see African American Muslim representation in children’s books and seeing people who look like me and my family. To see both faces of the sisters…I think just seeing the cover will just make a lot of little girls in particular really happy.

Ariana: When I went to a presentation for this, there was a reading of the text by Ibtihaj. At that point I had only heard the name Asiya pronounced Aah-si-ya or Aa-si-ya. In the audio recording, her name is pronounced A-see-yuh; it was interesting for me to hear how Asiya’s name is pronounced in her family.  I thought about how it would create a different experience for readers listening to the book and reading the text and how it’s another point of identity that would make the experience of the story richer in this case.

Mahasin: That is not an uncommon pronunciation of the name, especially in African-American communities. I find the ritual of going to the store as a family so powerful, because I think that there’s this idea often times that wearing a scarf is forced upon girls and if they had the choice they wouldn’t choose to wear it. Right at the beginning it’s established that this is a moment of pride, a moment of togetherness, a moment of consent, a moment of choice, and a moment of affirmation.

Ariana: I like differentiation in the scarf style preference between Asiya and her mother, her mother in an abaya and a long khimar, a hint of how they might differ in hijab style. I also like that Asiya’s style without hijab is distinctive and cool.

Mahasin: I love the details of Asiya’s hairstyle. She clearly has cornrows or braids and colorful rubber bands, which are common hairstyles for Black girls. I also appreciate the details of her earrings and jacket. I think of the book Under My Hijab by Hena Khan, and that so often the question that women who wear headscarves get is “What’s going on underneath there? Do you have hair underneath there? Are you bald?” 

This image is important because it normalizes the idea that the person wearing the scarf and not wearing the scarf are the same person. While the scarf has symbolism, it’s simultaneously a piece of clothing and there’s still that person with all the things that humans have underneath. As obvious as that sounds, it is an important statement.

Hadeal: I really enjoyed seeing things from Faiza’s perspective, and her clear admiration of her sister. But even though we don’t get a lot of written explanation of Asiya’s feelings, we can see that she sure herself, with no hesitation, she knows what she wants, and Faiza knows that too. 

Ariana: I appreciate that throughout the book you can still clearly see aspects of Asiya’s personality, like her headphones dangling under her hijab, still there. And as they move through the setting you see more of Faizah, counting her steps with each light up of her shoes, walking with a princess. So she doesn’t think of herself as a princess yet. 

Mahasin: In my bio for the blog I referred to my scarf as a crown. I had debated whether that was cheesy, but decide that it is my truth. This crown on top of my head, regardless of terminology, is an accessory or accent to Blackness, and “Black is beautiful,” that utilizes the language of royalty and recalls “kings and queens” in Africa. It is a common phrase connected to the African American community, the African African Muslim community, Islamic liberation theology, and social and political awareness around Blackness. In my lived experience, Faizah thinking of herself as a princess-in-training, in terms of the headscarf, rings true to me. 

Ariana: Thank you, Mahasin for that clarity. I love the joy of the color blue in the smile of the hijab as Faizah watches Asiya head to sixth grade. The spread that follows has Faizah claiming her joy back from whispers of doubt about Asiya’s scarf. That self-realization and sense of agency was subtle but something that people of color and communities that have experienced oppression have had to do, carrying the idea back to the title of Proud.

Mahasin: I am thinking about the continuum of Ibtihaj going from Proud to the Proudest Blue. I think the theme of not being embarrassed, ashamed or feeling like you have to hide, it stands out to me in conversations about Islam, assimilation and race. It harkens back to being Black and proud and standing up for who you are not feeling like you need to cower.

Hadeal: In the author’s notes, Ibtihaj Muhammad mentions moments when they would wear a scarf as preparation for wearing hijab full-time. This was true in my community, and I appreciated that this story is about self-identifying as Muslim, knowing that you might be treated differently because of your expression of faith, and possibility of being othered. Children picking up will see this story and know that the author went through this, and be encouraged to still be who they are and know who they are,  for whatever reason makes them different, in this case hijab. I appreciate the inclusion of Asiya’s friends, not just in activity but their smiling, supportive faces, not making a big deal out of the change but still reacting when another kid points at Asiya. It’s really important to include, because in my own experience you might not know how to talk about it with your friends and to see that Asiya’s friends are on her side is powerful.

Ariana: The spread with Asiya’s wondering face and friends angry on her behalf held was particularly meaningful in modeling the difference between bystanders, upstanders and allies. 

Asiyah’s experience in hijab is still new, but it is a quick-to-learn lesson that there will always be haters. Hijabis learn to be quick with the brush-off and can become desensitized. But people on the outside seeing hateful experiences can get angry, showing acknowledgment when you might be gaslighting yourself just to cope, because you don’t always have the energy or audacity to be angry, even if you know you have the strength and pride to walk away. They remind you of your right to feel angry and that you deserve to be in a space without feeling othered. The children as shadows without names and faces is also powerful, because many naysayers will be anonymous approachers, people who don’t even know you. And between Asiya’s friends, the naysayers, and the wondering child, there is the underlying question of “who are you in that spectrum?” letting that resonate with the reader, and asking “what would you do in this situation?”

Mahasin: While I don’t want to pit books against each other, I can’t help but think of the joy of this book, Faizah’s happiness in the boat looking at the blue of Asiya’s scarf and the ocean, in juxtaposition to Saffron Ice Cream and the expressions of the anger there. I know we struggled with that book, though it was an own voices story and told a truth that is worth being told, but there are just so few stories that everything becomes prominent. I’m just so happy to see another story with an ocean and a Muslim woman in a scarf, and there is another image that doesn’t convey force, but instead joy.

Ariana: The page with the sky and clouds that talks about hijab being special and regular, is so deliberate. I like that normal isn’t used. So that even if it’s something that is a regular occurence, it’s always going to be special. I like the perspective also, of Asiya’s face in the spread you mentioned, that it just keeps going forward. It’s different from the cover image and the expression of being proud, kind of squared off, while this one is more rounded, comforting and content. 

