The
Australian Curriculum
Cross-curricular
priorities
Some
favourite texts
This is a
shortlist of my choice of texts that work really well in secondary English
classrooms.
Asia and Australia's
Engagement with Asia
Trash
by Andy Mulligan. David Fickling, 2010. ISBN
9780385619028. 211 pp.
This impressive novel is a perfect class set text for Years 7 - 9. Set
in the Philippines, it is narrated by multiple voices, including those of three
young boys who make a meagre living scavenging on a huge tip in Manila. The tip
is their home as well as their workplace. One day one of the boys discovers a
bag, containing an identity card, a key and some money. The money is very
welcome, but it soon becomes clear that the bag is much more valuable than it
appears, when hordes of police descend on the tip offering large rewards for
its recovery. The bag holds a deadly secret and the boys’ decision to solve the mystery propels them into a very dangerous situation.
This is a breathtaking thriller with wonderfully appealing characters. The surprising ending is astonishingly right, even if morally questionable. This will give students insight into the lives of the very poor in third-world countries and the impossibility of social justice in corrupt regimes. It will also give them an appreciation of the possibilities of multiple narration.The huge tip in Manila is a real place. Have students go online to find photos of Smokey Mountain. You can match the photos with specific scenes from the novel.
Recommendation: This outstanding novel is a great resource for Asia and Australia's Engagement with Asia, but it would be high on my list of class-set novels, regardless of its subject-matter. I would use this with a Year 8 class, but it will work with bright Year 7s and it would be a satisfying text for those Year 9 students who might not cope with something longer and more difficult. It is a fairly easy read. It begs to be accompanied by some research into the lives of children growing up in intense poverty. It also lends itself to an investigation of the consequences of stereotyping people: these kids have been labelled ‘trash’.
The film, Slumdog Millionaire, is rated MA and is clearly not suited to the children who would be reading Trash.
However, some selected scenes of children working on similar garbage tips in
India might be useful.
The Ink Bridge
by Neil Grant. Allen & Unwin, 2012.
ISBN 9781742376691. 288 pp.
This Australian novel is a compelling read. It has a great
deal to offer for whole-class study, with a particularly memorable
representation of the experience of Omed, a young Hazara. The narrative has
three main parts: the story of Omed in Afghanistan under the Taliban and his
desperate – and unsuccessful – attempt to find asylum; the story of a
traumatised Australian teenage boy, Hector; and a final section in which Hector
goes to Afghanistan to try to search for Omed. The first two parts are limited
third-person narrative, the world seen first through Omed’s eyes and then
through Hec’s. But the third part is first-person narration in Hec’s voice –
the voice of a writer who is telling both Omed’s story and his own. This is
metafiction: the narrative makes clear that other story pathways and other
resolutions are possible, and readers will disagree about the choices the author
has made. The third-part also includes the introduction of a new character, an
American woman of Afghan heritage, who has returned to the country to help
establish schools. Her function in the narrative is to explain the world of
Afghanistan to Hec and some scenes, in which he sees the country through the
eyes of a tourist and has to be corrected by Arezu, are rather clunky.
The boys Omed and Hec are linked: both suffer trauma and lose
the power of speech as a result; both have lost the ability to trust others
but, when thrown together in a soul-destroying candle-making factory in
Dandenong, they recognise a kinship. This is essential to the structure of the
novel, but telling the boys’ stories as parallel lives does have some problems:
Hec has indeed been through a terrible experience but it is scarcely on the
same scale as Omed’s pain. Hec’s trauma is a domestic and personal tragedy;
Omed suffers even greater family tragedy, but his trauma is shared with his
whole nation.
A great strength of the novel is the sense of place. Grant
spent time in Afghanistan and the evocation of the landscape and people is
superb. The Melbourne setting is just as detailed and precise, with the
Westgate Bridge and its tragic history as focus.
A further strength is the disturbing representation of the
ugliness of Australian racism, through the voice of a poisonous foreman at the
Dandenong factory who rants against those of his workers who ‘don’t even speaka de
lingo’ and are as ‘dumb as dogsh-t’. Read his
rant on pages 138 and 139 and shudder. If you think this is an overstatement of
racist attitudes, just have a look at the bile that is spilt in responses to
right-wing blogs such as that of Andrew Bolt. Grant has sadly got this
particular Australian voice just right.
Recommendation: This is a great text to use with a mature Year 9 or 10. It
is perfect for the Asian cross-curriculum priority because it is a rare example
of a book that gives readers insight into an Asian country and its people but
that also explores Australia's engagement with the people of that country. Parts
of it are unforgettable: beautiful, strong and disturbing writing. It forces
readers to confront the conditions in Afghanistan and the horror of the refugee
experience. It forces them as well to consider Australian responses to these
problems. There is much to argue about, including the author’s narrative
choices.
This is in a completely different league from other titles
available about Afghan refugees. Gleitzman's Boy Overboard and Girl
Underground, Gleeson's Mahtab's Story,
Evans' Walk in My Shoes and Hawke's Soraya the Storyteller are children’s
stories, designed to educate young readers about the refugee experience. The Ink Bridge is a complex and
sophisticated young adult novel, flawed in some ways, but deeply disturbing.
The crude language, although completely appropriate to the context, may cause
problems in some schools.
Grant has also written the non-fiction text From Kinglake to Kabul, in which he
talks about going to Afghanistan.
Refuge
by Jackie French. HarperCollins, 2013. ISBN 9780732296179.
272 pp.
This is very
different from the many novels about the refugee experience that I have
previously read. The backcover blurb does, I think, give some clues that it is
different, but I read this first in ebook where there is no backcover blurb to
consult, so it was a wonderful surprise as the story unfolded. It begins much
as I had expected: teenager Faris and his grandmother Jadda are on a small
crowded boat on a grey sea under a grey sky. We learn something of their story:
the flight of Faris's father from home five years earlier to avoid arrest,
their need to move to much poorer accommodation, the warning that they too were
about to be arrested, the sale - piece by piece - of family jewellery to buy
them the smugglers' help. Like so many others who have come to Australia by
boat, Faris experiences a terrible storm that is too much for the fragile boat.
Chapter 1 ends with Faris and Jadda being swept overboard by a gigantic wave.
The surprise begins with the opening of Chapter 2. Faris wakes in a
soft bed in a beautiful bedroom in a luxurious house. Breakfast, with a smiling
Jadda at the top of the table, is a buffet of everything he could dream of.
Gradually the reader becomes suspicious that all is not quite as it seems: the
pet koala gnawing a chicken leg is a pretty good clue.
French has made the transition seamlessly from the grim realism of the
first chapter to a fantasy world - an Australia that Faris had imagined, based
mostly on tourist websites. He leaves his fantasy house for his fantasy beach
but discovers a different beach altogether:
This
wasn't his beach! He had never seen this beach before.
It
was a small beach, ending in two jagged cliffs of tumbled black rocks at either
end. Six great stones rose like giant's teeth across the small bay, with a few
metres of rippled blue water between each of them. Small waves purred a little
way up the beach, then slipped back, leaving the shine of water on the sand.
Faris discovers children playing on the beach. Again,
there are little clues that this is not what it seems. A boy of about Faris's
own age wears 'a strange woollen suit, with short pants and long grey socks'.
An older girl wears a head shawl, with bright green pants and a long shirt. An
older boy describes Faris as 'a new cove'. Descriptions of clothing and the
type of speech characters use usually give us clues to context - time and
place, but the clues we pick up here are all contradictory.
French is not just telling us Faris's story. She is telling
us the stories of all the children who have come by boat to Australia over the
centuries. Even the First Australians came by boat, and they are represented in
the character of Mudurra, who fishes with a spear on the beach. French mentions
in the novel twenty-five children who have played on the beach, including those
from Chinese, Portuguese, Dutch and French ships that predated Captain Cook.
