Showing posts with label Cinco Puntos Press. Show all posts
Showing posts with label Cinco Puntos Press. Show all posts

Tales of the Feathered Serpent, Book 1: Rise of the Halfling King

author: David Bowles

illustrator: Charlene Bowles

Cinco Puntos Press, 2020

grades 3-7 (Mayan)


For millennia, Indigenous elders have transmitted histories and their teachings through story. In many of the teachings the lessons are inferred rather than directly stated. The objective is to tell an interesting story that would engage listeners in an enjoyable way. The story stays with them longer and the lesson in the story might be discovered later. Traditional stories are interesting, engaging and memorable. And when written or drawn, the depth of meaning is still there. “Graphic novels”—when done well—engage the eyes and the mind at the same time. And the presence of the storyteller, which was always visual, remains in the graphic novel.


Some two thousand years before the Spanish conquest, the Mayan peoples of the Yucatán Peninsula developed a hieroglyphic script to record their stories and histories with words and images. It’s not much of a stretch to see these codices—most of which the Spanish conquistadores burned—as the forerunners of today’s graphic novels.


In Tales of the Feathered Serpent, David Bowles translates traditional Yucatec Mayan stories and gifts them to young adult readers. Now, in Rise of the Halfling King—the first of ten graphic novels, each based on a story in Tales of the Feathered Serpent—he transmits some of this millennia-old traditional lore in a way that’s accessible to younger readers, and, accompanied by Charlene Bowles’ vibrant art, shapes these stories into another part of the same experience.


Trained to become a curandera since she was a young girl, apprentice witch Almah is beloved by her community for her goodness and kindness and ability to call down the gentle rain. Time passes, and although nearby Uxmal had not had a king for a hundred years, the aluxes—“mystic elfin beings who wield great magic to protect nature”—select Almah to receive a magic stone and a drum that will “announce the true king of Uxmal.” As the villainous Kinich Kak Ek is enthroned, his chief advisor, the sorcerer Zaatan Ik, announces that “no man born of a woman can usurp” his sovereignty and that when a “kingmaker” drum sounds, his rival must be given the opportunity to take the throne by overcoming three challenges.


Uneasy with the sorcerer’s prophesy, (partly because he mistranslates “not born of a woman” as “not born”), the king conquers the surrounding cities and establishes a barbarously cruel empire. 


Out of fear of the king and his priests, the community shuns Almah. Lonely and wandering in the hills, she finds an unusual egg, which she takes home and places near the hearth, by the “kingmaker drum” that she had hidden. When a little boy—a “halfling” secretly gifted to Almah by the aluxes—emerges, Almah adopts him as her grandson, names him Sayam, and as he grows (but not as much as other young people), she teaches him “green magic and the sacred prayers that call down gentle showers in spring.” And she realizes that he’s destined to be king.


Under Almah’s tutelage and through her unconditional love, the brave and reckless young Sayam matures and begins to understand what it is to be a leader with a sense of duty to his people. He also learns earth magic, how to read the “ancient books”—the sacred Mayan codices—and works with the Bobatil Ju’un, the Book of Prophecy. These are important skills he will need when it comes time to fulfill his prophecy—to defeat Kinich Kat Ek and assume the throne.


Throughout this gripping, fast-moving plot—which includes Sayam’s defeating a serpent from the underworld that aims to devour the people’s beloved dead—Bowles seamlessly weaves in references to Mayan philosophy, ethics and traditions. As well, he embeds, in heavy, bold type, the incantations that Almah, Sayam, and others utilize in the Yucatec Mayan language. And he sprinkles into the dialogue present-day phrases and thoughts, such as when Sayam apologizes to some of the dead ancestors for having to unwrap them: “Sorry, old ones, I need a diversion” (to get the serpent’s attention).


Charlene Bowles’ expressive digital art seamlessly melds strong, dynamic lines typical of the ancient drawings with modern comic-book “speech balloons” and text boxes. Her organized panels provide clarity for the dialogue or narration and, at the same time, the large ones offer visuals to emphasize specific moments. 