Mahasin: She’s just riding the waves.

Ariana: Yes! And coupled with their mother’s quote where it says, “‘some people won’t understand your hijab,’ Mama had said. ‘But if you understand who you are, one day they will too.” It’s so beautiful and powerful – it’s becoming my new daily positive affirmation.

Hadeal: Reading this book I thought about kids going through changes, especially girls wearing hijab, and instructions and affirmations they might receive from family about being strong and being proud, but not about treatment from outsiders. So I’m hoping that this book reaches readers who want to learn more, but also parents, adults, and role models who can touch on different things happening in this book but still help affirm identity and prepare a child. 

Mahasin: I struggled a little bit with this and with Yo Soy Muslim by Mark Gonzales because they are picture books that deal with the negativity of how people might respond to us as Muslims. I think about when I would read this to my four-year-old: before an experience or after, and read it as a response. No negativity towards either of the books, but as a parent I’m not really sure…do I protect them from that? Inevitably they end up learning that not everyone likes Muslims. This is a book that I can definitely read in a class visit right or storytime, but if children haven’t had an experience like this am I introducing and idea that might be hurtful or am I addressing something that’s already there? I think of the potential for a child or class who might be working through this or is nervous about it, but I wonder about the child who hasn’t had any negative experiences, what does seeing that in a book do? Does it address something necessary or create a conversation that is unnecessary? I really don’t know.

Hadeal: I see it one of two ways. I think about first day of school books and, whatever level, it is preparing a child to go. I see where you are coming from. But in this situation, at least in my experience, women who didn’t talk about it with their families may have wanted to be warned or introduced to examples, and then affirmed by words like Asiya and Faizah’s mothers, “be who you are and be proud.” It’s a loving book and it’s affirming. It says, “I’m proud to be a Muslim and to wear hijab, and I still have all these friends around me.” 

And it can be used in different ways. Caregivers and teachers often ask for books about bullying when noticing issues and use books or situations to model behavior. It of course is whatever you are comfortable with as a parent, but there are things that children may need or want to know ahead of time. I think of other concepts of safety that you talk to a child about and, for their safety, it would be something that I would want to talk to my child about. And the mother didn’t mention specific examples, but she did warn them that there were always going to be haters, and she had mentioned that to her daughters, but as long as they knew who they were things would work out and I see power in at least being touched upon in the book.

Ariana: We talk about preparation as necessary–the idea of having to prepare your child or even student something hateful–as BIPOC educators as opposed to white educators, or white parents as opposed to Black parents or other IPOC parents. Our kids have to be prepared for a certain level of something. It’s beyond what white children might see or if it’s anything their parents want them to see. There are still so many parents who believe in the color-blind paradigm, that makes part of the world completely invisible and gaslights people, telling them that it’s not really a big deal, and it is, it is a big deal and it’s something we deal with daily. 

I think about hearing things as a young girl and policing of bodies, whether it’s covering or not, unwelcome comments or comments in general that are made about women’s bodies–their size, what they’re wearing–when do we prepare these young women? There is a barrage of negative imagery that women face everyday and that’s just advertisements. This book is a window for readers who are not Muslim or who don’t wear hijab, including Muslim boys and men, to get an understanding of what it’s like to wear hijab and the complexity, because of course there is a lot of policing of women’s bodies in Muslim communities too. 

I think about what kids have already seen, aftermath of Islamophobic events, and never knowing when to expect them. Do we go in prepared or try to maintain innocence as long as possible? In the context of race, avoiding these conversations can uphold white privilege and supremacy. So with hijab, I think it’s expecting discrimination even if you live in an excepting community, or a bubble. Do you keep your kids in Islamic school for as long as possible where they have affirmation of their identity, or do you take them out and they may have to constantly think about their identity and protect their identity, and how do you reinforce that strength and keep giving them that strength so they go out into the world? I know it’s a difficult question and I think it’s a question that’s always going to be difficult. 

Ariana: Moving on, I enjoy Faizah’s drawing and the poetry of picnic on an island where ocean meets sky, and their crowns and matching hijabs. The change in attitude of the little girl who asked Faizah about Asiya’s hijab in line, from questioning to admiration, creates hope.

Mahasin: I love that spread. It’s so representative–Faizah and her brown skin and afro-puffs, her classmate with red hair and green eyes, and their teacher with her olive-tone skin and brown hair. There is so much diversity in that spread but also throughout the book. Each person has a sense of individuality and personality. There are different skin tones and body types and Asiya is just another person that is part of the diversity in their community. 

Ariana: And you can have a very diverse population of students in your school, community or workplace, but if you don’t talk about it, you can still have kids who say, “take that tablecloth off your head” because children won’t be equipped with the language or the understanding to know that it’s wrong, not inclusive, and not acceptable. 

Mahasin: I do wish that this book had been around when I was a kid. I am very conflict averse and I don’t like to call a lot of attention to myself, and I grew up in the South in the 80s. So even though my mom wore a scarf, I can remember going to Piggly Wiggly after Sunday school and telling a little white girl that I had it on because my hair wasn’t done. I think I was just worried about being seen as different and not wanting to stand out. I don’t think that my parents really got it, and wondered why I cared about what other people thought, but it’s powerful seeing someone my age feeling proud about it, so I’m glad the book exists. 

Hadeal: Touching again on the details, I appreciated that the bullies were shadows without faces that they walk away or cartwheel away from, and ultimately they are just shadows that are not given much power or weight to. There is so much symbolism there. 

Ariana: Right. How much do we let the shadows interfere with who we are? It’s kind of like djinn in a way. All these little formless whispers that creep at you that make you question yourself. And again there are those power words of preparation from their mother to not, “carry around the hurtful words other say. Drop them they’re not yours to keep. They belong to those who said them.” It’s giving others accountability, not taking in these messages and internalizing them, not just as Muslims or as women but as human beings– that it’s not that there’s something wrong with you. But it’s about being able to take space and make space. It seems so simple but there is power in asserting yourself and being proud and standing up who you are and making people recognize that you deserve to be in a space and you deserve space. 