But she concentrates on a handful: Susannah, who came from Ireland in the
1920s; the little Greek boy Nikki, who arrived in the 1950s; fifteen-year-old
Billy, the convict boy who grew up to become an important citizen and the
patriarch of a large family; Afghan teenager Jamila, who arrived in the early
1990s; and David, also thirteen, a Jewish boy from Austria. In the fictional
biographies French provides at the end of the book, each of these children -
like Faris - passes from the real world in which he or she was dying to the
fantasy world of the beach and then returns to reality, to live a productive
life in modern Australia. Only the First Australian, Mudurra, and the Sudanese
girl Juhi who falls in love with him, remain in the past, perhaps 60 000 years
ago.
Faris remains the main character. Not only do we have
much more detail about his past, before he boarded a boat in Indonesia, than we
have about any of the other children, we also learn a great deal more about
what happens to him after he arrives in Australia. But French has been careful
not to tell us too much: Faris's nationality or religion are never mentioned.
He could be from any one of quite a large number of countries. Because the
detail is not there, any stereotypes the reader might be inclined to bring to
the text are not relevant.
This is an awesome task that French has set herself - to
tell the story of all of Australia's peoples - and it works beautifully. The
transition between fantasy and realism is completely credible, and the novel
becomes a celebration of nationhood.
Recommendation: This
is a superb choice as a class novel for Years 7 or 8. It is also an excellent
text to tick off both the Asian and Indigenous cross-curricular priorities.
Never Fall Down
by Patricia
McCormick. Harper Collins Publishers, 2013 (2012). ISBN 9780552567350. 224 pp.
This is an intensely
disturbing novel, firmly based on a real-life story. It begins with an
eleven-year-old boy, Arn, walking through the countryside. His family and
neighbours are walking with him. It is the beginning of a terrible,
gut-wrenching journey, because this is Pol Pot's Cambodia.
Patricia McCormick’s
chilling novel is based on the real experiences of Arn Chorn-Pond, who somehow
survived when more than two million of his fellow-countrymen were starved or
slaughtered. The title is taken from the advice Arn was given - 'never fall
down', because, if you do, that will be the end of you.
Arn survives on
his wits and through sheer luck. He is
protected because he plays the khim in an orchestra performing the new songs
for the Khmer Rouge. Often they are forced to play to mask the sounds of
killing. Later, he becomes a child soldier, used as a bait to trap the invading
Vietnamese. Arn's experiences are vivid: the sounds, the smells and the images
stay in the reader's mind long after the book is closed.
The novel is narrated
in Arn's voice. McCormick's decision to use Arn's broken English is inspired.
It gives a great sense of authenticity but it has a powerful lyricism not
usually found in first-person colloquial narration.
Arn Chorn-Pond
survived to become a peace activist.
Arn Chorn-Pond and Patricia McCormick
discuss the book on http://www.youtube.com/watch?v=L-A_Y1kjJww.
There is also an interview with Patricia McCormick at her website http://patriciamccormick.com/never-fall-down/.
Recommendation: Never
Fall Down is both powerful and disturbing. Some people will argue that
young people should be protected from stories as grim as this; others will
insist that it is essential to know such history, in the hope that it may not
be repeated. McCormick is an extremely talented writer for young people and has
managed a delicate balancing act between presenting the truth of Arn's
experiences but providing readers as well with some sense of hope about human
resilience.
Consider using the book as a class novel
with Year 9.
A Taste of Cockroach; Stories from the Wild
Side
by Allan Baillie. Penguin Books, 2014 (2005). ISBN 9780143003373. 192 pp.
This terrific collection of Baillie's stories, mostly set in
South-East Asia, has just been reprinted. They are all fiction, apart from the
introductory story about Baillie's trip as a young man, recently disabled, into
the mountains of Nepal and his dilemma when offered by a village elder, as a
welcoming courtesy, a drink of water that he knows is highly likely to be quite
dodgy. It's a typical humorously self-deprecating Baillie story, recording a
typical Baillie moment in which his natural courtesy and kindness cost him.
There is an excellent range of stories in the collection. One of them
is a short story version of Baillie's picture book Rebel! set at the time of the generals in Burma. 'The Pencil' is
the story of a young girl intercepted by the Taliban on her way to her
forbidden school. My favourite, 'Only Ten', has as its protagonist a boy from
Lebanon rather than from one of the countries of Asia, but it is telling the
universal story of a refugee child viewed with some suspicion by his new
Australian classmates. Baillie's decision to tell the story in the first-person
plural, so that we are exposed to the group-think about the strange new
arrival, is masterly. Other stories are based on Baillie's experiences as a
freelance journalist in conflict areas of South-East Asia.
Recommendation: This
collection is a great resource for Asia and Australia's Engagement with Asia.
You will use the stories across Years 7 to 10.
Growing
Up Asian in Australia
edited by Alice
Pung. Black Inc, 2008. ISBN 9781863951913. 288 pp.
This non-fiction
anthology is a very rich collection of true stories about the experiences of
Asians in Australia – from ABCs who have been here for generations, but who
still look Asian, to very recent migrants. All the stories are quite short –
many are only three pages long – and they cover a diverse range of experiences
and a wide variety of tone. There are stories of discrimination and prejudice
that still obviously hurt, even when the memories are decades old, and there
are stories of comic misunderstandings. The stories are grouped under thematic
headings such as ‘Strine’, ‘UnAustralian?’ and ‘Leaving Home’. Many of the
stories are about the conflict that is felt by second-generation migrant
children as they are torn between family values and traditions and those of
their peers. There are many stories that show how language can divide as well
as unite. Food and family traditions are frequent themes.
Recommendation: This is a rich resource for all
students. It would be a worthwhile text to study in its own right in Years 10
or 11. It is a source of stories to use alongside other texts in a range of
units of work on topics like family, migration, difference and diversity,
school life. It is an excellent source of related texts for Belonging. Use it
alongside other collections of life stories such as The Glory Garage: Growing up Lebanese and Muslim in Australia by Nadia
Jamal and Taghred Chandab and Playground: Listening to stories from
country and from inside the heart
compiled by Nadia Wheatley.
In the Sea There are Crocodiles: The Story of Enaiatollah
Akbari
by Fabio Geda, translated from Italian by
Howard Curtis. David Fickling Books, 2012 (2011). ISBN 9781849920988. 224 pp.
Translated from Italian, this is based on a
real-life story. When his village in Afghanistan was taken over by the Taliban,
ten-year-old Akbari was taken across the border into Pakistan by his mother and
then abandoned. She had to return to look after the rest of the family but felt
that, by smuggling her son into Pakistan, she was giving him at least a chance
at life, whereas she felt that, as a Hazara, he had no chance of survival in
their valley in Afghanistan. Akbari, who eventually gained asylum in Italy,
told his story in detail to Italian novelist Fabio Geda. Geda insists that the
account he has written should be read as fiction. He has recreated Akbari's
experience as truthfully as possible, while acknowledging that no one can
remember every detail of a traumatic five-year journey. From time to time, the
narrative is interrupted by Geda's voice, questioning Akbari.
Geda tells the
story beautifully, beginning with the voice of a ten-year-old child trying to
come to terms with the fact that his mother has abandoned him amongst
strangers. The boy is remarkably resilient and resourceful but his story is
full of heartbreak. At home the boy's Hazara people had been hated by both the
Pashtuns and the Taliban. The Pashtuns
had forced the boy's father and other Hazaras to drive illegal trucks across
the Iranian border; the father had been killed by bandits on such a trip. The
boy and the rest of his classmates witnessed the Taliban shoot their teacher,
because he had refused to obey a decree to close down the school. At one stage
Akbari makes a perilous crossing of the mountains from Iran to Turkey, walking
for many days in deep snow and watching many of the group die from hunger and
cold. On another occasion he is smuggled in a tray underneath a truck, crammed
in with some fifty other asylum seekers, suffocating in the dark. That is one
of the most difficult sequences of the story to read. Geda recreates the crush,
the stench, the utter darkness, and the panic. The boy was imprisoned under the
truck for three whole days.
By the time he
is eleven and a half, the boy has managed to get to Iran where he does a man's
work on a building site. After four months during which his pay goes to the
people smugglers, he is able to save - money that is needed when he is twice
repatriated by the police. Herat, the town closest to the Iranian border, 'is
full of traffickers waiting for people to be repatriated. You barely have time
to get beaten by the police before the traffickers pick you up and take you
back.' He has three years in Iran but tires of living in constant fear - not of
repatriation but of being incarcerated in the infamous detention centres. It is
for that reason that he eventually risks the terrible crossing into Turkey.