Throughout, her varying palettes tie into the story’s environment and what’s happening at a particular time. For instance, the forested areas overlay greens, the darker environments are mostly blues and purples, the outside kingdom locations feature more reds and teals, and the inside scenes where the rulers plot to keep themselves in power are dark and foreboding browns.


It’s a brilliant idea to present Mesoamerican traditional literatures as “graphic novels” for young people because they’re essentially extensions of the ancient Mayan codices. As David Bowles writes: “Blending written words and images, comics and other sorts of graphica allow our brains to process stories more like our ancestors did.” Working together, the father-daughter team of David and Charlene Bowles have produced a remarkably illustrated, Mayan tradition-based story, seamlessly interwoven with comic-book action (wham! pow! bam! thud! klonk! thok! fwoosh! glorp!) And it’s not surprising that the two have pulled this off brilliantly. Tales of the Feathered Serpent, Book 1: Rise of the Halfling King will mesmerize middle-grade readers. 


*Highly recommended for all home, classroom and library collections.


—Beverly Slapin

(published 1/7/21)


(Note: I was disappointed to learn that Cinco Puntos Press intends to bring in “various illustrators” for the remaining nine volumes of Tales of the Feathered Serpent. Young readers form visual connections with graphic novels, and the first in a series establishes the vision for the rest. Contracting with different artists who use different art styles is likely to destroy the vision and ruin the continuity. I would like to have seen consistency of the creative team across the series.—BHS)



Birdie’s Beauty Parlor / El salón belleza de Birdie

author: Lee Merrill Byrd
translator: Luis Humberto Crosthwaite

illustrator: Francisco Delgado

Cinco Puntos Press, 2020

preschool-up

Chicana


What do you do if you’re a little girl with a great imagination and not very much to do and the only person you have to play with at the moment is your grandma? And she’s all worn out. What do you do? You go through her drawers and dump all her makeup and everything else you need on her bed; you put a towel under her head to make sure she’s comfortable—and the grandma makeover is on!


Birdie’s Beauty Parlor / El salón belleza de Birdie uproariously depicts the close relationship between a patient, loving Chicana abuelita and her artfully ambitious young nieta.


Although Birdie’s Beauty Parlor / El salón belleza de Birdie is based on a true story about Lee Merril Byrd and her own granddaughter, Emma “Birdie” Byrd, fronteriza artist Francisco Delgado used his children, Citlali and Itzel, as models for bossy beautician Birdie; and his mother-in-law—whose many skills include relaxing under pressure—posed for Abue.


Delgado’s art— on a background spray-painted with thinned acrylic and illustrations filled in with colored pencil and acrylics—complements both Birdie’s entusiasmo sin fin and Abue’s paciencia sin fin. On one spread, for instance, Birdie is focused on pulling out one of her abuelita’s gigantic chin hairs while Abue is focused on not screaming. And on another illustration, Abue even allows her nieta to pinch her lips (¡Ay!) in order to apply the lipstick just-so. 


As always, Crosthwaite’s talent in idiomatic translation follows the hilarious tone of the story and illustrations while maintaining their rhythm and exuberance, so both young hablantes and English-speakers will laugh out loud at Birdie’s abuelita’s makeover. For instance, the rhyming English on the back cover tells young English-readers:


When Grandma’s ready to hit the hay, there’s still one game you both can play—Birdie’s make up will save the day!


And Crosthwaith’s rhyming Spanish speaks to young hablantes: 


Abue nada más se quiere acostar, pero todavía se puede jugar—maquillala bien y hazla brillar! 


(The direct English translation would be: “Grandma just wants to go to bed, but you can still play—put her makeup on and make her shine!”)


Together, Byrd’s riotous, no holds-barred story, Crosthwaite’s brilliant idiomatic Spanish translation and Delgado’s delightful illustrations are filled with humor and warmth and demonstrate the love between an exuberant little girl and her ever-patient abuelita. 


Finalmente, after treating her abuelita to a foot massage, putting earrings in her ears and expertly wrapping a bufanda around her head, Birdie holds up a mirror so both she and Abue can admire her handiwork.



