Book Review: The Education of Margot Sanchez by Lilliam Rivera

Reviewed by Elena Foulis

26594801DESCRIPTION OF THE BOOK:

Things/People Margot Hates:
Mami, for destroying her social life
Papi, for allowing Junior to become a Neanderthal
Junior, for becoming a Neanderthal
The supermarket
Everyone else

After “borrowing” her father’s credit card to finance a more stylish wardrobe, Margot Sanchez suddenly finds herself grounded. And by grounded, she means working as an indentured servant in her family’s struggling grocery store to pay off her debts. With each order of deli meat she slices, Margot can feel her carefully cultivated prep school reputation slipping through her fingers, and she’s willing to do anything to get out of this punishment. Lie, cheat, and maybe even steal. Margot’s invitation to the ultimate beach party is within reach and she has no intention of letting her family’s drama or Moises—the admittedly good looking but outspoken boy from the neighborhood—keep her from her goal.

MY TWO CENTS: It is no surprise that life, for a teenage girl, is complicated: trying to fit in, finding purpose, inspiration, friends, and dealing with family dynamics. Add to all of this, growing up bicultural! We meet Margot Sanchez, our Puerto Rican protagonist, spending the summer working at her father’s bodega in the Bronx, as punishment for using her father’s credit card without his permission. We quickly find out about Margot’s family dynamics; her family sent her to a prep school to give her a better education and a brighter future—for herself and the family. Her brother, Junior, is a college drop-out who now works in Papi’s bodega and is expected to take over the business in the future. Both Papi and Mami want the best for their children and operate under traditional Latinx gender values that allow Junior to easily occupy the public space, drink, smoke, and be sexually active, while Margot cannot.

Margot’s understanding of her own place in society is complicated by her parents’ decision to send her to a prep school. She quickly begins to change her look, part of her identity, and adopt those of Camille and Serena—white, rich classmates who often treat Margot as a project by giving her fashion tips, relationship advice, and suggesting that it was perfectly fine to “borrow” her father’s credit card to shop for clothes that were clearly beyond her family’s budget.

In The Education of Margot Sanchez, Rivera tackles issues of peer pressure, family expectations, gender bias, and community. While Margot has several people in her life who are constantly suggesting what she should look like, how she should act, and what she should do, Moises, a local community activist, and Elizabeth, her childhood friend, are the people that make her face her own insecurities, question her sense of belonging, and deal with her constant desire to fit in with her prep school values. Rivera walks us through Margot’s summer of “real” life education, full of lies, sex, and betrayal.

Although the novel hints at a romance between Moises and Margot, their interaction is one that helps her grow, accept herself, and understand how her community is being negatively impacted by gentrification and big corporations moving in; in fact, even her own family business is feeling the change. Throughout the story, Margot learns about her family’s shortcomings and how unhealthy family traditions and cultural norms can push each of them to make wrong choices.

As I was reading this book, I could almost hear my teenage daughters say, “Get over it, Margot! Quit listening to Camille and Serena!” Because Margot, quite frankly, is annoyingly desperate for their approval. Yet, we also see that Margot is trying not to be an outcast at her new school and does anything to be accepted by the popular girls, including stealing. Rivera helps us see that teenagers, although subject to peer pressure, also have the capacity to change, re-invent themselves, ask for forgiveness and restore relationships.

TEACHING TIPS: The Education of Margot Sanchez can be used to teach about public vs private education, formal education vs life/street education, and, although minimal, the values of different Latinx families.  It is also an opportunity to talk about family relationships, love, friendship, and gentrification—this last topic is a current trend, happening in many mid-size to large cities across the United States. Who experiences gentrification? Are “clean up” the neighborhood projects always negative or positive? How can people who face gentrification organize? What communities typically experience gentrification? What minority groups? Only minority groups? Research on these topics can add value to class discussion and can help further understand this present day issue affecting our communities.

FOR MORE INFORMATION about The Education of Margot Sanchez, check your local public library, your local bookstore or IndieBound. Also, check out GoodreadsAmazon, and Barnes & Noble.

 

Hi-res image. Photo by Julian Sambrano Jr. 

Photo by Julian Sambrano Jr.