Hadeal: Isn’t it sad that we have to think that way? You find yourself in a space and have to take inventory and be aware of who you are in that space and what is making you “the other?”

Mahasin: So it’s a good reminder for adults too to be proud, don’t worry about the people in the shadows, live your life out loud and keep it moving.

Ariana: Faizah is so strong and defiant against the boy, and later looks for those whispers and shouts which goes back to your point Hadeal about feeling out spaces and preparing yourself for the possibility of confrontation. And Faizah is protective of her sister, of her community, her family but then she sees Asiya, “waiting for me like it’s a regular day. She’s smiling. She’s strong.” And in that moment she recognizes that Asiya doesn’t really need Faizah to protect her or her feelings, but having her back and having her there, it doesn’t mean it’s not appreciated. And then the whole relationship between the sisters like ocean and sky with no line in between them, it was just a lovely sentiment.

Mahasin: I like the end notes that show there is support from both parents. 

Ariana: That’s the only time you see the father, and that’s powerful too. The conversation and wisdom and instruction is in the voice of the mother and it’s so warm. 

Hadeal: I just really like this book and I’m glad that it exists. I’m glad that there are more books like this coming out. 

Posted in Reviews

Guest Review: Jamal’s Journey by Michael Foreman

Foreman, Michael, Jamal’s Journey, illustrated by the author. Anderson Press, 2016, preschool-grade 2 (Bedouin)

A small Bedouin camel train, consisting of only three camels and their small loads, their drivers, and the drivers’ hooded falcons, crosses the desert to what appears to be an international market in Dubai. Each falcon sits on a saddle horn, a boy rides behind one of the drivers, and trotting behind the caravan is a young camel calf. Together, the number of camels and their small load seems hardly worth a trip across the desert.

On the CIP page, a short note from Foreman that tells how this story came to be appears to be the sum total of his research:

And when I discovered the word for “beauty” in Arabic is jamaal, the root of which means “camel,” a story began to form in my mind.

The camel calf’s name is “Jamal,” and he is the focus of the story. “Jamal” or “Jamaal” is the Arabic word for “beauty.” It’s a boy’s name, but it’s not usually a camel’s name (1). In Arabic culture, according to an article in Gulf News General (2), camels are named for their ages and are assigned different names each year. A one-year-old, for instance, is called “Hewar,” a two-year-old is “Fateem,” a three-year-old is “Haj,” and a four-year-old is “Liggi.”

It also doesn’t make sense that Jamal, the baby camel, would be calling to his parents in Arabic and English—“Mama! Baba! Where are you?”—rather than in the language of camels. (Baby camels call their mothers with a “baaa,” like a lamb. And they don’t call their fathers.) And because Jamal the baby camel is the only character who talks, rather than seeing things through a camel’s eyes, he seems to have adopted a European child tourist’s breathless ideation:

“Oh!” cries the camel. “I can see a great city, far away, and beyond that, the shining sea!”

As Jamal trails further and further behind, he gets tired. He compares himself to the “lucky” falcons:

Jamal looks at the Falcons. They are lucky, too—the birds get carried everywhere, except when they soar through the sky, hunting the small creatures of the desert. But Jamal is a little camel, and camels have to walk, walk, walk.

More about the falcons soon, but one wonders why one species of animal would envy another species of animal. And no: camel calves do not have to “walk, walk, walk.” And they do not follow caravans. Camels are considered members of the family and are treated like children: they are loved, fed, and talked to. Pregnant camels are taken to the desert, where it is safe and quiet, to have their babies; and they come back after about a month. Camel calves begin training at three years, and then they are taught to follow with a rope (3).

Back to the story: Suddenly, there is a sandstorm. Sand is “whooshing and whirling in the wild wind!” Jamal has “sand in his eyes. Sand in his nose. Sand in his ears….sand in his mouth.”

No, again: The author’s alliterative literary devices notwithstanding, camels are built to withstand sandstorms. They have bushy eyebrows, three sets of eyelids and two sets of eyelashes to keep sand out of their eyes. They also shut their nostrils to prevent inhalation of sand, they shut their lips to prevent sand from getting into their mouths, and they have thick fur that lines their ears as well.

“He turns his back to the howling wind, making himself as small as possible.” Jamal is lost. Fortunately, he meets a kindly falcon, who guides him towards “a great city,” and beyond that, “the shining sea!” As the falcon “is whirling and looping in the air with the other falcons,” Jamal reunites with his camel parents (and the human boy, sort
of).

OK, here’s the thing about falcons: They’re beloved by the Bedouin people and are a symbol of the Bedouin culture. And, as with Bedouin people’s camels, their falcons are a source of survival. Falcons have an amazing ability to see great distances, and because they can catch wild birds and small animals such as rabbits, they are traditionally trained for hunting. When they are traveling with their owners, their eyes are hooded to keep them calm and not focused on potential prey.

According to the Dubai Tourism & Travel Services,

In the old days, the falcon was caught, trained, used for the season and set free again as they are migratory birds. It would come back to its owner in the next season. Today falcons are kept year-round by their owners (4).

Bedouins do not set their falcons loose to look for lost baby camels and navigate them home. What is it about the author’s idea of Bedouin life, culture or history that might have led him to crate a trio of specially trained Bedouin “search-and-rescue” falcons?

Together they all set off toward the faraway city. Jamal stays close to his “Mama” and “Baba,” and the boy walks beside him: he doesn’t want his camel to get lost ever again. When they arrive at the market, Jamal, the baby camel, has learned an important lesson in geography:

Now Jamal knows the world is more than just sand. When his legs are long and strong, he wants to see it all.

No, no, no, and no: Camels do not see their homes as “just sand” and “the world” as “more than just sand.” The desert, with all of its flora and fauna, clear skies, and sand beneath his hooves, is Jamal’s world. While wanting “to see it all” might be on a European tourist’s bucket list, it’s unlikely that camels have such yearnings—even exuberant camels with “long and strong” legs.