Indeed, Abue’s face is a work of art: almost totally enveloped in rouge, her eyebrows and eyelids are purple, blue and yellow; white dots of talcum powder cover her chin, and bright, bright red lipstick fills much more than just her lips. ¡Birdie es la jefa¡


Now done with Abue, Birdie turns to the story’s young readers: “Who’s next?” she asks. “¿Quién sigue?”


As with Byrd’s and Delgado’s earlier Juanito Counts to Ten / Johnny cuenta hasta diez (2010), young hablantes who want to learn English and English speakers who want to learn Spanish will revel in this hilarious family story. 


*Highly recommended for all home, classroom and library collections. 


—Beverly Slapin

(published 7/28/20)


[Note: With only the English title displayed on the cover, there’s no indication until the first story page that Birdie’s Beauty Parlor / El salón belleza de Birdie is bilingual. Whether this was an error or a design decision, it needs to be corrected in the next edition—BHS]



They Call Me Güero: A Border Kid’s Poems

author: David Bowles  
Cinco Puntos Press, 2018
grades 5-up
Mexican American

Memories from the author’s own childhood experiences—as well as those of his son, his friends, and the young men he worked with as a middle-school teacher—inform this too-slim book of poetry from the perspective of a 12-year-old Chicano border kid entering the seventh grade. Here, our super-smart protagonist and poet clearly knows who he is and what he comes from. And he’s learning what he’s been given to do. 

Like his idol, the great Mexican boxer, Saul “Canelo” Álvarez, the boy whom everyone calls “Güero” is cinnamon-toned, too. Observant readers looking back to Zeke Peña’s digitally rendered cover art will notice that, as Güero and his dog run through the chaparral, the boy’s freckles and hair—along with the Huehuehcoyotl (“Feathered Coyote”) Nahual mask he wears—perfectly match the cinnamon-colored sand. The boy belongs to the land. He is “puro mexicano.”

As a child of dual cultures who has learned to float between different groups, Güero uses variations of language to express himself. He communicates in Spanish and English with his elder relatives (especially with his bisabuela, who enjoys instructing him traditionally through dichos), mostly English with his teachers and friends (“los Bobbys”), Spanish first with new arrivals, and an effortless combination of English, Spanish, Espanglish and code-switching with everyone else, including family and readers. It’s especially refreshing that there is no italicization of anything: the languages and word-images blend with an authenticity rarely seen in middle-grade stories. And it’s appropriate that the glossary does not distinguish between language types, which readers will be able to infer from context. 

In school, Güero’s woke English teacher, Mrs. Wong, keeps a long-eared white rabbit in her room and talks about the Moon Rabbit in Korea and Mexico, gifts her class Aztec and Mayan and Chinese and Korean legends, and plants seeds in the lives of her young charges. It is from her that Güero comes to know that “poetry is the clearest lens for viewing the world.” 

Güero’s own poetic styles include free verse, and rhymed and unrhymed couplets, tercets, quatrains and quintets; as well as sonnets, haiku, senru, and rap. In authentic sneak-dissing (or “come-and-get-me”) rap, for instance, Güero stands his ground by lobbing taunts back at classroom bullies like Snake Barrero (who has just slammed him into a locker and called him “güero cacahuatero” and “gringo nerd”):

Yo, bullies: lero, lero
I’m the mero Güero
a real cacahuatero,
peanuts and chile
all up in this cuero,
this piel, this skin—
it’s white, that’s true
but I’m just as Mexican
as you and you and you.

If there’s anything that Güero can’t handle, he can rely on his new fregona girlfriend, Johanna, to jump in. She’s sort-of a cross between the beautiful, stereotype-busting Mexican movie queen, María Félix; and the strong, courageous Mexican artist, Frida Khalo. Among her other talents, she uses judo skills to throw down bullies, crawls under cars to change the oil, and easily swaps out blown tires. And she “knows the perfect chile for all snacks.” 

Among those relatives Güero remembers are his abuela Mimi, who hardly ever raised her voice. Rather, she told stories, creepy tales with supernatural threats “to punish little devils” who steal cookies off someone’s plate. Such as La Mano Pachona, a “hairy claw that crawls through the night,” a long-ago Mayan wizard who, to this day, continues to wreak revenge on the Inquisition and “naughty boys with Spanish blood.”