Illegal work was
plentiful in Iran but it is hard to find in Turkey and the boy joins three
other Afghan boys in a nightmarish sea trip to Greece. The boat that the people
smugglers supply them with is a dinghy - an inflatable dinghy. They have no
navigation equipment. None of the boys has any sailing experience; none of them
can swim. Their voyage is another frightening sequence.
Akbari was
fortunate to arrive in Greece just as the Greek government was desperately
trying to finish the venues for the Olympics. Illegal workers were in great
demand and it was possible to make some money. Eventually he smuggles himself
into Italy in a container in the hold of a ship.
The novel is
quite short, told in brief, understated episodes. It's easy to forget as the
journey precedes that the boy is still just thirteen, fourteen or fifteen years
old, facing on his own the most terrifying ordeals.
Recommendation: This is an important exploration of the
reality of life for asylum seekers. It is an accessible read, appropriate for
students in Years 7 and 8, but it also has that timeless quality that means
that adults will read it too. It could be used at any level in secondary school,
either for whole class sharing or as one of a group of books about the asylum
seeker experience.
I Was Only Nineteen
Words by John Schumann, pictures by Craig Smith. Allen & Unwin, 2014.
ISBN 9781743317235. 32 pp. Hardcover.
This picture book begs for a place in the classroom. Schumann has drawn
on the words of the famous Williamson song to tell the story of a young
Australian who was sent to Vietnam. Craig Smith's illustrations do more than
just illustrate the story. It is from the end papers that we get the context:
at the front of the book, we see a child and an old man looking at photographs;
at the end of the book, they are marching together in what seems to be an Anzac
Day march. Their story continues to be told by the pictures throughout the book:
as the old man asks the doctor about his health on the right-hand page, we see
the boy waiting for his grandfather in the doctor's waiting room on the
left-hand page. Other illustrations are of the grandfather's memories of his
time in Vietnam.
There is an epilogue, which is a letter from John Williamson, explaining
the significance of the song and how it came to be written.
Recommendation: This is a
great way to introduce the history of the Vietnam War to students. The book
will work with any class, from Year 7 to 10. It would be a great related text
to use with the film, The Sapphires.
Naveed
by John
Heffernan. Allen & Unwin, 2014. ISBN 9781743312483. 197 pp.
This has been published as part of an
excellent new series, 'Through My Eyes', stories about children living in
conflict zones. Heffernan has written an engaging story about a resourceful and
courageous teenage boy living close by Bagram Airfield, the huge American
airforce base in Afghanistan. Naveed is the sole supporter of his widowed mother
and his irrepressible younger sister, Anoosheh, who - like so many others in
countries that have been battlefields - has lost both her legs after stepping
on a landmine. Naveed makes an uncertain living finding work wherever he can -
making deliveries and stacking the shelves for shopkeeper, Mr Waleed; helping
with the lunch time orders at Mr Hadi's chai house; washing cars. When
desperate, he scavenges at the tip, but the gangs that control the trade there
are dangerous, and he cannot afford a beating that would disable him to the
extent that he could not work. The landlord who rents the family their one-room
hovel will not wait for the rent, and Naveed's mother and sister are dependent
upon him for their next meal.
Naveed
occasionally shares the little food he has with a stray dog. She is a big dog,
although starving. His kindness to the dog saves his life when she defends him
against the gangs. From that moment on, Naveed and Nasera are inseparable.
While the story
is told mainly from Naveed's point of view, there are occasional chapters from
the point of view of Jake, an Australian serving as a dog handler with the
military. It is the dog, Nasera, that Jake first notices; he is looking for
Afghans who can become dog handlers and continue the work of detecting
explosives after the Australians and the other westerners leave Afghanistan.
While Naveed is much younger than the recruits he was wanting, he and Nasera
prove to be a formidable team. The opportunity of a real job and a regular
income transforms Naveed's life.
This very
readable story gives great insight into the lives of ordinary Afghans living in
desperate circumstances.
Recommendation: This is a great novel for class study
in Years 7 and 8. Students will relate to Naveed and enjoy the story of his dog,
Nasera, and Jake's dog, Stingray. There is plenty of action and danger, as well
as some hope for the future.
The novel Shadow, by British novelist Michael
Morpurgo, is a good companion piece; it is also about sniffer dogs and Afghan
boys.
Shadow
by Michael Morpurgo, illustrated by Christian Birmingham. HarperCollins
Children’s Books, 2010. ISBN 9780007339600. 288 pp.
This is a
moving story about the refugee experience from one of the UK’s best writers for
children. Morpurgo was inspired by the story of the Australian sniffer dog that
went missing in Afghanistan for 14 months. The dog he writes about was used by
the British to detect explosives, but it disappeared after an attack and was
presumed to have been killed. The dog turned up months later many hundreds of
kilometres away in the caves where Aman, his mother and grandmother are trying
to survive.
Aman and his mother make the terrible journey from Afghanistan to try to
join relatives in England, including several days locked in the back of a truck
with many others without food or water. The story is narrated by 15-year-old
Matt, who becomes Aman’s best friend at school and who is horrified when, after
six years living in the UK, Aman and his mother are denied refugee status, are
arrested and are about to be deported. Matt’s narration is interspersed with
Aman’s story, told to Matt’s grandfather in the visiting room at the detention
centre.
Recommendation: Morpurgo
achieves admirably his purpose of allowing young readers to understand that
boys like Aman are just like them, not ‘the other’. This would make a great
Year 7 class set. However, you may have to struggle against students’ initial
assumption that the book looks a bit young for them. The font is a comfortable
size and there are Birmingham’s wonderful illustrations, so that the format
seems to be that of a book for younger readers. However, the characters are in
their mid-teens and the content is perfect for junior secondary.
An author study: Allan Baillie
While in most cases you will fulfil the
cross-curricular requirements by choosing a text for whole-class study, there
are other ways of doing it. One is by offering students a wide reading unit,
such as an author study of an author who writes extensively about Asia. The
Australian writer Allan Baillie is a perfect choice for such a study.
Baillie has a background in journalism and
he has travelled extensively, especially in South-East Asia, which he uses as
the setting for some of his most successful writing. Unlike most other books
for young people, his work often reflects the political situation: the unrest
of separatist groups in Indonesia in Treasure
Hunters, the bullying by the Burmese generals in Rebel!, the suppression of democratic movements in Tiananmen Square
in The China Coin. Against these
settings he writes engaging and exciting stories that work particularly well
with students in Years 7 and 8.
Base an author study on the picture book Rebel!, the short story anthology A Taste of Cockroach and the novels Little Brother, Treasure Hunters, The China
Coin and Krakatoa Lighthouse. Two
out-of-print novels are worth tracking down: Saving Abbie, about the destruction of the forests in Borneo and
the subsequent threat to the survival of orangutans, and Songman, about the experiences of an Australian Aboriginal boy -
pre-European settlement - who sails north with the Macassans who have for
centuries visited his homeland. The First
Voyage, although primarily about Aboriginal history, could also be
included, as the voyage begins in the islands to our north.
An author study: Deborah Ellis
Ellis is a
Canadian writer and activist who has first-hand experience of the lives of
children living in difficult circumstances around the world. It is the four
books in the Parvana series, set in
Afghanistan, that represent her best work: Parvana,
Parvana's Journey, Shauzia and Parvana's Promise. In the first book, titled The Breadwinner in north America, Parvana has to dress as a boy to
continue her father's work as a scribe in the market-place when her father is
imprisoned by the Taliban. In the last book Parvana herself is imprisoned and
brutally interrogated by the Americans, who are convinced that she is a
terrorist. A wide reading study could include other novels Ellis has written,
even those that aren't set in Asia, including The Best Day of My Life (India), No Safe Place (child refugees trying to reach the UK), Diego, Run! and Diego's Pride (Bolivia) and The
Heaven Shop (Africa). The non-fiction texts Three Wishes (Israel and Palestine) and Children of War (Iraq), in which Ellis interviews children whose
lives have been disrupted by war, could also be included.