And on that page, the unnamed boy runs to his baby camel with a brand-new halter he has purchased at the market, ostensibly to ensure that Jamal doesn’t wander off again. But. Camels are not trained for their tasks until they are three years old, which is not the case here. And they’re trained with a rope, not with a halter.

On the final page is an illustration of the future. Jamal (now a grown camel, dressed in traveling camel gear) and his rider, the nameless boy (wearing a Bedouin vest but who still looks about the same age as he was when Jamal was a calf), are traversing the desert. And one of those falcons is flying above them:

One day, the boy will ride on him. And Jamal will walk, walk, walk, far and wide, from gleaming cities to shining seas. and he will always take his friendly falcon along, just in case they get lost.

(I read this passage several times, and still don’t get it. Is the author saying that Jamal, the camel, now owns “his friendly falcon”? Has the camel trained the falcon who had led him back to the convoy? Have they become friends? Is there a sequel—Jamal’s Falcon—in the works?)

The cultural and economic reality is that camel calves are far too valuable to lose. For people who live in the desert, camels are a major source of survival—without these animals, they would die. Camels are financially valuable as well (5). They may be given to a bride as her dowry, they may be part of an inheritance, they may be given as Zakaat (a gift to charity as a religious requirement during Ramadan), and they are sometimes used in lieu of money. Some of the hadiths—the set of teaching stories and sayings of the Prophet that remain a source of Islamic religious law and practice—feature camels. (In a particularly well-known hadith, for instance, the Prophet cautions, “Trust in God—and tie your camel.”)

Jamal’s Journey is all about a camel calf. This camel calf has a name, while none of the humans is named. The animals have wide eyes and expressive faces, while the humans have virtually no faces. They look the same. They dress the same. And there is only one woman—a tiny figure in the background of one illustration.

Jamal, the camel calf, gets left behind. Jamal, the camel calf, gets lonely. Jamal, the camel calf, gets tired. Jamal, the camel calf, gets caught in a storm. Jamal, the camel calf, gets rescued by a falcon from the convoy, who swoops down to guide him back. Jamal, the camel calf, gets reunited with his “Mama” and “Baba”—and the unnamed boy.

A reviewer from Publishers Weekly wrote: “Children should find it easy to identify with Jamal’s frustrations at his limitations, fears upon getting lost, and relief and excited curiosity once his journey is back on track.”

No. Jamal’s Journey is oversimplified, confusing and culturally ridiculous. Would this lost-and-found baby animal story have gotten positive reviews had it featured instead a colt who jumps the fence on a horse ranch in Montana, gets lost in a rainstorm and is saved by a friendly hawk who leads him home?

One might think—and one would probably be right—that Jamal’s Journey was produced to garner “diversity” points.

That a young camel calf would be portrayed as trotting behind a Bedouin camel train, getting swept up in a dust storm, and finding his way back (guided by a “friendly” falcon)—or that Bedouin drivers would abandon, lose, or forget about a camel calf—is one giant hackneyed cliché about the peoples whose lives depend on camels. (And the fake “Arabic-style calligraphy” on the cover and title page doesn’t work, either.)

Non-Arab or non-Muslim children reading Jamal’s Journey will learn nothing real, and Arab or Muslim children will once again be disparaged in the classroom or library.

—Beverly Slapin

  1. Although the Prophet named his own camel, this is not a common practice today.
  2. https://gulfnews.com/news/uae/general/camels-a-key-part-of-uae-s-rich-heritage-1.603548
  3. https://www.thebedouinway.com/bedouin-blog
  4. https://dubai-travel.ae/story-about-the-arabian-falcon/
  5. In fact, a new camel hospital, first of its kind in the world—with “pristine operating theaters and state-of-the-art medical equipment”—has just opened in Dubai. For this fascinating story, see https://www.youtube.com/watch?y=UoUjz3BKdPQ.

About our guest reviewer: Beverly Slapin is a long-time education activist and lifelong learner. As co-founder and former executive director of Oyate, Beverly co-edited Through Indian Eyes: The Native Experience in Books for Children, and A Broken Flute: The Native Experience in Books for Children. She is currently the editor of De Colores, a blog modeled after Broken Flute, and reviews and critiques children’s and young adult books about Raza peoples throughout the Diaspora. 

* Muslims usually follow the name of a prophet with a salawat – a salutation or greeting. This often takes the form of “ʿalayhi s-salām (عليه السلام),” meaning “peace be upon him,” (often abbreviated to “PBUH”) or the fuller “ṣallā Allāhu ʿalayhi wa- ala ālihi wa-sallam (صلى الله عليه وعلى آله وسلم‎),” meaning, “may the blessings of God be upon him and his family and peace” (often times abbreviated to “SAW” or “SAWS”).  

Posted in Book Discussions, Books

Saffron Ice Cream: A Book Discussion

Saffron Ice Cream by Rashin Kheiriyeh came to our attention in 2018 when we noticed that it was receiving critical praise as a unique Own Voices story — it received a star from School Library Journal and a positive review from Kirkus, while also receiving criticism from some members of the Muslim community who vocalized concern about the depiction of Muslim women. The Kirkus review notes that an episode in the book, “may require further unpacking…” for some readers.

What follows is a discussion about the books amongst us that has been edited for brevity and clarity. (But it’s still long! We hope it’s worth the read.)

Ariana: Today we are discussing Saffron Ice Cream by Rashin Kheiriyeh who is an Iranian-American and was raised in Iran.

Ariana: We read this book with the knowledge that there are very few picture books that look at life in Iran, so we wanted to discuss it amongst ourselves. I also spoke with Beverly Slapin about the book; she then discussed it with several of her colleagues of Iranian/Persian background, Muslim and not, and I also discussed this with a friend of mine, Banafshe Sharifian, to get her perspective and opinion of the book as someone who has made multiple trips to Iran and has experienced living there, to offer us more context on the accuracy and authenticity.