He also tells of his Uncle Joe, the family chronicler, whose teacher wouldn’t let him call himself José and would smack him for speaking Spanish. And the forced lies of history:

When I was a chavalito,…didn’t nobody teach us
about our gente, about the Revolución.
They made the Treaty of Guadalupe Hidalgo
sound like a blow struck for democracy
instead of the violent land-grab it was!
This should be México, m’ijo. The border?
It crossed right over us.

And Gúero speaks of the dangerous lives of refugees, the hunger and fears of deportation. When he tutors a “quiet and shy” newcomer, the boy, suddenly triggered by a few English words in a math problem—“a family takes a train”—runs from the room. Güero finds him crying in a small alcove and asks “¿Qué te pasa?

His story comes streaming out—
threats against the family,
abandoning Honduras,
risking life and limb on la Bestia,
the black train that rattles
through Mexico bottom to top.
Hopeful and dreaming of new lives,
refugees from all over cling
to that dangerous metal.
One terrible day, its wheels
sliced off his brother’s leg.

“We lost everything
but each other
to coyotes and cops
and bandits,” he says.
Now we live in a tejabán
in a colonia. No water,
no light. But safe.
Except when I dream.”

They Call Me Güero is as far from cultural tourism as one can get. Rather, Bowles has taken to heart the advice of his Uncle Joe, who told him this: “Represent us, m’ijo, all the ones they kept down. You are us. We are you.” Indeed, his evocative story-poems are filled with family and culture and memories and sadness and humor and everyday experiences and playful language and hard history lessons, all told in the voice of a Tex-Mex almost-teen the author knows well. Middle-grade readers (especially, but not limited to, border kids) will easily relate to this young person, who easily relates to them. 

*Highly recommended for all home, classroom and library collections.

—Beverly Slapin
(published 12/2/18)


Muchísimas gracias a mi amiga y colega, Judy Zalazar Drummond; and to my young associate, Juan Camilo Prado, for his patient explanation and examples of sneak-dissing. (Addendum to post, 12/7/18: Juan also informed me that there are other, similar forms of rap: "throwing shade" and "the dozens," a series of insults played before a gathering of spectators.)

Iron River

author: Daniel Acosta 
Cinco Puntos Press, 2018 
grades 7-up 
Mexican American

I’m telling you this now because I don’t know when I’m going to die. If you ask me why is a twelve-year-old kid thinking about dying, well, I don’t want to die. You hear people say they wish the old people had wrote things down because now they’re dead and their stories didn’t get told. But sometimes people die who aren’t old and that got me thinking: people don’t always die when they think they’re going to. So I want to tell you this story in case I die before I get old.

Taking place in the late 1950s, Iron River is a gritty, no-holds-barred telling from the point of view of a Mexican boy about to enter 8th grade. Everyone in the small town of Sangra (short for “San Gabriel,” ten miles east of Los Angeles) knows Manuel Maldonado, Jr., as “Man-on-Fire” because of his red hair and a large birthmark. His friends call him “Manny” or “Man” for short, and, to some of his relatives, he is “Little Man.”

Part of a strong, tight-knit, loving family, Manny lives with his hard-working parents, grandparents, and younger sister and brother in a small house practically abutting the railroad tracks; and other relatives live close by. Here, everyone knows everyone, and Sangra is a place where people’s experiences are riddled by poverty and drugs and violence and discrimination—and the scary, frequent, “baby earthquakes” of passing trains on the iron river.

Nevertheless, Sangra is home, and Manny’s narrative is straightforward—without a hint of “we-gotta-get-out-of-this-place” self-pity. Rather, readers will see neighbors helping neighbors, especially at times of need and at funerals. On the Maldonados’ front porch, for instance, is a “hobo chair,” where Grandma offers homeless men who ride the rails a sandwich, a place to rest in quiet solitude, and rosary blessings. 

