Showing posts with label Viking. Show all posts
Showing posts with label Viking. Show all posts

Me Oh Maya // You Wouldn't Want to Be an Aztec Sacrifice!

It's no secret that I’m a fierce advocate for literary dignity and equity in publishing. I want to see many more books by writers from underrepresented groups (BIPOC, disabled, queer) published each year for kids and adults alike. However, some folks misinterpret that mission as an implied disavowal of any book written by someone outside the culture depicted in its pages. But I actually do think it’s possible (and for secondary characters, outright desirable) for an author to write about characters and communities that don’t perfectly align with their own lived experiences. 


The catch? It’s hard work. You have to put in the time. Research. Advocate. Uplift. Live alongside and be a friend and ally to people from the group in question. Then write with respect and pay a cultural expert from that community to review your manuscript and give you feedback (then incorporate their suggestions or corrections).


“Why, David?” I imagine someone asking. “What’s the worst that can happen?” 


The short answer? People can be insulted, deeply hurt, or perhaps even permanently scarred by mistakes you make.  


I want to take a look at two examples of authors writing “outside of their lane” and getting things horribly wrong. Mind you, anyone can screw up when writing. We’re human. But these are books from major publishers whose entire teams really dropped the ball in terms of literary dignity.


First up is Me Oh Maya, book 13 of Jon Scieska’s The Time Warp Trio. (It’s the volume that made my son Angelo abandon the series, by the way.) The three protagonists—friends Joe, Sam, and Fred—are yanked from their basketball game back in time to a Maya ballcourt. 


Let’s get something straight right away. Maya people still exist. Seven million of them, in fact, in southern Mexico and Central America, with tens of thousands more living in the US. So if you decide to write about pre-invasion Maya, you’re depicting living people’s ancestors, folks who still speak that language and preserve many of those customs. 


Which is why it’s so disappointing that Me Oh Maya jumps immediately to bloodshed and human sacrifice on the first page: “Explain yourselves or your blood will be spilled in sacrifice,” says a “short brown-skinned guy in a wild feathered headdress.” Two pages later, Sam explains “their habit of sacrificing humans,” adding that the high priest is “not kidding about that rip-your-hearts-out.”


By way of explanation, all of this is wrong. Strangers would not have been immediately sacrificed. The intermittent offering of human blood to the gods was a solemn religious ritual at particular times of the year that ensured the wheels of cyclical time kept turning. Those sacrificed were prepared and treated with dignity for many months. Their families were typically compensated after their death. A better analogy for Maya sacrifice would be soldiers who are sent on missions from which they know it’s unlikely they’ll return. That kind of sacrifice, not horror-movie, death-at-the-hand-of-a-slasher kind of death. To call that sort of patriotic, pious laying down of one’s life a “habit of sacrificing humans” by “short brown-skinned” people is problematic, to say the least. 


All that aside, for that to be the IMMEDIATE go-to image for the writer of children’s books when he thinks of the Maya? Gross. Indicative of some deep-seated privilege and ignorance. Imagine if every children’s book written about the US by people not living here featured gun violence. Yes, it’s a part of US life, but hardly the defining aspect of our existence.


But, of course, human sacrifice is the main plot contrivance of Me Oh Maya. The boys use basketball moves to wow the people of Chichén Itzá and win the game (the book mistakenly asserts that losers get sacrificed—imagine how impossible it would be to keep a game going for a year, much less centuries, if that were the case). However, the high priest, who they think looks like their Latino teacher Mr. Ramírez on a bad day, decides to sacrifice them anyway.


That’s when he reveals his name: “Kakapupahed.” The kids have a field day with this, and I’m sure the author and editor found it hilarious.


But making up a name that sounds like foolish words in English to mock a people’s language? That’s straight-up racist. (The invented word is also meaningless in the Itza Mayan language, which furthermore lacks the consonant “d.”)


The book makes some attempt at presenting life at Chichén Itzá as otherwise pleasant and fascinating (though frankly generic Mesoamerican in the details of cuisine, etc.). The boys find an ally in the high priest’s nephew, named “Jun,” or “One,” which is one half of a normal Maya name at the time—they consisted of a number from 1-13 and one of 20 day signs, so it would have been more realistic if the kid’s name was Jun Balam (One Jaguar) or something along those lines. 