 Hadeal: I struggled a little bit with the book. One of the images that stuck out to me was the one with the three boys peeking through the holes in the curtain and the looks on the faces of the Islamic Beach Guards, the way they are depicted here is where I struggle…This story of encountering two different worlds, is a reality for many people. This is the author’s story, at the same time, this book is for kids. Kirkus mentioned in their review that there might have to be a lot of unpacking for kids to be done because there is no author’s note that explains or mentions why certain people look the way they do or why they are separated. It is an experience in two different places. On one hand it is depicting reality, but on the other hand, it is a children’s book. How would I feel giving this to a child and having this possibly be their first exposure and depiction of Islam?

Sara: My issue was the first depiction of the Islamic guard dressed all in black, and what bothers me is that they are frowning at these girls at the beach even though it is allowed. Why are they looking so angry when people are just there to have fun and nothing has happened yet? There is not even a smile or neutral face that might have turned into a frown.

Mahasin: I don’t know. A couple of things. So it is a true story, so I feel that I have to honor the author’s experience and she is depicting it as she felt it. I wonder how much of our discomfort comes from viewing this through our own cultural lens. So the guards are clearly frowning, or at the least they clearly not smiling, but we have to grapple with the issue that United States residents, perhaps we have a preoccupation with smiles.

I am thinking about who the audience is and who and how this book has to be or would have to be unpacked…Is it odd for this picture book to be an introduction to Iran or even Islam? Is this an odd a first exposure– this juxtaposition between these women and the other people on the beach to an audience unfamiliar with either? Does it reinforce stereotypes or biases that children already have received? And if it does, is that okay, since it’s an Own Voices book? I don’t know much about the roles of the Islamic Beach Guards. There is one page where they are discussed as the “Islamic guard” and the word “Islamic” is in a font that stands out, and some of the other words do that as well but that really jumped out to me as the ISLAMIC guard.

Ariana: Right. And I think that was a deliberate choice.

Mahasin: Absolutely. “The ISLAMIC beach guard ran to fix the holes.” As a reader who doesn’t know much about Iran, but does know about Islamic norms, I wasn’t sure what it meant.

I do like that later in the book when there are a multitude of people at Coney Island and there is what is clearly a Muslim couple, who are wearing what I think many would consider “traditional” dress, who are smiling and look happy.

As a librarian, I can say that it is a book that is aesthetically well-done, is a compelling and interesting story, a real story, and I respect it as an Own Voices story. Although there are some universal themes in this story — of belonging, for example, it doesn’t strike me as a one that I would share during story time.

It is a book that I would use specifically to either discuss immigration, or constructs of gender in  children’s literature, but it’s not something that I would use with an audience that was unfamiliar with Iran or Islam.

I’m also struggling with what I am reading as a bit of an American (United States) exceptionalist bent. I can see a child reading this book and thinking, “ it’s wonderful she’s away from Iran where women have to run from the beach if they are seen by men and there are women in black policing everything. can “Isn’t it great that she came to America where we can all be free at the beach and you can have a Black friend!”

Ultimately, my question still remains: who is the audience for this book? There are so few books about Muslims and Middle Easterns and Iranians. I would be less puzzled at the end of it, if this was one of many stories about Muslims that were being published. To speak to the concerns of the Muslims who have been discussing the book, as a Muslim parent this is not a book I would select to purchase let alone read with my kids unless there it was part of a larger conversation. Perhaps as part of a conversation about what Islam looks like around the world, culture versus religion, the history of Iran, the Iranian Revolution, but not as, “Hey kids, this is tonight’s bedtime story.”

Hadeal: Every time I open this book I see one more thing that concerns me or that I didn’t see before. What you just said Mahasin, there are a lot of smiles on the people in New York and besides the struggle of the girl not finding the saffron ice cream that she wants, everything is good with the move and in America. If there were even a lifeguard in the United States who was depicted with a frown on their face, that would be encouraging, because then there would be a connection with the guards in Iran…but there is no explanation for their disgust. It seems that everyone in America is smiling.

Sara: Everyone. And I have to say that the Islamic guards are the only characters with eyebrows and their eyebrows are always angry, and that bothered me.

Ariana: Oh wow, I didn’t even notice that.

Sara: I looked through the whole book and no one else has eyebrows, and their eyebrows are always shaped angrily.

Hadeal: Not even the other Iranians have eyebrows.

Sara: On the last page where images from both Iran and Coney Island are combined, everyone on the Coney Island side is smiling and on the Iranian side there are the guards and the two girls in the water and they have negative expressions.

Ariana: Looking at last pages there is supposed to be a juxtaposition, but given the direction and the way the text flows and of course the way we read in English from left to right it looks like Iranian guard is coming over to threaten-

Sara: Yell at them.

Ariana: Right. So that’s what some of the commentary (by Muslims online) mentions. That was my knee-jerk reaction as well. So I was reading the story, and it’s lovely and then all of a sudden you get to the women in black and my reaction was, “what is this?” And then you look at those deliberate choices, the font, the eyebrows, it is purposeful.

One thing that Beverly brought up, from her experience growing up in Brooklyn, is that you would not normally find an orthodox Jewish man willing to sit between two women, which is what you find in one image in the book.

That said, I also want to give voice to those who don’t fit in the majority narrative or are the exception, I showed this book to another of my Muslim colleagues and she shared a story of her sister, who at the time wore hijab and was talking to (dating) an orthodox Jewish man and they would hold hands in the New York subway, so for her she saw their relationship, she didn’t see inaccuracy, but that’s an individual thing. And we talk about individuality and broad depictions of people, and for every exception we should also think about the many where the rule applies.

Beverly also shared with us thoughts of her Iranian colleagues who said that, “there are a lot of moments in Iran when you might get scolded by ‘chadori’ women and that those writing negative reviews are worried that one glimpse of an angry hijabi women means all hijabi women are angry….can’t it just mean that there’s an angry woman who happens to be hijabi?”