Manny is well aware of his neighborhood’s history and culture, yet he internalizes popularized racist “history.” For instance, when he and his friend Danny first started playing “the Alamo,” he says, 

[We] couldn’t’ decide if we wanted to be the Texans or the Mexicans. Me and Danny are Mexican. To be the Texans would feel like traitors. But the Texans in the movie won, and we didn’t’ want to be losers….When we aren’t killing Mexicans, me and Danny and our friends Little and Marco throw rocks at trains. 

And some of the harsh realities of life are taken lightly, as well:

Little’s dad went back to Mexico after the Fourth of July and Little told us he still wasn’t back. He said his mom said Mr. Guti probably got stopped by the border patrol as a wetback. Big’s mom said he probably had to check up on all his other families down there, and it would probably take some time. We all laughed.

Yet, Manny also is quick to notice and comment upon the everyday racist micro-aggressions in his neighborhood and beyond: 

[We] got kicked out [of the movies] mainly because we’re Mexican. It’s the white kids that flatten out their popcorn boxes and throw them at the screen when the lights go out before the second movie starts, but [white kids] never get kicked out, and Mexicans don’t even buy popcorn. 

When Manny and his friends, unaware of the consequences for Mexican youngsters, place themselves in dangerous situations—such as when they’re caught train-hopping—punishment from their fathers is a swift and painful belt-whipping, something they will always remember. And afterward, Manny’s mom rubs his wounds with lard and wraps them with soft pieces of flour sack, and his grandma and mom tuck him into bed and bless him over and over.

The family and community members are complex, and Manny’s narration and the dialogue realistically include Spanglish, code switching, and Caló. Especially refreshing is that neither the Spanish nor these phrases are translated. Rather, readers who speak Spanish will go with the flow and readers who don’t will understand the meanings from the context. As well, terms of respect are given to those who earn them, such as “a sus órdenes,” always, to Grandma.

When Manny’s uncle, Rudy, is released from prison and returns home, the family circle surrounds him: 

Rudy moved slow when he went over and kissed Grandma on the top of her head. I looked at her face. She was smiling but worry was standing right behind her smile.

Me and Grandma watched him walk to my old room. He looked shorter than Dad but he was bent over so I couldn’t be sure. And he walked kind of sideways, like those dogs you see walking down the street that got hit by a car but lived. You can’t see any cuts or blood, but you know their insides are messed up, and they walk like Rudy. 

“Prison has worn him down, so be nice to him,” Grandma said and patted my hand. 

In this community, at this time, hard situations abound and resolutions—where there are some—are not always neat. And sometimes a family’s love and support are not enough. Rudy is a broken man, and he’s ultimately returned to prison, never to come home. The boys lob oranges at hobos on passing trains (for which they get grounded); later, Manny is obsessed with the thought that they may have killed a hobo whose body they found on the tracks. And when he takes a short cut through the San Gabriel station, Manny witnesses a racist cop, a “mean son-of-a-bitch” who is known to prey on minorities in the Sangra community—killing a Black teenager:

I heard a sound I’d heard once before. I stopped and listened harder. It was the sound of somebody getting beat up, and it was coming from inside. I hid in the shadows…. I leaned against the wall and waited for the sound to stop…. I heard punches and kicks and the voice of a boy crying. A man’s hard voice told him to shut up and called the boy 
dirty names and “nigger.”

The boy cried and cried, and then he started moaning and then he was quiet…. A shadow passed by me walking fast and breathing hard. Even though it was dark, I could see who it was. The shadow turned to look back, and I thought he saw me, but then he walked into the night and in a minute I heard a car start up and burn rubber and drive away fast.

The sight of his friend’s brother’s horribly mutilated body is Manny’s wake-up call. He must now decide whether or not to come forward and possibly risk his own freedom—and maybe even his life. 

While Manny’s character growth and his coming to speak out are central to the story, many of the chapters read as vignettes; each of them featuring family, friends or strangers who live in or pass through Sangra. Also running through the story is Manny’s matter-of-fact nighttime incontinence and, by the end, it is resolved—symbolic of how his life is changing for the better. 

The many layers of this beautifully built-up picture of an intelligent, goofy young kid who’s well aware of his surroundings and faces them head-on is a brilliant debut of a promising young writer. Iron River will prompt discussions of race, class, culture, and teenage sexuality, and resonate with middle-grade through high school readers. It’s *highly recommended for all home, classroom and library collections.