It’s nice that Jun and his mother are key to the Brooklynites’ victory and return to the future, but all those moments are marred by the cultural insensitivity, obsession with the lurid or “exotic” aspects of Maya communities, and racist humor. A Maya or Mestizo (part-Indigenous) child reading this book will find their people stereotyped and mocked. How is that pain justifiable? 


A duo of British creatives (author: Fiona Macdonald, illustrator: David Antram) are the guilty parties responsible for the even more reprehensible book You Wouldn’t Want to Be an Aztec Sacrifice! Gruesome Things You'd Rather Not Know. (Scholastic, 2001). The reader is cast as a random Mesoamerican (presumably Nahua) from some far-flung conquered town who gets captured by “Aztecs” in a flower war and taken back to Tenochtitlan to be sacrificed. Now, flower wars certainly happened. The Triple Alliance—the Mexica, Texcoca and Tlacopaneca peoples now referred to as Aztecs—did require tribute and take warriors prisoner for sacrifice.


But the author has first of all decided to linger on all the lurid aspects of that interchange without noting that the OTHER side also took “Aztec” prisoners for sacrifice.

In fact, the book treats the unnamed protagonist as shocked again and again at “Aztec” beliefs and practices, even though the Triple Alliance was culturally Nahua just like most of the rest of Central Mexico, multiple nation states worshipping the same gods in essentially the same ways. 


The book also abounds with exotification and inaccuracy. Because of religious symbols on shields, they are referred to as magical: “Many soldiers believe the magic will protect them on the battlefield.” I can’t imagine the creators of the book saying the same about a cross on the shield of a British knight. The Aztecs are called “energetic and warlike,” “fearsome,” and “ruthless.” Captives are marched through a stereotypical northern Mexican desert to reach Tenochtitlan rather than the actual pine forests that once surrounded Lake Texcoco in the Central Highlands. 


Literally every page has at least one completely false statement, from the assertion that all priests stank because of putrid blood in their hair (only one sort of priest had this practice) to the baffling comment that some deceased Nahuas “make a long, miserable journey through the underworld before they finally perish in hell,” which completely miscasts the role of Mictlan (not to mention the fact that the Nahuas didn’t believe in hell). Wherever there’s a debate in scholarship, the creators side with the most extreme, titillating interpretation, as with the possibility of cannibalism (for which the evidence is mostly Spanish, post-Invasion, and in dire need of Indigenous religious context). 


As with Me Oh Maya, the inaccuracies and lies are especially harmful because today there are 2.5 million Nahuas (descendants of the “Aztecs” and the related nations they conquered) in Mexico and Central America plus thousands more in the US. In addition, many Mexicans and Mexican Americans of mixed heritage (we often call ourselves “mestizos”) are heirs to a syncretic culture that blends Nahua and Spanish traditions and language. We grow up proud of the accomplishments of the “Aztecs,” Toltecs, and other pre-Invasion Nahua peoples. 


For our children, You Wouldn’t Want to Be an Aztec Sacrifice! is a potentially damaging piece of overwrought nonsense from outsiders who have not done the work of living alongside us and considering the vital cultural heritage of the “Aztecs” that is kept alive in our communities.


Neither of these books promotes the literary dignity of Indigenous or Mestizo people in Mexico and the US. The writers, editors, and publishers should be ashamed of the harm they have done in the name of being clever and cute in that supercilious way that conveys to even the densest reader, “These people were bad and weird. It’s good that they’re gone. Western white culture is so much better, isn’t it?”


Such messages are simply unacceptable and must be fought. 


—David Bowles

(published 6/21/2021)

The First Rule of Punk

author: Célia C. Pérez
Viking, 2017 
grades 4-7 
Mexican American

There is a scene halfway through Pérez’s brilliant middle-grade novel that pulls so powerfully at the heartstrings of all those who have ever struggled with forming their identities as minoritized persons in the US. Having just wrapped up the first practice session of her newly formed punk band, The Co-Co’s, Malú (María Luisa O’Neill-Morales) learns an important lesson about what it means to be “Mexican.” It’s a lesson that not only connects Malú to her cultural heritage in a way that is authentic, it also invites her to self-fashion an identity that encompasses all parts of her, especially her punk rock parts! The lesson comes at the hands of Mrs. Hidalgo, the mother of Joe (José Hidalgo) who is Malú’s friend-in-punk, fellow seventh-grader at José Guadalupe Posada Middle School, and the guitarist of her band. And it’s a lesson that complements those imparted by the many teachers guiding Malú to incorporate the complexity of seemingly disparate parts that make up who she is.