A wide reading study: action adventure
novels with an Asian setting
There is a
wonderful diversity of action adventure novels with Asian settings, perfect for
a wide reading unit for Years 7-8. You will find titles that will suit both
girls and boys and readers of quite different ability levels. Most of these are
high-interest titles and many come in series with multiple titles. If you
provide a good range, you will find students reading voraciously.
Set an
assignment that does not punish kids for reading. Have students, for example,
work in groups to produce a rehearsed reading of the most exciting scene from a
chosen novel, with sound effects and background music. You might also like to
ask students to do some research to find out to what extent the
book they have read is based on real conditions in the country and time in
which it is set. A number of
these titles involve fantasy elements, but many of them have an imagined world
that is firmly based in a real historical world.
Titles to choose
from include:
·
The Young Samurai series by Chris Bradford,
set in seventeenth-century Japan and of particular interest to kids who are
interested in the martial arts (The Way
of the Warrior, The Way of the Sword, The Way of the Dragon, The Ring of Earth,
The Ring of Water, The Ring of Fire, The Ring of Wind, The Ring of Sky)
·
Gabrielle
Wang's A Ghost in My Suitcase (a
ghost story for girls set in China) and The
Hidden Monastery (a fantasy based on Chinese mythology)
·
the Moonshadow
series by Simon Higgins, action fantasies set in a romanticised historial Japan (The Eye of the Beast, The Wrath of Silver Wolf, The Twilight War)
·
the Tales
of the Otori trilogy by Lian Hearn, fantasies set in sixteen century Japan;
written for adults but devoured by fantasy fans of all ages (Heaven's Net Is Wide, Across the Nightingale Floor, Grass for His Pillow, Brilliance of the Moon)
·
Alison Goodman's Eon and Eona, inspired
by the myths and legends of Ancient; Eona must disguise herself as a boy, Eona,
to become a Dragoneye; for good readers
·
Adeline Yen Mah's Chinese Cinderella and the Secret Dragon Society (a kung fu
adventure set in Shangai in World War II)
and Chinese Cinderella: The Mystery
of the Song Dynasty Painting (a time-slip adventure where the heroine finds
herself in China eight hundred years ago)
·
the Vermonia
series by Yo-Yo, authentic manga graphic novels to be read from the back to the
front and, on each page, from right to left (Quest for the
Silver Tiger,
Call of the Winged Panther, Release of the Red Phoenix, The Rukan Prophecy, The Warriors’ Trial, To the
Pillar of Wind, Battle for the Turtle Realm)
·
the Dragonkeeper
series by Carole Wilkinson, set in the fantastic world of dragons in Ancient
China (Dragon
Dawn, Garden of the Purple Dragon, Dragon Moon, Blood
Brothers, Shadow Sister)
·
P.
J. Tierney's Jamie Reign series,
action fantasy set in the New Territories of contemporary Hong Kong (Jamie Reign: Last Spirit Warrior, Jamie
Reign: The Hidden Dragon)
Try to include in your selection all the titles from each of the
series, to encourage students to read multiple texts. It might make sense to
have several copies of the first book in each series, and then one copy of each
of the sequels.
Aboriginal and Torres
Strait Islanders' Histories and Cultures
The First
Voyage
by Allan Baillie. Penguin, 2014. ISBN 9780143307679. 184 pp.
Set thirty thousand years ago, this novel explores what it must have
been like for Australia's first peoples to make the journey from what is now
Timor to the shores of what we call Australia. The stretch of water to be
crossed was narrower then than it is now, but it was still substantial, given
the fragility of the boats that were used and the total ignorance of the boat
people as to what might lie at the end of the journey.
The story
is told through the eyes of a teenage boy, Bent Beak, from the tiny Yam tribe.
Bent Beak's people have been on the move for some time: they had lived
previously on Long Island, with its huge mountains and 'the jungle that roared
at night', but that had been only a short crossing, made on a calm day, to an
island that was visible across the water. The Yam tribe's enemies, the much
larger tribe - the Crocodile people - had also come from Long Island, and more
of them cross over to Bird Island every day. Bent Beak's father and other
members of the Yam tribe have been killed by Crocodile warriors, whose spears
have sharp flint stones that are superior to the spears the Yam tribe use for
hunting and fishing. The Yam tribe Elder, Eagle Eye, knows that the only way to
save his people is to move on again - to follow the birds that fly south. In a
postscript, Baillie identifies Long Island as the Indonesian islands where
Flores, Lembata, Pulau Alor, Ataura and Palau Wetar can be found today.
We share Bent Beak's journey, as the warriors cut the tall black
bamboo that they will use to construct their fragile rafts, as they struggle
against the attacks of the Crocodile people, and as the women and children
gather food and water to take with them on the voyage. As their food and water
dwindle, their greatest threat is the unknown: they have no idea how far away
the land that Eagle Eye insists must be there might be. There are five rafts in
the beginning, but they are separated in a terrifying storm. Bent Beak's raft
finally breaks up on rocks on the shore of a land that is bountiful in some
ways - an abundance of oysters and fresh water - but threatening in others,
occupied by giant animals unlike anything the Yam tribe has seen before.
While The First Voyage can
be categorised as historical fiction, it is also a kind of fantasy. This is a
superb imaginative adventure on the part of the author, as he uses his
knowledge of the landscapes and of the sea to picture what the journey might
have been like for Bent Beak and his companions.
We come to know well each member of the tribe on Bent Beak's raft.
Bent Beak himself is an engaging character and we share his concern for the
safety of the girl he loves, The Wind, and of the orphaned Waterlily. The old
man, Eagle Eye, who had the courage to persuade his people to venture into the
unknown, dies almost in sight of land, but a new life, Moonlight's baby, is
born. Distant smoke even suggests that other rafts have survived the journey.
I don't usually reveal as much as that about the ending of a novel,
but the ending is not what is most important here. We know this is a story
about the first peoples coming to Australia, so we are not surprised that some
of them make it. The interest is in the journey - the fascinating detail of the
getting there. Baillie brilliantly imagines those details, especially the
construction of the bamboo rafts.
While the link is never made specifically, the reader can't help but
think of other boat people making perilous voyages in fragile craft to escape
their enemies, as the Yam people fled the Crocodile tribe.
Recommendation: This
short, fast-paced novel offers young people a fascinating insight into what
might have been. It deserves a place in our selection of titles to explore
Aboriginal and Torres Strait Islander Histories and Cultures. It will work well
as a class set title with Years 7 and 8. It would be interesting to use the
opening sections of Wheatley's Australians
All alongside a reading of this novel. Wheatley presents the history as we
know it, with some insight as to where our knowledge has come from; Baillie has
drawn on this knowledge but has shaped it with his imagination to give us a
sense of the lived experience.
Ubby’s Underdogs: The Legend of the
Phoenix Dragon by
Brenton E. McKenna. Magabala Books, 2011. ISBN 9781921248313. 160 pp.
This is a
wonderful contribution to the range of Indigenous texts available for use with
secondary students. Firstly, and most importantly, it is the work of an
Indigenous Australian. Secondly, it is a richly inventive and beautifully
presented text that will engage many of our students, including some who have
been reluctant to engage with what has previously been offered to them in the
classroom. This is the first volume in a planned trilogy. It is a fantasy
graphic novel that is set in Broome and draws on the lives and stories of both
the Indigenous peoples of that area and the many newcomers from around the
world who have made Broome such a fascinating multicultural community. This has
some links to manga but its style is ultimately its own. Ubby is a tough
streetwise Indigenous girl who is the leader of ‘a rag-tag group of misfits who
make up the town’s smallest gang’ and who, against all the odds, triumph over
the bigger, nastier gangs who constantly challenge them. Ubby’s Underdogs fight
their assailants with the help of the entrancing character Sai Fong, a tiny
sickly little girl recently arrived from China who discovers that she has
awesome powers.
This is an action movie with terrific
special effects presented in comic-strip format and with authentic Australian
voices, including Aboriginal English.
The sequel, Heroes Beginnings (9781922142139) has
now been published.