—Beverly Slapin
(published 9/13/18; revised 10/2/18, added interview with author)




INTERVIEW WITH DANIEL ACOSTA




Beverly: The Barrio San Gabriel (Sangra for short) and the people who live and work there in the late 1950s—Manny, his friends, relatives and extended family and neighbors, the pachucos, teachers and religious instructors, the shopkeepers, the people from other marginalized communities who have settled there, and those who are passing through, riding the rails, looking for work—are all real. What’s your relationship to Sangra?

Daniel: My maternal grandparents had met in San Bernardino where Grandpa was a railroad worker from Jalisco, and Grandma was the daughter of the owner of the boarding house where he lived. He had relatives in Sangra who had emigrated in the late 1800s from Jalisco. After their wedding they moved to Sangra, where my mother was born in the shadow of San Gabriel Mission. After World War II, my mom and dad moved in with my grandparents. So by the time I was born, our family had already sunk deep roots in Sangra. Many of the neighborhood kids were cousins!

I spent my childhood living in that house across the street from the Southern Pacific Railroad tracks. When I was about 13, my parents and my sister and I moved to our own house on the next street. After graduating from eighth grade I entered a Catholic seminary, where I stayed for the next five years. This period provided a physical and emotional distance from Sangra, and allowed me to see other neighborhoods and meet boys from other places. My preparations for the Catholic priesthood presumed my attending college, a given I probably would not have presumed for myself had I stayed in the neighborhood.

For me, Sangra was usually a safe place, and although there were dangers to be aware of and avoided, such as drug addiction and alcoholism, my parents were loving and affirming, and I had a bevy of tías who doted over me.


Our young narrator hangs out on the roof with his friends, peeks at girls’ chichis, hurls oranges, avocados and rocks at passing trains, astutely notes and comments on micro-aggressions from white people, and also tells how sometimes the Mexican kids get to return the favor. I especially like Manny’s story about how one of his friends would sell homing pigeons to white people—the same pigeons, over and over. Yet, Manny and his friends also sometimes root for the white “good guys” in the movies who shoot the “Mexican bad guys.” Everything about Manny and his friends is real, even their occasional typically teenage cognitive disconnect. In characterizing Manny and his friends, how did you come to achieve this balance?

Most Mexican Americans raised in Sangra were born on this side of the border, and Manny and his friends are confident in their second-generation American identity. They’re very different Mexicans than those in East LA, which tended to be more of a neighborhood for recent immigrants. By the late 1800s, Mexican neighborhoods like Sangra had sprung up along the SP rail lines across southern California; and Mexican neighbors of Sangra were well-ensconced in their communities. These Mexicans were proudly US citizens: the men were quick to enlist in the military after the start of WWII, and many were decorated for their heroism in combat.

These “settled” Mexican Americans often looked down on recent arrivals from Mexico for their bumpkin-like behavior that reflected poorly on them. They differentiated themselves from the “recien llegados,” criticizing them, for example, for letting their babies run around without clothes on.

Although Mundo sells homing pigeons to the white kids, it wasn’t a particular desire to get even with them for their prejudices. Rather, Mundo simply took advantage of kids who were naïve and loose with their money.

Mexican “good guys” like Elfego Baca, Zorro, and the Cisco Kid were few and far between, so when the choice was the “bad Mexicans” or the “good white guys,” the Mexican kids here rooted for the “good white guys.”

On reflection, I think that the only times my friends and I didn’t take our American identity for granted was when the white kids would remind us that we weren’t as “American” as they were. As a kid I could go to my white friends’ homes to play, but their parents never allowed them to come to our neighborhood. That always troubled me.


Why did you decide to have Manny’s matter-of-fact bed-wetting become a thread in the story? Every morning, he gets up, strips his bed, puts the wet sheets in the laundry room, and takes a shower. It seems to be no big thing. No one (except his cousin, Cruz, who shares his bed when Rudy returns home) calls it to his attention. I saw, towards the ending, that he was surprised when he had not wet the bed. 