Before leaving the Hidalgo basement, which serves as the band’s practice space, Mrs. Hidalgo asks Malú to pull out a vinyl copy of “Attitudes” by The Brat. Putting needle to record, Malú listens to the first bars of “Swift Moves,” the EP’s opening song, and asks in wonder, “Who is she?” To which Mrs. Hidalgo replies, “That’s Teresa Covarrubias.” And so begins a history lesson for the ages. By introducing Malú to Teresa Covarrubias, the legendary singer of The Brat—the best punk band ever to harken from East LA—Mrs. Hidaldo, in a true punk rock move, being that she’s one herself, reclaims the cultural lineages that are so often erased and suppressed by dominant narratives, by affirming to Malú: “And they’re Chicanos, Mexican Americans…Like us.” Mrs. Hidalgo opens a door and illuminates for Malú something so beautiful and lucent about our culture. She designates this beauty as being uniquely part of a Chicanx experience and sensibility. So that in this moment, Malú’s prior knowledge and understanding of the punk narrative expands to include her in it as a Mexican American girl. She too belongs to this lineage of Mexicanas and Chicanas that made their own rules, which as Malú will go on to learn, indeed is the first rule of punk.


This “like us,” this cultural resonance, this CORAZONADA to our heritage as Chicanx people in the US is exactly the attitude and voice that can come only from one who has experienced what it’s like to live in the liminal spaces, where you’re neither from here nor from there. Pérez, herself of bicultural Cuban and Mexican heritage, indeed speaks to this experiential knowledge, saying in a recent interview in The Chicago Tribune [1] that it wasn’t until college when she read Pocho by José Antonio Villareal that she recognized her own experience reflected in the pages of literature for youth. Pérez, in The First Rule of Punk, speaks to the same imperatives that Marianne Joan Elliott-Said, aka Poly-Styrene, another legendary woman of color, punk rock innovator, and singer of the classic British punk band X-Ray Spex, expressed when she sang following lyrics: “When you look in the mirror / Do you see yourself / Do you see yourself / On the T.V. screen / Do you see yourself / In the magazine” (“Identity” X-Ray Spex) [2].

Pérez holds up a mirror to all the weirdo outsiders, all the underrepresented youth who are made to not fit in, and shows them a story that reflects and honors their truths. She takes on the complexities and messiness of culture and identity construction, doing justice to this tough work of self-fashioning by presenting to us the diverse ingredients that combine in such a way to produce a beautifully vibrant, brave, and rad punk rock 12-year-old girl, Malú. Most importantly, Pérez shows us the significance of our elders, our teachers who assume different roles in guiding us, and guiding Malú, to always “stand up for what she believes in, what comes from here,” her/our corazón.

Malú is a second-generation avid reader, and bicultural kid (Mexican on her mom’s side, Punk on her dad’s side), who has to contend with starting a new school in a new town, making new friends, and dealing with her mom’s fussing over her non-señorita fashion style. She moves to Chicago with her mother who (in the type of first-generation aspirational splendor so integral to our Chicanx cultural capital that many of us will surely recognize) will begin a two-year visiting professorship. Malú dances away her last night in Gainesville to The Smith’s “Please Please Please Let Me Get What I Want” with her dad, an old punk rocker who owns Spins and Needles, a record store. She brings with her handy zine supplies to chase away the homesick blues, creating zines and surrendering her anxieties to her worry dolls.