Recommendation: Use this anywhere from Year 7 - 10,
especially with those students who love graphic novels.
The Tribe
by Ambelin
Kwaymullina. Walker Books.
The Interrogation of Ashala Wolf. Book 1. 2012. ISBN 9781921720086. 395
pp.
The
Disappearance of Ember Crow. Book
2. 2013. ISBN 9781921720093. 443
pages.
This is absorbing post-apocalyptic
fiction. Set many centuries into the future, after humanity was almost wiped
out in an environmental catastrophe, this - like many other titles in the genre
- is set in an authoritarian society where those that do not conform are
eliminated. In this case, the misfits are teenagers who begin to develop
'abilities'. These abilities are powerful and diverse, covering such things as
the ability to create storms, earthquakes or fire, to fly, to communicate
telepathically or - in the case of the main character, Ashala Wolf - to
sleepwalk. Some teenagers manage to escape. Ashala has become leader of The
Tribe, a group of teenagers living in the Firstwood. The Tribe want to end the
tyranny that threatens them.
Book 1 is breathtakingly exciting, as
Ashala is captured by the enforcers and interrogated by the Machine. There are
several totally unexpected and audacious plot twists: nothing is what it seems.
The action is confined almost entirely to one location - Detention Centre 3 -
and takes place over just a few days. The effect is intense and almost
claustrophobic. Book 2 follows the same formula of audacious plot twists but is
perhaps not quite as terrifying. In Book 2 the emphasis is on Ashala's friend,
Ember Crow, who has disappeared. Ember is certainly not at all what she seems,
and the uncovering of her true identity takes us much deeper into the origins
of this post-apocalyptic world. The necessary exposition is sometimes a bit too
much, but the new characters are fascinating, especially the despicable and
scary Terence, Jules with his remarkable 'ability' and the intriguing and
powerful Leo.
The author comes
from the Palyku people of the Pilbara region. What sets The Tribe aside from the many other recent young adult
post-apocalyptic novels is the author's decision to draw on her heritage. An
adaptation of the Dreamtime legend of the rainbow serpent is an important part
of the narrative. Ashala seeks advice from her ancestral spirit, the giant
Serpent. The Aboriginal understanding of country also underpins the story.
Ashala values and feels herself to be part of the Firstwood and its giant tuart
trees.
Recommendation: This series has deservedly attracted a
devoted fanbase among readers from Years 7 to 10. Both books are great to add
to a fantasy or a post-apocalyptic wide reading selection. It is useful too to
have something so different from an Indigenous writer.
Maralinga, the Anangu Story
by Yalata, Oak
Valley Community with Christobel Mattingley. Allen & Unwin, 2012 (2009).
ISBN 9781742378428. 72 pp.
This is a
factual illustrated text that is accessible for readers from primary school age
up. Well-known children's author Christobel Mattingley worked with the Anangu
people to help them tell, in words and pictures, their story, beginning with
the thousands of years in which they lived in harmony with the land. The early
part of the story emphasises the sustainability of their lifestyle, with such
details as their habit of placing stone slabs over waterholes to cut down water
loss. The story continues with the invasion of the land, including the coming
of the railway, and the deterioration of the environment because the new
settlers did not understand how to care for it. The story covers the work of
Daisy Bates and the establishment of missions, with the loss of the traditional
nomadic lifestyle. The climax of the story comes when the Anangu tell what
happened to their community when nuclear bomb tests were carried out on their
lands in the 1950s.
Recommendation: This beautiful text is suitable for
both the Indigenous and the Sustainability cross-curricular perspectives.
Australians All: A History of Growing Up
from the Ice Age to the Apology
by Nadia
Wheatley, illustrated by Ken Searle. Allen & Unwin, 2013. ISBN
9781742370972. 281 pp. Hardcover.
Aimed at an upper-primary lower-secondary readership, this
is a magnificent achievement. Wheatley tells the story of the reaction of her
fellow writer, Catherine Jinks, when she responded to a question about what she
was working on. Jinks roared with laughter at the ridiculousness of the task -
justifiably so, in my opinion. This is a project that needs a team of writers
backed up by research staff and substantial research grants, not a single
writer. But, over nine years and with no support, Wheatley alone researched and
told these many stories that together give a wonderful insight into the history
of our country. The result is a joy.
Wheatley chose
to tell Australia's history through the stories of individual children and
adolescents. Some are people who grew up to have a place in more traditional
Australian histories but many are unknowns, offering a diverse range of
insights. The diversity is important: this history includes the lives of women,
the lives of Australia's Indigenous people and the lives of some of the many
migrants who have built this nation. The stories are mini-biographies, most
just a page long. They are illustrated with Ken Searle's paintings, as well as
historical photographs and drawings.
The greatest
strength of the history in my opinion is the story of our Indigenous peoples -
especially of the traditional way of life that 'provided a healthier diet and
much more leisure time than the lifestyle endured by the peasant farmers of
Europe'. Wheatley records the stories of a number of Indigenous children whose
families returned each year to homes that provided a rich supply of food in the
right season.
Wheatley
suggests that the way to approach this book is to browse at random. I began
that way but was so impressed with the quality of the writing and the amount of
information that I did not know that I soon turned back to the beginning and
read the book, including the introduction, from beginning to end. I read quite
slowly, savouring the insights. I can see myself re-reading quite soon.
The book has an
appendix that gives us information about what happened to the children and
their families in later life. There is also a glossary.
If you are
buying Christmas presents for 8-14-year-olds, put this on your shopping list.
I'm not claiming that their eyes will light up in the same way as if you give
them the latest Wimpy Kid or teenage paranormal title, but this should be in
every home. Many kids who begin to browse will be drawn in as I was.
Recommendation: You probably won't use this directly in
your English classroom but make sure that there are several copies in the
library and send students to it regularly for research purposes. There is much
here that is relevant to the national curriculum cross-curricular priorities.
Note: Wheatley conducted a great many interviews during her
research for Australians All.
The ABC's Hindsight
program recently recorded an interview with Nadia Wheatley, where she talks
about ten of the stories she collected. We hear directly from some of the
people whose childhood stories appear in the collection. The interview can be
found at
http://www.abc.net.au/radionational/programs/hindsight/children-in-history27s-page/5188998.
Playground: Listening to stories from country and from inside
the heart
compiled by Nadia Wheatley, illustrated by Ken Searle, with
Jackie Huggins as consultant. Allen & Unwin, 2011. ISBN 9781742370972. 97
pages. Hardcover.
This
is a large hardcover illustrated text that is a great resource in English
classrooms. While researching her wonderful history Australians All: A History
of Growing Up from the Ice Age to the Apology, Wheatley collected stories of
childhood from more than 100 Aboriginal and Torres Strait Islander people, from
a range of backgrounds and geographical locations. Some are extracts from
published biographies, others are oral histories and some are the result of
interviews that Nadia held. They are organised thematically, under headings
like ‘Homes’, ‘Going hunting’ and ‘Playing in the water’, and Nadia has written
the linking text to bring together the very different stories. This is a book
for browsing rather than for reading from cover to cover at one go. It is a
celebration of childhood and of the continuing connection between Australia’s
indigenous people and the land.
Recommendation:
As well as being a good source of related texts, this is a great inspiration
for students to tell their own stories.
Antipodes: Poetic Responses
edited by Margaret Bradstock. Phoenix
Education, 2011. ISBN 9781921586392. 163 pp.
This very useful anthology focuses on poetry
that is about the relationship between blacks and whites in Australia. There is
an excellent introduction by Elizabeth Webby outlining the changing attitudes of
white Australian writers and the eventual appearance of Australian Indigenous
voices. Many of the poems published here, especially those by recent writers,
are ones that you won’t find in other anthologies. There’s an exciting
selection of contemporary works, as well as some classics. Poets represented
include W.
C. Wentworth, Mary Gilmore, Kenneth Slessor, Judith Wright, Rex Ingamells,
Douglas Stewart, James McAuley, Francis Webb, Les Murray, Geoff Page, Anita
Heiss, Samuel Wagan Watson, Tony Birch, Jeff Guess, Judy Johnson, Chris Mansell
and John Mateer.