ABOUT THE AUTHOR (from her website): Lilliam Rivera is an award-winning writer and author of The Education of Margot Sanchez, a contemporary young adult novel forthcoming from Simon & Schuster on February 21, 2017. She is a 2016 Pushcart Prize winner and a 2015 Clarion alumni with a Leonard Pung Memorial Scholarship. She has been awarded fellowships from PEN Center USA, A Room Of Her Own Foundation, and received a grant from the Elizabeth George Foundation. Her short story “Death Defiant Bomba” received honorable mention in Bellevue Literary Review’s 2014 Goldenberg Prize for Fiction, selected by author Nathan Englander. Lilliam was also a finalist for AWP’s 2014 WC&C Scholarship Competition.

 

headshot2016ABOUT THE REVIEWER: Elena Foulis has a Ph.D. in Comparative Literature and Cultural Studies from the University of Arkansas. Her research and teaching interests include U.S. Latina/o literature, and Digital Oral History. She is currently working on a digital oral history collection about Latin@s in Ohio, which has been published as an eBook titled, Latin@ Stories Across Ohio.

 

Latinxs and the MFA: A Chat with Emerging Writer Yamile Saied Méndez

ysmfamily

Writer Yamile Saied Méndez, surrounded by her family

Many aspiring writers look to MFA programs as the surest path to refining their writing skills. Yamile Saied Méndez, a native of Argentina who resides in Utah, is a recent graduate of the Vermont College of Fine Arts MFA in Writing program (VCFA). We were delighted to chat with her about her experiences.

LKL: Let’s get some background. When and how did you catch the writing bug?

Yamile: I’ve always loved stories and books. It wasn’t until my grandfather died, when I was six years old, that I wanted to tell my own stories. True to my writing process (which I recognized much later in life), the story simmered in my mind for a couple of years. I finally put my experiences and feelings on paper when the story had taken total possession of me, and I couldn’t go one more day without telling it.

So I wrote about a princess named Joanna who went out to find a cure for her grandfather’s cancer.

From my beginnings, my writing has been a tool to explore what’s happening in my life and the world around me, although my stories aren’t technically autobiographical. I write about third-culture children, sports, my beloved city of Rosario, life in small-town Utah, spirituality, etc.

Writing has always been a part of my life, but I never thought I could one day be a writer. I left Argentina at age nineteen to attend Brigham Young University, where I majored in International Economy. But during those years, I learned Portuguese and eventually became a translator. I devoured books from the library. When my children were born, I savored the books I didn’t have in my childhood (like Where the Wild Things Are, Ferdinand, and Good Night Moon, among others).

When my own stories started taking full possession of me, and I couldn’t go another day without telling them, I started writing. After the birth of my fourth child, I decided that I wanted to share my writing with the world. I rolled up my literal sleeves and started my writing apprenticeship.

LKL: Before VCFA, what types of self-directed activities or writing classes did you utilize to develop your craft?

Yamile: NaNoWriMo was the catalyst that sent the proverbial writing stone rolling for me. I was very active in the blogging community, and on November 6th, 2007, I read a casual comment about a novel-writing challenge. I headed over to the NaNoWriMo website, signed up, and started writing a story that had been germinating in my mind for a while and I hadn’t even noticed. The euphoria of typing The End is addictive, and after the first time, I couldn’t stop.

I wrote every day and learned there was much more to writing than pouring words on the page. I found books on self-editing, story structure, character development, and eventually, the publishing industry. With the help of my critique group (the Sharks and Pebbles, whose name originated from this spoof), finished a manuscript and queried it without apparent success. Some agents who rejected my piece were very encouraging, and that was all I needed to stay motivated.

I attended my first writers conference, LDS Storymakers, which is the largest writing conference in Utah, and entered the first-chapter contest. My entry won the first place in the Young Adult category, which told me I was on the right track.

I also attended the Writing and Illustrating for Young Readers conference and workshop, organized and directed by VCFA alumna and award-winning author Carol Lynch Williams, and my life changed forever. At WIFYR I workshopped with Ann Dee Ellis, Martine Leavitt, and Cynthia Leitich-Smith. After savoring this yearly feast on craft and art, I wanted more. I knew Martine and Cynthia taught at VCFA, and when my fifth child was one-year-old (and in my mind, capable of surviving without me during the ten-day residency periods), I applied to the program.

LKL: Please share about your experiences with your MFA, starting with the decision to apply. How did you choose VCFA? What are some of the factors you would recommend for other writers to consider?