On the first day of school, Malú puts on her best punk rock fashion armor: green jeans, Blondie tee, trenzas, silver-sequined Chucks in homage to the OG Dorothy from the Wizard of Oz, and some real heavy black eyeliner and dark lipstick, yeah! Of course, she gets called out. First, by her mom who tells her she looks like a Nosferatu (!), and then by her nemesis, the popular Selena Ramirez, who calls her weird, and then by the school policy, which lands Malú in the auditorium full of all the other kids who also stick out. Pérez captures the sticky reality of socialization where school serves as an agent of assimilation. She renders this moment with a tender humor that grateful adult eyes can point to when dealing with our children who will also likely experience this rite of passage. Malú resists being boxed in. She doesn’t want to assimilate. She doesn’t want to be “normal,” and neither does her friend Joe, whose bright blue hair and Henry Huggins steelo communicates an affinity with Malú’s punk aesthetic.

Thus, Pérez sets the stage. Malú, and her Yellow-Brick-Road crew comprised of Joe, Benny (trumpet player for the youth mariachi group), and Ellie (burgeoning activist and college-bound), are all Posada Middle School kids brought together by Malú’s vision and verve to start a punk band to debut at the school’s upcoming anniversary fiesta and talent show. Rejected—some would say censored—for not fitting into Principal Rivera’s definition of traditional Mexican family-friendly fun that she intends for the fiesta, The Co-Co’s decide to put on their own Do-It-Yourself talent show. Dubbed “Alterna-Fiesta,” The Co-Co’s plan to feature themselves and all the other students rejected from the school showcase for not fitting the mold.


The self-reliance of D.I.Y. ethos, however, does not overshadow the importance of collectivism and solidarity that support Malú’s response and agency toward expression. Again, she has her elders to thank. Mrs. Hidalgo helps set up the Alterna-Fiesta stage, which they improvised outside the school directly following the “official” talent show. Señora Oralia, Joe’s grandmother and Mrs. Hidalgo’s mom, turns Malú on to the power of Lola Beltrán, whose rendition of “Cielito Lindo” Malú transforms into a punked-out version in the tradition of Chicanx musical culture—from Ritchie Valens to The Plugz—that fuses traditional Mexican songs with rock and roll. Even Malú’s mom, who often projects her notions of what Malú should look and be like, is also the source of an important lesson. She teaches Malú about her abuelo Refugio Morales who came to the US as a Bracero, and about her abuela Aurelia González de Morales who migrated to the US at 16 years old. She helps Malú see her grandparents’ experiences reflected in her own day-to-day life in Chicago.

Malú recognizes her family’s story of migration in the lives of her peers at Posada Middle School who might be recent immigrants. She reflects upon today’s workers, whose hands—like those of her grandfather—pick the strawberries she sees in the supermarket. Through zine-making, Malú makes sense of her world. She synthesizes the new information she’s learned about her family history to create new knowledge, as documented by her zine:

Braceros like my abuelo worked with their arms…and their hands manos (Abuelo’s tools). I work with my hands, too. Not in a hard way like Abuelo. But we both create (my tools)…scissors, paper, glue stick, markers, stack of old magazines, copy machine. (pp. 116-117)

Through the creative process of making zines, Malú weaves herself into her family’s tapestry of lived experiences, values, and character that are collectively shaped by her family. Malú’s Bracero zine exemplifies what Chicana artist Carmen Lomas Garza describes as the resilient function of art, which works to heal the wounds of discrimination and racism faced by Mexican Americans—a history that is also part of Malú cultural DNA [3]. Her Bracero zine is an act of resilience through art. It reflects a creative process tied to collective memory. Indeed, she calls upon herself, and by extension, her reader, to remember. For it is the act of remembering and honoring who and where we come from that enables us to integrate and construct our present lives.

Malú’s family tapestry also includes her father, who despite being geographically far away, is firmly present throughout Malú’s journey. Malú seeks his counsel after Selena calls her a coconut (“brown on the outside, white on the inside”). Selena, the popular girl at Posada Middle School, embodies all of the right “Mexican” elements that Malú does not. She dances zapateado competitively, speaks Spanish with ease, and dresses like a señorita. Confused and hurt by Selena’s insult, Malú, being the daughter of a true punk rocker, flips the insult around and turns it into the name of her band, The Co-Co’s. The move, like her father said, is subversive. And it’s transformative as it addresses how divisions happen within our culture where demarcations of who is “down” or more “Mexican” often mimic the very stereotypes that we fight against. And it’s her father’s guidance to always be herself that equips her to resist the identity boxes that try to confine her. Malú, through the course of this story, figures out her identity by shaping, combining, fashioning—even dying her hair green in homage to the Quetzal—and harmonizing all the parts of herself to create an identity that fits her just right.