So basically, is this a constant false equivalency? And it’s partly what Mahasin had said earlier about our point of view. Who gets to be a critic? Do we have this kind of reaction when it’s something that comes from outside of the community or is permitted only as an internal dialog, where only we can talk about spaces in the masjid or Me Too in the masjid, or how patriarchal structure and other things that happen? Is it worse when it comes from an “insider” and who really is this for? Is it for the white gaze? I think that the author in an interview said that she wanted it to be something for Iranians. And to revisit everything that you said I want to give some commentary from Banafshe.

She appreciates this story of a girl, her friend and their favorite ice cream and how it will be different in a different place and the cultural themes. She was bothered by the women in black, but acknowledged that it is true, and gave context to the people on the beach not being disturbed by their presence, even though they are not known to be the nicest people, but it’s understood that they are just doing their job. Not all people that work for the government support the policies of the government, they just need to work to support their families like everyone else.

I asked her about smiling, and she did talk about cultural expectations about smiling, but everyone else in this book is smiling or they are worried. There are only three emotions in this book: anger, happiness, worry/shock.

Sara: I feel some type of way about that. I understand where she is coming from, that she has seen it, but there is no context whatsoever for a child or anyone reading this. The reader is just looking at the pictures, and children are very visual, and asking their parent, or whoever is reading it to them, why the character is upset and there is no context to explain why the characters are upset and they may have to make up something on the spot. They’re upset because they aren’t following the rules, but it’s open-ended.

Ariana: I feel like that could have been addressed by giving something to the parent or educator, but there is no guide or appendix. While a child can read it, the parent will have to go off their background or previous knowledge or infer something. There is no context. You can see their badges, so may be able to figure out that they are working, but no other context.

I asked Banafshe too if she had ever seen herself in a book and she said that only two works that she had ever seen were Persepolis and Reading Lolita in Tehran which are not children’s books. When people would make references to Iranians growing up, she would have people address her saying that they knew so much about Iran because they had watched Not Without My Daughter, “I’m so glad you are here now in this country” which implied that Iran and Iranian people were barbaric.

So we have come a long way and there is definitely room for improvement and I gave her more titles like Sara Saedi’s book Americanized, and Firoozeh Dumas’ adult and middle grade titles, and of course Taheri Mafi, Sara Farizan. But when it comes to children’s books, younger picture books, it seems like there is very little. So with this book there is unpacking that needs to be done, but it does feel unfair to put all of this on the shoulders of one author and one book, when it is her experience, but right now it’s a single narrative and it’s a problem without context.

I do have an appreciation for some of the universal themes of the book. There are scenes of joy in Iran. There are scenes of joy in America, even the dog is smiling. It’s multicultural, there is a rainbow flag, on the opposite page there is a Muslim couple, there are two men holding hands and wearing the same clothes- could be twins, could be a couple. Does this feed into this narrative that America is the best because you can be yourself?

She (Banafshe) also said that we can’t scream prejudice and bias when it’s a fact. There is truth in the fact that there is a freedom of ability to choose to be the kind of Muslim we want to be in the United States as opposed to in some  Muslim majority countries. We do want to see depictions of Muslims and Muslim countries as good, and Islam in a positive light, but we also have to admit that some of the places that Muslims from which Muslims have immigrated from have legitimate problems that caused people to immigrate to the United States. And of course, many of those problems are the result of colonialism, foreign policy, and war. All of this has to be unpacked.

All of that said, is the criticism of this book that we’ve seen fair? Are we struggling with this book because it is hard to hear from others that there are problems in our communities and some of our home countries? In order to move forward do we need to accept our collective flaws? And is it fair to put all of this onto one picture book?

Sara: Here’s my thing: There is no context. That’s what bothers me the most. I read your friend’s review before I read the book. And yes, I have had people scold me about my garb. But when you’re giving a kid a book and you are telling them to read it and there is no context whatsoever, and they are going off of what they are seeing, what they have heard their parents say or what the see on the news, the conclusion is whoever dressed like that must be a horrible, angry person all the time. She has no context of why she’s depicting these guards why she does.

Other than that, I didn’t know that Iran separated their beaches. I didn’t know about saffron ice cream, which I found interesting. My biggest takeaway was how she depicted the beach guards with no context. Had there been a line or two describing how the guards were upset or angered by the boys peeking through the holes, it would have explained things, rather than seeming angry that women are at the beach trying to enjoy themselves.

Ariana: And I think that plays into it. I think that everyone is enjoying themselves and I didn’t think that the beach guards are angry because the other women are enjoying themselves. I saw them on duty, on guard but just waiting for that breach by men. But that’s definitely a valid interpretation.

Sara: Especially since the reader doesn’t know that’s what’s going to happen.

Ariana: And maybe WE as readers can guess that because it is separated and it’s a plausible conflict. Even with all that said, one of the other things Banafshe asked me was what the age range of this book was. I looked and the publisher’s age range is between 4-8.

Sara: Oh no.

Ariana: And at least a Muslim child might have some context, but a child not from an Iranian background or Muslim culture may have so many more questions and absolutely no context, and she agreed and thought it was too young. She would share it with an older child, one who had that context and explain that not all countries or all cultures are the same and the expression and dress is different. She would use it in a high school or a cultural comparison class. In the end she said she would still not show it to a child.

Sara: I wouldn’t either to be honest. It’s not one that I would recommend.

Ariana: So what is our verdict? It’s complicated. Putting on the librarian hat, like Mahasin said, I would add it to a collection with a really, really, really strong desire for future publications to include an author’s note, background information or resources. There is a view, for example, that words in other languages in English books shouldn’t be italicized because they are othering. Do picture books need an author’s note because you’re assuming that for most readers it’s an alien experience? But, I just feel like if there is so little representation, we need that back matter and other resources.

Mahasin: It’s a book that is important to have, that takes a lot of unpacking. I think that those who are using it will have to be careful in how they are using it. I think it’s important to have more of these books, but I think this book is best utilized by those who can read it as part of a discussion. I look forward to more books about Iran and Muslims being published so that one book isn’t asked to do it all.