Recommendation: You will draw on this regularly in your
teaching, from Years 7 - 12. There is also a teacher's book that
provides information about the poets and the poems and activities using
individual poems and groups of poems.
The
Burnt Stick
by
Anthony Hill, illustrated by Mark Sofilas. Puffin, 1996. ISBN 9780140369298. 64
pp.
This wonderfully accessible story can be read at any
age, but it was widely adopted for class sets for Years 7 and 8. It is an
intensely moving story of a boy who was taken from his mother because he was
light-skinned; she had tried unsuccessfully to trick the Welfare by darkening
his skin with charcoal. This is stunningly simple and beautifully illustrated
with charcoal drawings by Mark Sofilas. The image that has stayed in my mind is
that of the feet of the men marching into the camp at dawn to take the
children: an image that is loaded with the sense of threat.
Recommendation: This is a golden
oldie that is worth remembering – because there are so few titles about
Indigenous Australians that have such an impact on kids who have little
knowledge of Indigenous Australia, and because there is always a dearth of
titles that are both simple and emotionally powerful. The Burnt Stick is short and simple enough to read aloud, so you
can manage even with just one copy. Many school libraries still have a copy of
the original hardcover edition, which does proper justice to the illustrations.
If you do that, be sure to share the magnificently evocative illustrations with
your students.
Rabbit-Proof
Fence
directed by Phil Noyce. 2002. PG.
In 1931 Molly, Daisy and Grace, aged
fourteen, ten and eight, travelled over one thousand five hundred kilometres in
an attempt to get home to their family and country after being taken away by
the Welfare. The film memorably depicts the life in the Moore River Native
Settlement where the regime is designed to
train so called ‘half-caste’ Aborigines as domestic workers and integrate them
into white society. The performances of the three girls, none of whom had acted
previously, are stunning, almost eclipsing that of Kenneth Branagh, who plays a
chilling A. O. Neville, Chief Protector of Aborigines.
The story is
true. At the end of the film we meet two of the old women whose childhood
experiences are narrated in the film.
Recommendation: This is still one of the best texts to
explore Indigenous and Torres Strait Islander Cultures and Histories. It can be
used at any level, but it is probably best used in Years 7 and 8, because it is
so difficult to find Indigenous films with a G or PG rating.
The Rabbits
by John Marsden and Shaun Tan. Lothian Books, 2010 (1998). ISBN 9780734411365. 32 pp.
This was controversial when first published, regarded by
some as an example of what John Howard called the ‘black armband view of
history’. It is an allegory about white settlement, telling the story of the
invasion of the continent by the rabbits and the consequent devastation of the
native animals. There is minimal written text – often just one simple sentence
per page - and striking, surreal visual text. If anyone ever doubts the
existence of picture books for older readers, there is no better example than
this.
Recommendation:
This fits beautifully into any unit of work on Indigenous Australia. It can be
studied in its own right as a class text or as part of a wider unit, at any
stage from Years 5 to 12. Lothian’s notes suggest that it could also be studied
as part of a unit on allegory, with titles like Pilgrim’s Progress, Gulliver’s Travels, Watership Down, Animal Farm
and the graphic novel Maus by Art
Spiegelman.
Nanberry: Black Brother
White
by Jackie
French. HarperCollins, 2011. ISBN 9780732290221. 320 pp.
This novel
is based very firmly in the history of the early years of the colony and of the
first contacts between blacks and whites. As usual French’s research is
thorough and meticulous and she has included an appendix in which she explains
where she has departed from verifiable fact.
I have to admit that I had never heard of Nanberry, although I of
course know about Bennelong. It is believed that Nanberry is buried with
Bennelong in James Squire’s orchard on the banks of the Parramatta River.
Nanberry, aged perhaps 9 or 10, was orphaned by the plague – usually thought to
be smallpox – that virtually wiped out the Indigenous people in the immediate
area of the first settlement in 1789. He was adopted by Surgeon White and lived
between the two cultures. He was frequently used by Governor Phillip as a
translator. From the sketchy historical facts about an unusual and interesting
life, French has created an engaging character. French uses limited
third-person narration, moving the perspective among several characters:
Nanberry himself, Maria – the surgeon’s housekeeper, Surgeon White, Rachel –
who succeeds Maria as housekeeper and becomes mother to White’s son Andrew –
and Andrew himself. A close bond forms between Nanberry and Andrew and they are
both ‘black brother white’, each learning and adopting the other’s culture.
The shifting of focus from one character to another rather than
remaining with the protagonist is rather unusual in a book for this readership,
but it works. In some ways it is the colony itself that is the protagonist.
Recommendation:
I think this will probably work best for Years 8 or 9, and it should
definitely be considered for whole-class study. It’s a little longer than some
of French’s other popular class set books, but it is an accessible read. It is
a fascinating picture of the Indigenous people of the area and the impact on
their lives of the early settlement. It is also relevant to questions of
sustainability: the Indigenous people were healthy, strong and well-fed and
knew how to survive in their environment, while the settlers came close to
starvation waiting for supply ships from home.
Refuge
by Jackie French. HarperCollins, 2013. ISBN 9780732296179.
272 pp.
Although the
Indigenous experience is not at the centre of this novel by Jackie French, she
makes it clear that all Australians - even the First Australians - have come
from elsewhere, mostly by boat. One of the children on the beach - and one of
only two characters who do not move into the world of modern Australia - is
Mudurra, the Aboriginal boy who fishes in the manner his ancestors had done for
centuries. Refuge is reviewed in
detail above.
Jandamarra
by Mark Greenwood and Terry Denton. Allen & Unwin,
2013. ISBN 9781742375700. 48 pp. Hardcover.
This
picture book is a great retelling of the story of Aboriginal warrior
Jandamarra. Greenwood's very accessible text emphasises the intelligence and
resourcefulness of the young man torn between conflicting loyalties. After
being chained and imprisoned, Jandamarra decides to fight for his people. His
unmatched knowledge of the area and his skills enable him to continually evade
pursuit. Eventually, badly wounded, he is shot by an Aboriginal tracker, who
cries as he takes aim.
Greenwood's text is beautifully supported by Denton's
watercolours. The focus here is on the magnificent Kimberley landscapes.
Denton's paintings are presented in various ways. They range from a dramatic
two-page spread of cattle being driven along the Lennard River into the huge,
rocky ranges to comic-strip style frames, one group of three showing
Jandamarra, standing on the edge of a cliff, shooting the hat off a startled
trooper below. The variety works very well. The paintings are not just
illustrations: they reward close reading.
Recommendation: While
most schools will use Jandamarra in
Years 7 and 8, it could also be used in Years 9 and 10 alongside the M-rated
television documentary, Jandamarra's War.
It's a worthwhile addition to the resources available for Aboriginal and
Torres Strait Islander Histories and Cultures.
Shake a
Leg
by Boori Monty Pryor and Jan Ormerod. Allen & Unwin, 2010. ISBN 9781741758900. 32 pp. Hardcover.
This picture book is a joyous celebration
of contemporary Australian Indigenous life. The main character is the cook in a
pizza shop in Northern Queensland. He has learnt how to cook pizzas during a
two-year stay in Italy and he greets the three hungry boys in Italian. When he
reveals that he is a Murri, they are puzzled, wondering – in his words – why he
is ‘not standing on one leg, leaning on a spear, looking for emu’. He explains:
‘A man’s got to make a living and you boys are hungry.’ But he reveals too
that, when he has the time, he and his family remember his connections to the
old stories, especially as they are told in dance.
This is a great
story about keeping a culture alive. It’s a highly rewarding book for
Indigenous Australian children to read, explaining their place in the world,
and it’s an important contribution to cultural understanding for non-Indigenous
readers. Boori Monty Pryor’s stories about Indigenous culture have been a
significant influence on inter-cultural understanding. The decision to team him
up with world-renowned children’s book illustrator Jan Ormerod is inspired.
Recommendation: This is a worthwhile text for sharing
with students of all ages.
Papunya School Book of Country and History
by the staff and students at Papunya School. Allen & Unwin 2003 (2001).
ISBN 9781865085258. 50 pp.