The First Rule of Punk is outstanding in its ability to show authentically how children deal with the complexities and intersections of cultural identity. It reminds us of what Ghiso et al., interrogate in their study of intergroup histories as rendered in children’s literature. As children’s literature invites young people to use its narrative sites to engage the intellect in imagination and contemplation, the researchers ask, “whether younger students have the opportunity to transact with books that represent and raise questions about shared experiences and cooperation across social, cultural, and linguistic boundaries.” [4]

The First Rule of Punk responds affirmatively to this question in its resplendent example of our connected cultures and collective experiences. Malú, in making whole all the parts that comprise her identity, models for us, the reader, our own interbeing, our own interconnection. It’s like she’s asking us: “Wanna be in my band?” I know I do! Do you? 

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

—Lettycia Terrones
(published 9/30/17)



[1] Stevens, Heidi, “Chicago Librarian Captures Punk Aesthetic, Latino Culture in New Kids’ Book.” Chicago Tribune, 8/23/17.

[2] X-Ray Spex, “Identity,” Germfree Adolescents. EMI, 1978.

[3] Garza, Carmen Lomas. Pedacito De Mi Corazón. Austin, Laguna Gloria Art Museum, 1991.

[4] Ghiso, Maria Paula, Gerald Campano, and Ted Hall, “Braided Histories and Experiences in Literature for Children and Adolescents.” Journal of Children’s Literature, vol. 38, no.2, 2012, pp. 14-22.

This review first appeared in Latinxs in Kid Lit (latinosinkidlit.com). We thank Latinxs in Kid Lit for permission.

Angelo the Naughty One


author: Helen Garrett
illustrator: Leo Politi
Viking Press, 1944, 1970
grades 1-3
Mexican


Set in colonial Mexico, Angelo the Naughty One is the story of a young Indian campesino who lives in a beautiful city with lots of water; and lots of water means everybody gets to bathe. But Angelo will do anything to avoid bathing, including running away from home. This presents a serious problem for his family and apparently, for everyone else. Angelo is afraid of water because he hates baths. Yes, really. He doesn’t hate baths because he’s afraid of water, which would be an anxiety disorder that, today, is known as “aquaphobia.” Angelo’s fear of water, though, because he hates baths makes no sense in any way. But rather than seeking out a traditional doctor to work with this kid, his parents and the townspeople just refer to Angelo as “The Naughty One.” Major bad parenting, not to mention public ostracism.
Yet Angelo, for no apparent reason, loves soldiers; in fact, he wants to be a soldier, and soldiers bathe regularly. At least in this story; the historical reality is way different: In places where there was water, Indians traditionally bathed regularly; soldiers and other settlers, on the other hand, did not. But let’s proceed. Angelo wanders into camp, a group of soldiers catches him, and, after having scrubbed him and dressed him in clean, second-hand clothes, the “handsome soldier,” who is about to marry Angelo’s sister, announces: “After the wedding, [Angelo] will be younger brother to a soldier and I am sure he will be proud and happy to take baths so that he won’t disgrace the army.” Having been scrubbed clean and dressed, Angelo’s whole personality changes: His fear of bathing and fear of water miraculously disappear, he attends his sister’s wedding, and Angelo now becomes known variously as “Angelo the Pride of the Family” and “Angelo the Brave One.” Not because he’s done anything heroic or especially wonderful, but because he’s no longer afraid of water.

Politi’s tempera art, on a drab palette of red, green, and white—the Mexican colors—complements the story. On the cover, four smiling, impeccably neat colonial soldiers surround our young, dirty and embarrassed campesino. The soldier with the largest smile points at him in gentle admonishment, and the boy is looking up at him. Behind them is an arch; on its flagpole flies the Mexican flag. On the frontispiece, Angelo’s frowning mother, with hand on hip, is berating the filthy little boy, who is a lot dirtier than he is on the cover. He’s crying.