Posted in Author Interviews

Author and Illustrator Interview: Saadia Faruqi and Hatem Aly

closeupSaadia Faruqi is a Pakistani American author, essayist and interfaith activist. The Yasmin early reader series, published by Capstone, is her first foray into children’s books. She is editor-in-chief of Blue Minaret, a magazine for Muslim art, poetry and prose. She resides in Houston, TX with her husband and children. You can find out more about Saadia on her website or by following her on Twitter.

i-aly_hatem

Hatem Aly is an Egyptian-born illustrator whose work spans editorial cartooning, animation, book and magazine illustrations worldwide. He currently lives in New Brunswick, Canada, with his wife, son, and many pets. The Inquisitor’s Tale, written by Adam Gidwitz and illustrated by Aly, was a 2017 Newbery Honor and winner of the Sydney Taylor Book Award. You can find out more about Hatem and view many of his beautiful illustrations on his website or following him on Twitter or Instagram.

Interview Questions were compiled by Hadeal Salamah and Ariana Hussain

Questions for Both Saadia and Hatem:

  1. We talk a lot about windows and mirrors for marginalized readers/reader’s of color. Where and when did you first see yourself in literature? We recognize that identity is intersectional, so please do list multiple titles, if applicable, that coincide with your identity.
    Saadia: I think I only began to see myself in books when I immigrated to the U.S. and began reading some of the newer Muslim American or South Asian American writers like Mohsin Hamid (The Reluctant Fundamentalist) and Khaled Hossaini (A Thousand Splendid Suns). I remember reading Minaret by Leila Aboulela and having an indescribable realization that Muslim stories could be written, and sold, and read, and even perhaps gain accolades. It was a life changing book for me in many respects, one that pushed me onto the journey of fiction writing. 
    Hatem: I have been living in Canada since only my late 20s so it is difficult to answer this question immediately without feeling I’m trying too hard to say something about it. I can’t remember the first time I saw myself in literature! In many occasions I find myself relating to characters that have so little in common with me but perhaps we share an emotional or mental point of view.
  2. What books are you reading now? What books are on your #Muslimshelfspace?
    Saadia: I read a lot of children’s books these days because I’m writing in that space currently. I’ve got two books waiting for me in August: Darius the Great is Not Okay by Adib Khorram and Here to Stay by Sara Farizan, both of which are YA and both of which deal with first generation cultural/identity issues. 
    Hatem: I am reading several books that I need to finish! Some are in Arabic but on my (In English) “to read soon” list are two books by Khaled Hosseini “A Thousand splendid suns” & “ And the Mountains echoed”, Also, “Black Milk” by Elif Shafak and “Saints and Misfits” by S.K. Ali.
  3. How did the two of you get paired together to make this book? Is this the first of many collaborations?
    Saadia: When I signed the contract with Capstone for the Yasmin series I was very much aware that this would be a milestone series. It is the first early reader series in mainstream publishing with a Muslim main character, written by a Muslim author, so I really wanted the illustrator to be from a similar background. I made my wishes known to my editor and they were able to find Hatem. I really admire his work and hope we will collaborate on many other titles in the future!
    Hatem: Book making goes through several stages. One of these stages is finding an illustrator to do the artwork for the book. So when I was approached through my agent to Saadia’s work I was delighted and started drawing the characters immediately. I do believe and hope this won’t be the only collaboration between us.
  4. How do you hope your work can impact the Muslim community? How do you hope your work can impact perceptions of Muslims?
    Saadia: I think the Yasmin series in particular is going to have a tremendous impact on the Muslim American community or even on Muslims in other western countries. Our children need to be seen as normal, everyday kids rather than “the other” or “the minority” and books like Meet Yasmin! which show Muslim kids doing normal everyday things at home and in school will help immensely. This series will also impact how others see Muslim children and families. We’ve shown Yasmin having a loving, supportive family atmosphere, and we show the inside of Yasmin’s house and her challenges at school. All these are little hints that will hopefully help normalize Muslims in the eyes of their peers. Readers who don’t know Muslims will be able to understand how similar we are to everyone else. 
    Hatem: I think it’s important for children to see themselves represented as someone working their way dealing with normal life and being themselves without playing a role. A character that is curious and sometimes gets into trouble or makes mistakes and find a way around it with a creatively sweet way. The Muslim community will hopefully be pleased to see a Muslim family that they can relate to and that their children can enjoy and find themselves and their family members in it.
    My hope is a bit counter-intuitive yet a bit ambitious . I would like the impact to be subtle almost forgetting they are reading a book about a Muslim family and just enjoy it! If Yasmin makes it to the heart of people and made them happy to see her on shelves or when a new book comes out that would make the best remedy to any misconceptions.
  5. What is the best way to support Muslim authors, illustrators, agents, editors, librarians and those involved in creating Muslim literature?
    Saadia: Read books by Muslim authors. If you can’t afford to buy books, suggest them to your public library and allow the community to benefit. Suggest books like Meet Yasmin! to other parents, or to the teacher at your child’s school. If you’re on social media, follow those authors and share their book news, support them in any way you can.
    Hatem: The best way to support any book is to read it and if you like it to express that and encourage people to read it. Include it in schools, libraries, bookstores and events that celebrate books. Show the love and give voice.

Questions for Saadia:

    1. Your body of work includes many articles on Pakistan, interfaith work, Muslim identity, and the intersections therein as well as being editor-in-chief of Blue Minaret. Was your family always supportive of your writing endeavors? We have read a bit about why you started to write fiction but can you tell us a bit about how you decided to write an early reader book for children?
      I only started writing and doing interfaith work after my marriage. It was a direct reaction to 9/11 and a feeling of powerlessness about seeing my community suffer for no fault of our own. My husband has always been very supportive of my work, he loves telling others about it, sharing my articles like a proud husband would!
      I decided to turn to children’s books, specifically an early reader series, because my own children didn’t have any books they could relate to. My daughter especially, was having a hard time identifying with a lot of her reading material, so I did a lot of research and realized that what she needed – books about Muslim families like hers, or about South Asian American children like she is – didn’t even exist in traditional publishing. So I decided to write something that would help her, and other children like her.