I wanted readers to know Manny as a kid for whom life is not easy; his bed-wetting is one more thing he has to endure without understanding why. And since it occurs when the night train rumbles by, it’s become something the family has embraced—with no blame or demeaning—as just another routine to adjust to. As the narrator, Manny trusts the reader with this personal secret—it’s another way of pulling the reader more deeply into his story. Only Manny’s cousin, Cruz, threatens to tell everyone at school about Manny’s secret, which, as it turns out, he doesn’t.


Other characters have a complexity that will appeal to middle- and upper-grade readers. Uncle Rudy is one of them. Because his horrible war experience left him with traumatic stress, survivor’s guilt, and drug addiction, he’s come home a wreck of a man. Manny’s father doesn’t allow him to be around the children; Grandma loves her son and knows that he’s in God’s hands; and Manny is confused because he doesn’t know the whole story. How were you able to see Rudy’s falling apart as a result of doing what he had to do during the war?

In a way, Rudy longs to go back to a time when he was innocent—as Manny is now—before his life began to unravel. Manny connects deeply with the deeply-flawed Rudy; and Rudy sees in young Manny a pure, unconditional love he can’t get from anyone else—not even his own brother or his long-suffering mother. When he returns home on parole with survivor’s guilt and drug addiction, Rudy is not strong enough to fight the forces that are dragging him back down. He doesn’t know how to live free.


Another character is that “son-of-a-bitch” cop, whom the community refers to as “the Turk.” He’s a small-town bad guy with a gun and badge and no conscience—an out-and-out racist who, as Danny says, “hates negros and Metsicans” and gets satisfaction from threatening, bullying and committing violence on people who can’t fight back. The gruesome scene in which he beats Manny’s friend’s brother to death—cried out for revenge, and I’m glad he got it. Who or what does “the Turk” represent?

The military and the paramilitary (or the police) enforce the “dirty work” of the community / state / nation. In a healthy society, the military only defend and the police administer the law equitably. In a dysfunctional society, the military and the police both serve the elites. In Sangra, “the Turk” enforces the boundaries of the disenfranchised minority community with varying degrees of ruthlessness. In the case of his stopping and harassing Betty for driving in the white part of town, it’s symbolic. In the case of his beating Lawrence Collison to death, it’s physical and symbolic.


Manny’s grandmother is one of my favorite characters. Strong, compassionate, humble and loving, she’s steeped in her Mexican culture and Catholic religion. Grandma sees washing the beans for the family’s daily meals—and laundering Manny’s wet sheets every day as well—as routine, not worthy of complaint. With her rosary almost always in her hands, she feeds and blesses relatives, neighbors and strangers alike—including any hobo who stops by. Grandma doesn’t abide being referred to as “Abuela,” but she’s fine with Manny’s respectful “a sus órdenes” when he addresses her. And when Manny’s father belt-whips him for doing something dangerous—an infraction Manny will never repeat—neither Grandma nor Mom try to stop him. Rather, they stand back, and, when the whipping is done, gently dress Manny’s wounds—and bless him, over and over. Did you have a model for Grandma in your own life?

Manny's grandma bears a close resemblance to my own grandmother, Manuela Ortega Sanchez. Manuela was a daughter of the son of a wealthy Mexican hacienda owner in Chihuahua. In the late 1800s and against her will, she and her single mother immigrated to San Bernardino. It was there that she met my maternal grandfather, a Mexican railroad worker from Jalisco, who was living at her mother's boarding house.

My grandmother was devoutly Catholic, educated by the German nuns at a San Bernardino Catholic school. She was able to read and write both Spanish and English, a rarity in that place and time! Grandma always carried the rosary with her and said it nightly, attended church services every day as well as Mass every Sunday, and related to me much like Manny’s grandma relates to him. She and my grandfather were highly-respected members of our Sangra neighborhood. In this culture (at least, then) the woman was the “queen of the house” and the man was “king of the outside,” and the roles rarely crossed these social lines. Manny’s family is like that.


Thank you. Good getting to meet you, Daniel! And I apologize for referring to you as a “promising young writer”!


Oh, I’m not in the least offended!