Let's deconstruct this story. Angelo and his family are Indigenous people of the place known as Mexico. The colonial soldiers are Spanish. Here, in Angelo and the handsome soldier, we have a trope of “dirty Indians” or “dirty Mexicans” who have to be “cleaned up” by white agents of colonialism.

(1) Angelo is an Indian boy. He is a “naughty one” because he doesn’t bathe. (Read: Indians are dirty. They’re not civilized because they don’t bathe.)

(2) In order to get clean, Angelo needs to be caught and bathed by Spanish colonial soldiers. (Read: In order to become civilized, Indians need to be forced to adapt to the ways of white people.)

(3) Because he is no longer afraid to take a bath, Angelo is now called “Angelo, the Pride of the Family,” and “Angelo, the Brave One.” (Read: Colonial saviors are necessary to “convince” Indians that they need to become civilized.)
By perpetuating the myth that all Mexican Indian families not only accepted colonialism but, in fact, were eager to move up the social ladder by marrying colonial soldiers, this colonialist Anglo-centric story disparages the heritage of all Mestizo families, then and now. Needless to say (but I’ll say it anyway), Angelo the Naughty One should never have seen publication and is still way not recommended.

—Beverly Slapin
(published 11/23/15, revised 11/27/15)

Song of el Coqui and other tales of Puerto Rico



authors: Nicholasa Mohr and Antonio Martorell
illustrator: Antonio Martorell
Viking, 1995
all grades 
Puerto Rican

After the furious god Huracán creates a storm because there was no music, he is awakened by the song of the tiny coquí “in the rivers, through the forests, in the flowers, in the palm trees, in the caves, even in the wind…coquí, coquí, coquí, it sang.” When La Guinea is caught by slave raiders in her little village, she is brought across the water to a strange place where she is rescued and befriended by a mask maker who is inspired by her beauty. After La Mula, abused by the bandits who own her, is befriended by an enslaved young man, the two escape and find their way to his community and freedom.

What connects these three stories is that each animal is related in some way to one of the three cultural groups in Puerto Rico. The tiny coquí represents the Taino people, the original people of the island; La Guinea, the guinea hen, represents the African people, brought to the island as slaves; and La Mula is a parable about the Spaniards who conquered the island and eventually became part of the Puerto Rican people. While the symbolism might be lost on younger readers and listeners, Mohr’s drama and humor and beautiful writing—“the sound grew louder and louder. It echoed once, it echoed twice. Soon the sound was everywhere…Coquí, coquí, it sang. In the rivers, through the forests, in the flowers, in the palm trees, in the caves, even the wind…Coquí, coquí, coquí, it sang”—is enhanced by Martorell’s vibrant pastel artwork, full of color and light. Together, storyteller and artist have created a stunning tapestry, a gift from the Puerto Rican peoples to the world. Highly recommended.

—Beverly Slapin
(published 4/7/13)


Old Letivia and the Mountain of Sorrows

author: Nicholasa Mohr
illustrator: Rudy Gutierrez
Viking, 1996
preschool-grade 6
Puerto Rican

The townspeople suspect her of being a bruja, but Old Letivia is a curandera and uses her teas, herbs and potions—and magic—wisely. When a screeching wind arrives in town and threatens to destroy everything and everyone in its path, the desperate townspeople ask for her help. So the brave old woman (wearing her apron and a small bag of herbs, just in case) sets off into the rain forest—with her whistling turtle, Cervantes, and her little boy, Simón (whom she found in a floating gourd)—for only she knows what must be done to put the town back together.

Caveat (not really): Some of Letivia’s magic—like rubbing hot pepper powder in your eyes in order to cry and sneeze so much as to create a pool of water so you can swim through the wall of fire and land on a Peak of Fear—well, it might be a good thing to warn young readers not to try these at home.

With Spanish words defined in the context, Old Letivia and the Mountain of Sorrows is a wonderful, exciting, slightly campy story that will entrance young listeners, who will also love Gutierrez’s bright, detailed, computer-generated art. Letivia, Cervantes, and little Simón (named after Simón Bolivar, by the way) literally glow, and not just from the arrows of fire spat at them by the giant king of toads. Highly recommended.

—Beverly Slapin 
(published 4/7/13)