[youtube https://www.youtube.com/watch?v=BRuAtpeJUBA?ecver=1]

  1. Are Yasmin and her family based off of anyone in your life? How did you decide which everyday stories to tell? How important was it to you to feature a girl character? Do you have plans to continue the Meet Yasmin series or introduce other characters?
    Yasmin is based on my daughter, and many of the stories have been taken from instances in her life. There’s a lot of my daughter’s personality in Yasmin, but she’s also her own character with a life of her own. I remember in the early stages of the illustration process, when my design editor asked me for input on the characters, I basically described my daughter to Hatem and he used it as a starting point to draw Yasmin. It wasn’t a planned out decision to feature a girl character, that just happened because I tend to write more females in all my fiction. And yes, Yasmin is a series so we will be seeing more stories soon!
  2. What is something that you felt that you absolutely wanted or needed to include in this book? What elements did you want to show in this book of a South Asian Muslim family?
    I wanted to make sure brown kids in general identified with this series, not only Muslim kids. There are a lot of cultural similarities in many immigrant communities, so I wanted to make sure those were included in a way that was authentic and helpful. Some of these included Yasmin being part of a multigenerational family, so there is a grandmother and grandfather who are a very big part of her life. Another aspect was a mother who wore hijab, and since that is such a misunderstood concept we made sure Mama is drawn without a hijab inside the house, and with it outside.
  3. You were born and raised in Karachi, Pakistan. When did you come to the United States? What were some of the books that you read in childhood? Did these books primarily feature Muslim and South Asian characters? If not, where were those characters from? Did this affect what you wanted to see in children’s literature in the U.S.?
    I came to the U.S. in my early twenties, so my ideas about books were already formed by then. I grew up in Pakistan as an English reader, and only had access to British writers. As a child I read a lot of Enid Blyton, with characters who were blonde and blue-eyed, who had tea and scones every day. It was very interesting and strange, but also created this sort of inferiority complex where I wanted to copy those people rather than be my own person. As I grew older, I found other authors, but even in stories about India, such as The Far Pavilians, I couldn’t identify with the plot or any of the characters because it was so far removed from my reality. British writers in particular have a very colonial bent when it comes to books about the subcontinent, and it really left a bad taste in my mouth without understanding why. As a writer in the United States, I decided I wanted to stay away from many of these ideas and write fiction that would fit into my own cultural background.
  4. Are there any words of wisdom that you would like to pass on to young writers? What is something that you would like your readers to know about you?
    Read all the time, read anything you can get your hands on, but be such regulars at your local library that they know you by name! Start writing early in life, even if it’s just a private journal or short stories. Practice makes perfect in the case of most things, and writing is no different. I struggled in my early years as a writer because I didn’t have anybody in my life to bounce ideas off of, or give me advice. I really blossomed as a writer once I found that community, and even though it’s online it’s been tremendously helpful. So make sure you find your community of writers and stick to them like family.

Questions for Hatem:

  1. You have done a variety artwork ranging from editorial cartoons, to graphic novels, to animation. How did you decide to illustrate for children?
    It seems like I’ve always liked visual storytelling without even knowing it.I could say, in addition of the love of books,  it’s a tendency to tell a story through a visual form that attracts me to children’s books. It wasn’t so much of a conscious decision to break into illustrating books but it came to me naturally and was fed by great admiration to artists that have made wonderful books that I have enjoyed, by paying homage to my own childhood and by me being a father to an amazing boy! Also I didn’t grow up that much…I just grow old.Explorer image
  2. What was your favorite scene to illustrate in Meet Yasmin? What scene did you find most difficult to create?
    I like it when I draw a scene in which Yasmin shows some attitude. When you can tell something is going on in her mind and I try to make the scene serve what she is feeling at the moment. As for difficult scenes, hmmm, illustrating is a form of problem solving so there is always a challenge! But I could choose maybe a couple of scenes in FASHIONISTA  since I found that I needed to have a better sense of clothing and accessories In this one which I’m not great at.
  3. Your resume is extremely extensive and spans countries and regions. How has your experience differed from location to location? When it comes to your artwork, have you found the experience changes because of the location (appeals and audience) or because of the material? What is universal?
    It really depends! Within the same region, some experiences include very local references, culture or humor or difficult to translate and some were more universal. There are sometimes limitations like dress codes or a need to research something I am not so familiar with but I have to keep in mind these factors and work the best out of it. The appeal could differ if there is a specific reason, sometimes reasonable and other times unexpected. I once had to fix the way I drew some animals because their legs were too thin and cartoonish, but that was only the superficial reason, the real reason I was told was that the publisher found this could give an impression that the animals are mistreated or not well fed. I didn’t see that coming!  It’s always nice to work on something that provokes emotions, thoughts, and that tells a good story. When that is portrayed visually in a good way then I am satisfied.
  4. In the relationship between an author and illustrator and their collective work, it is the job of the illustrator to interpret the author’s words and create a visual representation. How much of yourself (your characteristics and quirks) can you bring into the work? How does this differ by who/where the author is and who they are writing for?
    There is no escape from bringing yourself into the work. Sometimes it’s subtle and other times it is distinct and all what’s in between. It is not calculated but think of it as close to turning a story into a movie or a poem to a song or a song into a music video only in a book form like a woven thing out of words and pictures. And that applies more with picture books.  It depends on what type of book it is, the writing style and sometimes just intuition that a certain visual would work best for a book. For example, When Yasmin enters her parents’ closet the text accompanying was : “It was like a rainbow swirling around the room” ..I took that and came up with what would that look/feel like to Yasmin and the result was what you see in the book!
  5. Are there any words of wisdom that you would like to pass on to young artists? What is something that you would like your fans to know about you?
    One important thing that artists could benefit from is to know they will never stop learning or to get inspired. Keep learning and make experiences inspire you to show what you got without waiting too long until you are “ready”. As for me, I still have a lot to learn and explore!

Follow Saadia and Hatem on their Blog Tour for Meet Yasmin!