All Around Us

author: Xelena González
illustrator: Adriana M. Garcia 
Cinco Puntos Press, 2017 
grades 1-up 
Mestizo, Mexican American

Grandpa says circles are all around us. We just have to look for them. 

In this warm, gentle story that celebrates family, culture, community and the connectedness of all things, a young girl and her grandfather work side by side in their vegetable garden, hang out in their backyard, walk around their neighborhood—and find circles to see and contemplate. A rainbow, whose other half is down below the earth, “where water and light feed new life.” And stems, leaves, and seeds—veggie leftovers—“to bury back in the ground.” And round body parts, such as bellies and eyes, to laugh about. And bicycle wheels, and the sun and the moon, and gentle lessons about the cycles of birth and death. 

González’s and Garcia’s picture-book debut was informed by the author’s own experiences as a Mestiza child at school, and the characters were modeled after her daughter and father in their garden, backyard, and San Antonio neighborhood. In her author’s note, González explains the story behind this story. “When I was six,” she writes, 
I was given a class assignment to draw a timeline of my life. Birth was the beginning. First steps and first fallen tooth were milestones. I wondered aloud how my timeline would continue, and more importantly, how it would end. My father shook his head when he heard me. “People will tell you it’s a line, but we believe it’s a circle,” he said, gathering two imaginary points of a timeline and joining them midair to form a circle.

While “timelines” are typical first-grade assignments, they undermine Indigenous knowledges and nonlinear ways of visualizing time. All Around Us should have begun here, with an example of what Indian kids—such as the young Xelena—often encounter in school, and with the kind of loving affirmations that Indigenous family members—such as her grandfather—often give to their kids. 

Since all of her art depicts the outside, Garcia used a rich, textured earthy palette of mostly greens and browns, with brightly colored vegetables and some pinks and yellows as accents. She told me that she began this project with photos, which she digitized and collaged and used as a guide, and then added the background details. But rather than creating a photorealistic piece, her “imagination took over” as she redrew the images with digital paint, inserting mostly circular lines that both complement and transcend the story. I’m especially impressed by the differing skin tones between Grandpa and granddaughter, something that few picture-book illustrators get right. And, in many of the illustrations, lines almost blur as the two literally blend in with their environments. Where they’re digging in the garden, for instance, they appear to be dark brown on one spread and green on another; and where they’re sitting in sunlight, smiling at each other, they are yellow.

Just before sunset, Grandpa and granddaughter walk to the back of their yard, away from the house. There’s a fenced-in area with an arbor, a small bench, and a tall pecan tree, indicating that this area might be set aside as a family burial ground. Here, Grandpa and child sit on the bench, quietly, their eyes closed. Young Xelena says, “Grandpa seems sad when he sits here, because this is where we bury the ashes of our ancestors. I don’t remember them, but he does.” 

While González makes clear in her author’s note that it’s not her own family practice to bury their relatives’ ashes in this way, educators may want to use this passage in a class discussion—at another time, so as not to interrupt the story—of different practices associated with death and dying.

Finally, we walk to the front yard to water our smallest tree. Grandpa planted it for me on the day  I was born, and everything that fed me while I grew in my mother’s belly is buried at the roots. I love bringing water to the apple tree that is already taller than I am.
Here, young children who are literal thinkers might imagine their mothers’ bellies as filled with cereal and bananas to feed them as they grew inside; so there’s an opportunity to introduce the terms, “placenta” and “umbilical cord,” which are often buried at the roots of newly planted trees to connect newborns to the land.

As young Xelena waters her tree, she notices new growth, and Grandpa pats her head and says,“Do you see, my grandchild? We have new life with you.” “I am part of the circle too,” Xelena answers, “the part we can see…just like a rainbow!”

*Highly recommended for all home, classroom and library collections.



—Beverly Slapin
(published 9/12/17)


Note (7/4/19): Por todo nuestro alrededor—the author’s new Spanish translation of All Around Us—just out—honors all the hablantes who will now hold in their hands and hearts a beautiful story of life and love. In it, author Xelena González thanks the following people for helping with the translation: Amalia “Maya” Guirao, Rafael Juárez, Luis Humberto Crothswaite, Isabel Zepeda, and Jessica Chávez.