This extraordinary book, which is more an illustrated book than a
traditional picture book, is compiled of multiple text types – both verbal and
visual - contributed by the members of the school community. It tells of the
traditions and lifestyle of the people of the area, the changes that occurred
when their lands were invaded by Europeans and of the development of a belief
in ‘two way learning’ – learning that draws on both the Indigenous and western
traditions. This is a very rich text worthy of close study.
While the bibliographic details list the staff and students of the
Papunya School as the communal authors of this project, the contribution of
writer Nadia Wheatley and artist Ken Searle as mentors was enormous.
Recommendation: This can be studied at any level. The
teacher’s notes on the Allen & Unwin website suggest a unit of work for
upper primary, one involving integration of English and HSIE, but there is also
a unit of work for Year 11 in The TEXT
Book 5 Standard (edited by Helen Sykes, Cambridge University Press), which
involves looking at the nature of the text types used, including visual texts
presented from a post-colonial perspective. This should be included in any unit
of work on Indigenous Australia, but is well worth close study in its own
right.
Sustainability
10 Futures
by Michael
Pryor. Woolshed Press, 2012. ISBN 9781742753768. 229 pp.
This is a clever and very accessible
anthology of ten linked short stories. Each story is set at a different time in
the future, allowing Pryor to explore a fascinating range of 'what if'?
scenarios in the best science fiction tradition. The stories are dated from
2020 to 2120 (the year 2110 is missing), but they are not organised
chronologically. The anthology opens with the story '2100', one of the most
positive futures represented. It ends with the nightmarish world of '2060', a
grim picture of severe rationing and narrow lives where the countries of a
seriously overpopulated world have been at war with aliens for more than twenty
years.
In the world of
2100, robot technology has been developed to such an extent that daily life is
managed by household robots. These robots, such as the much-loved Portia, are
not only unfailingly efficient and knowledgeable but have developed pleasant
human-like personalities. But what if the artificial intelligence they have
acquired has evolved to the point where the machines have become human? As well
as Artificial Intelligence, Pryor explores in this anthology such issues as the
consequences of a global financial collapse, of global warming and of
overpopulation, the impact of a pandemic, the ethical dilemmas arising from
cloning and genetic selection, and even the mixed blessings of medical science
ensuring vastly increased human longevity.
The stories are
linked by the use of the same protagonists in each story. This is an original
and interesting idea. There is no suggestion that Tara and Sam, who have 'been
best friends forever', live for more than a century. In every story they are
approximately the same age. Pryor is signalling that he is writing metafiction:
not only is he asking 'what if?' about his science fiction scenarios, he is
asking: 'What if I place these two characters that I have imagined in each of
these very different worlds?' Not only does this use of the characters provide
the anthology with a satisfying sense of unity, it offers the reader an
opportunity to empathise, as these are warm and engaging characters. Tara is
bright and feisty, a thinker, prepared to challenge authority if necessary, at
some cost to herself. Sam is more cautious but loyal and protective; much
quieter than Tara, he is an artist who loves working with his hands.
This is not the
kind of science fiction that proposes lots of wacky future technological
inventions. These future worlds are firmly based in our world today and simply
explore the consequences if certain current trends develop further. Every story
throws up ethical questions. For example, if human life is reduced to
subsistence living after a global financial collapse, what do you do with a
member of the community who is not doing his share? If neighbours with young
children beg you to take them in but they may be carrying the virus that has
killed billions around the world, how do you respond? If your life and the life
of your best friend depend on betraying an innocent man, what do you do? These
are unquestionably worthwhile questions for readers to explore.
These are
well-written stories, not all with neat endings. One interesting feature is the
use of the present tense. There are interesting motifs repeated throughout,
adding further to a sense of cohesiveness, such as Sam's casual use of expressions
from both Mandarin and Hindi, in the same way as twentieth-century teenagers
adopted Americanisms. Readers can learn a lot about the nature of the short
story by looking closely at what Pryor has done here.
Recommendation:
Most people seem to be
recommending this for class study in Years 9 and 10, but it is well within the
reading capacity of many students in Years 7 and 8. As always, it depends on
the abilities of the class you are teaching. Wherever you use it, it will allow
you to tick off the Australian Curriculum requirement for a text that explores
the concept of 'sustainability'. In fact, I can't think of a better text for
this purpose. As suggested above, it covers as well the 'ethical understanding'
general capability and it would be easy to cover as well 'critical and creative
thinking'.
Short story
anthologies that work well in the classroom are fairly rare. This is a very
welcome addition to the resources available to the secondary English classroom.
It is highly recommended.
The Dream of the Thylacine
by Margaret Wild
and Ron Brooks. Allen &Unwin, 2011. ISBN 9781742373836. 32 pp. Hardcover.
This is a
visually stunning picture book about the extinction of the Tasmanian tiger. Brooks has incorporated images from the
film footage of the last, caged and miserable tiger, contrasting with glorious
paintings of the animal in its natural environment. Wild’s text is haunting and
evocative, especially when set against the ageing wooden bars of the cage and
the faint images of the thylacine behind the dominant image of the wire.
Recommendation: This elegy to the loss of a species is
suitable for class study at any level. Ask students to consider how the story
might have been told differently as a stepping stone to their exploration of
the choices the composers have made. This is a masterpiece.
Maralinga, the Anangu Story
by Yalata, Oak
Valley Community with Christobel Mattingley. Allen & Unwin, 2012 (2009).
ISBN 9781742378428. 72 pp.
The early
chapters of Maralinga, the Anangu Story,
described in detail above, are an excellent explanation of the sustainable
lifestyle of Australia's Indigenous people during the centuries before the
arrival of Europeans.
Australians All: A History of Growing Up
from the Ice Age to the Apology
by Nadia
Wheatley, illustrated by Ken Searle. Allen & Unwin, 2013. ISBN
9781742370972. 281 pp. Hardcover.
The early
sections of Wheatley's wonderful history, described in detail above, have lots
of fascinating information about the Aborigines' sustainable lifestyle,
including the fact that young Aborigines were much healthier than children and
adolescents from British slums.
Blueback
by Tim Winton.
Puffin Books, 2009 (1997). ISBN 9780143304333. 151 pp.
This is the
perfect class-set novel for Years 7 and 8 to explore the concept of sustainability.
Set on a remote part of the Western Australian coast that Winton has called
Longboat Bay, this is the story of a boy and his mother and their love for the sea and land from which they derive their
living. Abel's mother Dora makes a meagre living by diving for abalone and Abel
helps her as soon as he is old enough. While diving they come across the
massive old groper whom Abel names Blueback. Blueback symbolises everything
that Abel values about Longboat Bay and the natural park that backs on to their
small plot of land.
Abel and his
mother have to defend Longboat Bay against greedy fishermen who are only
interested in stripping the bay and against wealthy developers who want to turn
the place into a resort. At one climactic moment, Dora saves Blueback's life
from a spearfisherman by placing herself between the armed fisherman and the
giant fish. Late in her life, when Abel has left Longboat Bay to pursue a
career as a marine scientist, Dora embarks on a tireless campaign to have the
Bay declared a marine sanctuary.
Recommendation: This is a very accessible short text
for Years 7 and 8 and it explores many aspects of sustainability, from the
respect for their environment that Dora and Abel practise in their lifestyle to
the constant threat of the greedy.
Hatchet
by Gary Paulsen. Pan, 2005 (1987). ISBN 9780330439. 160 pp.
First published in 1987, this was for many years a classic in English
classrooms worldwide. It tells the story of a boy, Brian, who is in a light
plane flying over the Canadian wilderness when the pilot drops dead at the
controls. Brian, a city boy, is alone in the wild, with nothing to help him
survive but a hatchet and his own strong willpower and resourcefulness.
The great appeal of this novel was always its authenticity. Paulsen
knew the wilderness intimately. The reader believes utterly in Brian's success
against the odds as he struggles to overcome each problem he confronts.
The book was followed by several sequels, all of which further
explored issues of sustainability. Hatchet:
The Return is still available. In this novel, Brian is asked to go back
into the wilderness to demonstrate to three adults the skills he learnt that
enabled him to survive.
Recommendation: This is
still a very readable text and the issue of sustainability is more important
than it ever was.
Girls Don’t Fly
by Kristen Chandler. Penguin Books, 2011. ISBN 9780143566588. 300 pp.
This American young adult novel looks like a conventional teenage
romance: nice girl gets dumped by glamorous and apparently perfect boyfriend
and slowly comes to realise he was a sleaze and that Mr Right is someone who
doesn’t fit any of the stereotypes. And it is
that – and more satisfying than most. But it is so much more. To begin with,
the characters are richly drawn and engaging and the first-person narrative
voice is funny and intelligent. The representation of Myra’s large and chaotic
family is a joy: Myra comes to acknowledge that she is a doormat and that she
is mercilessly exploited by her family, but there is a lot of love there as
well. But most interesting is Myra’s growing awareness of her physical
environment and her growing fascination with the Galapagos Islands, especially
their birdlife.
The setting is ‘the pit of Utah’, the dreariness of suburbia at its
worst. Myra can only see the boredom, the small-mindedness and the ugliness.
But slowly a science project and a young researcher, Pete, begin to open her
eyes to the miracle of the Great Salt Lake only ten miles away, a stopover for
millions of migrating birds.
The novel is a celebration of the fact that girls don’t need to settle
for second best. Myra had been intending to train as a dental nurse, to
complement her perfect boyfriend’s career intention to become a dentist. It is
only after he cruelly dumps her that she recognises the possibility of
competing with him on equal terms, when the opportunity presents itself of
attempting to win a scientific scholarship that involves two months’
pre-college research in the Galapagos. The novel also celebrates the joy of scientific
discovery. The chapter titles are all taken from the world of bird study: ‘Habitat’, ‘Mounted specimen’, ‘Cavity nests’
and so on.
Recommendation: This is
a worthwhile novel to use with Years 8 or 9. It will work best with girls, but
boys could be tempted to try it and they will enjoy the humour and the issues.
Work alongside the science department while studying this novel, asking them to
help students to explore the scientific and environmental significance of the
Galapagos Islands.
Rain
Dance
by Karen Wood. Allen & Unwin, 2014. ISBN 9781743316405. 293 pp.
This is a
satisfying romance for girls in Years 7 to 9 that also happens to explore some
important issues about sustainability. It is also, like Anne Brooksbank's Big Thursday, one of the rare novels for
young adult readers that deals with the difficult issue of financial ruin.
Holly's father's business has collapsed and the whole family is forced to sell
their home, including the two ponies Holly loved so much. Their new home is a
temporary stay in a very small, rundown farmhouse out of Gunnedah, where
Holly's father has managed to get short-term work. There is tension between
Holly and her neighbour, Kaydon, who also happens to be the son of her father's
boss.
Gunnedah is experiencing severe drought, which is threatening the
survival of some properties, such as the one teenager Aaron is trying to keep
going after his father's death. Even Rockleigh homestead, the home of Kaydon's
family and the social hub of the area, is financially stressed. Kaydon's father
is suspicious of sustainable farming ideas and is about to take on a new
financial partner - someone who proves to be more interested in disused oil
wells than in farming.
Recommendation: Girls will enjoy this very much,
although it may not have the depth required for whole-class study. It gives
readers great insight into the difficulties of life on the land. Include it in
a wide reading box of titles that deal with issues of sustainability.
My Sister Sif
by Ruth
Park. UQP Children’s Classics, 2009 (1986). ISBN 9780702237010. 217 pp.
This
fantasy was a pioneer in environmental fiction. While it is a story about a
girl who realises that her natural environment is the sea, the focus is on the
deteriorating health of the oceans, destroyed by nuclear testing, oil spills, ocean mining and global
warming. Sisters Rika and Sif are half-human; their mother and brother belong
to the sea people, the people of mermaids and mermen. Sif chooses life in the
sea, a decision that has terrible consequences because of environmental damage.
Mermaids
and sirens have had a recent resurgence, due to the (worrying?) preoccupation
of young adult fiction with the paranormal. Sadly, the recent offerings have
nothing to do with the environment. Park was years ahead of her time in
recognising the importance of the health of the environment to our survival.
Recommendation: This
was recently re-published by UQP in their Australian children’s classics
series. It still reads well, with a good balance of realism and fantasy. Use it
with Years 7 and 8, especially girls.
The Wild
by Matt Whyman. Hodder Children’s Books,
2005. ISBN 9780340884539. 184 pp.
This is a compelling
and disturbing read. It is set in Kazakhstan, in a vast toxic desert that was
once the Aral Sea and the home of a thriving fishing community. Dams built for
irrigation in Russia have destroyed the sea and consequently the community.
Most people are unemployed, living desolate lives in crumbling Soviet-era
blocks of flats. Sixteen-year-old Alexi survives by recovering the metal from
the booster rockets that fall back into the desert after being launched from a
distant cosmodrome. It is dangerous work, the rival gangs even more lethal than
the radioactivity to which boys like Alexi are exposed. Many of the inhabitants
are ill, like Alexi’s young brother Misha. A nurse at the inadequate local
clinic tells Alexi that he must get Misha away from the deadly environment.
They journey to Moscow, in search of medical help, and find the urban desert
even more desolate and deadly than the environment they have fled.
The story is
told in the first-person by Alexi and we come to care deeply for the brothers
and the tragedy of their lives. Alexi’s courage and resilience are impressive.
Many of the scenes, especially early in the novel, are very exciting and will
hold readers’ attention. Few Australian young people will have any idea that
children elsewhere are living lives as desperate as this. Few will have
encountered examples as stark as this of the consequences for human lives of
environmental degradation.
Recommendation: This could be used as a class set in
Years 9 and 10, especially as the core of a unit of work on the environment,
but I think it is too sad for that: opening students’ eyes to the reality of
others’ lives is one thing, but focussing on it day after day for several weeks
might be too much. Instead, include the novel in wide reading selections on
themes like the environment, other cultures, or survival. Make sure that
students have opportunities to talk about the book.
A wide reading study: post-apocalyptic
novels
A wide reading
study of post-apocalyptic novels would be an excellent way of exploring the
concept of sustainability. This is one of the most popular genres currently and
a wealth of novels is available, especially for Years 9 and 10, almost all of
them set in a world that has broken down because of unsustainable environmental
practices.
A box that would
appeal to a range of reading abilities and reading tastes could be made up,
including the following titles:
·
The Bridge by Jane Higgins. In the
future, human beings had reached Mars, 'got lost on our way to Jupiter's
moons', but then were distracted by earthbound problems, such as the oil
running out and the water wars beginning. The city is divided between 'the
hostiles', refugees from 'Oversea' and the 'Desert', and the descendants of the
original inhabitants, the Citysiders, who live privileged lives on the other
side of the river. The protagonist is a Citysider, but what he has been told
about 'the hostiles' may not be completely true.
·
Genesis (The Rosie Black Chronicles Book 1) by Lara Morgan. 500 years into the future, Newperth is divided
into the haves, the 'Centrals', the have-nots, the 'Bankers', and the fringe
dwellers, the Ferals. This is a long but gripping read as the main character,
Rosie, is on the run with a dangerous secret, unsure of whom to trust.
·
The Interrogation of Ashala
Wolf (The Tribe Book 1) by Ambelin Kwaymullina. In a world that has been devastated by
environmental neglect, the new rigidly regulated authoritarian society does not
tolerate those who are different, so there are exiles who have become
resistance fighters. Ashala, a resistance leader, has been captured and is
being interrogated. There are lots of surprising twists and turns: all is not
what it seems. There is also a very interesting use of the story of the Rainbow
Serpent.
·
The Road by Cormac McCarthy. This searing
story, written for adults, follows the journey of a father and son desperately
seeking somewhere to survive in a world where most life has been destroyed by
some kind of cataclysm and the few survivors are killing each other.
·
Taronga by Victor Kelleher. The
disaster that has devastated the world is not specified, although it may have
been a global war. In a chaotic and lawless Sydney, a small group of people has
barricaded themselves into Taronga Zoo, where they have a sustainable food
supply.