Yamile: I had looked into VCFA for years, but my four children were very young, my husband had (and still has) a very demanding job, and I didn’t think I had the skills required for such an intensive program. I perused the website nightly, and when I turned to the Acknowledgements page of a favorite book and read the author’s dedication and/or gratitude to VCFA, and its faculty and student body, my desire to apply intensified.

One day I realized that time kept going, and that my children were growing up quickly. If I wanted to pursue advanced education, now was the time. Fortunately, my husband was very encouraging. After all, I had supported him when he pursued his MBA degree and as he advanced in his career. Armed with my family’s support, I applied. When the acceptance letter arrived, I was thrilled.

LKL: Take us into the world of an MFA student. What were some of the turning points or eureka moments for you as a writer?

Yamile: In my first semester, I learned to be a flexible writer. I’d already written two MG novels before VCFA, and I was determined to write YA during my two years as a student. With my first advisor, I wrote YA, but I also wrote poetry, picture books, early readers, and my favorite surprise: short stories. Exploring with the format allowed me to study plot and story structure. It taught me to make my words count. Two of my YA projects were born of short stories. The experience was illuminating in regards to my own writing process. Another thing I valued from the beginning was being open to critique, but also trusting my writerly instincts. In our graduation ceremony, VCFA Thomas Christopher Greene told us graduates that we had earned a Master’s degree over our own writing. To trust this authority. I remind myself of this lesson daily.

yamile-daughterLKL: During your enrollment, you were also busy with family life. Could you share some tips for getting the most from classwork while also meeting everyday demands?

Yamile: As I flew back home from my first residency, I considered the work load for each of the five packets ahead of me that semester (40 pages of creative writing, 2 critical essays, an annotated bibliography of ten to fifteen books, and a detailed letter to my advisor), and I was overwhelmed.

How in the world was I ever going to do it all?

I learned to prioritize. I put myself on a schedule that started much earlier than my children’s so I could have uninterrupted writing time. With my kids in school, I had almost three hours of sacred morning writing time (I still do most of my writing during the morning when the kids are at school). Still, my obligations didn’t fit into 24 hours.

I learned to say no. I didn’t volunteer at the kids’ schools as much (or at all during my third semester). I gave up TV.

I also had obligations to my agent, my freelance writing job, and my church. I reached a point in which I put my writing, my family, my obligations ahead of my health. I started learning (I’m still learning this) to maximize my time so I could sleep a full night. I learned simple recipes, and my children helped with household chores. When they saw my dedication to my school work, my family teamed up to help me meet my deadlines. We read my “homework” before bedtime. We listened to audiobooks in the car. The kids brought me books from their school libraries to help with essays or research. Again, I also learned how to be a flexible writer. I wrote or read during halftime at soccer matches or long dance competitions. I did “character studies” during carpool (15 year-old boys will say the funniest things when they believe the driver can’t hear them). I learned to let go of things I couldn’t control, like the sea of Legos in the playroom. These habits prepared me for the writing life after the MFA. Nowadays, although I don’t have an advisor waiting for my packet, I have an agent waiting for my revision. A VCFA friend and I became accountability partners. It helps to have someone cheering for me and celebrating accomplishments at the end of a busy week.

The MFA was a family affair, and I couldn’t have done it without the support of so many friends and family.

LKL: A few years ago, Junot Díaz wrote a stinging essay about the experiences of people of color at various MFA programs. On its website, VCFA makes a strong commitment to diversity. In your view, how well do they honor this promise?

fellowlatinas

Yamile with fellow Latinas at VCFA

Yamile: I’m embarrassed to confess I didn’t know Junot Díaz until my first semester advisor assigned me one of his short stories. The beauty, honesty, and clarity of Junot’s words stunned me. My perception of my world, my writing, my country, and myself changed dramatically. I measured all I learned against my new perception of what it means to be a POC in a graduate program.

At VCFA, the student body is still not diverse enough. The staggering price of tuition and room/board is a deterrent to many POC applicants. VCFA is trying to mitigate the financial burden by granting scholarships (The Angela Johnson Scholarship for New Students of Color or Ethnic Minority established by literary agent Barry Goldblatt).

As far as the faculty goes, VCFA boasts an incredible roll of award-winning stars with ties to diverse communities: Cynthia Leitich-Smith, Uma Krishnaswami, An Na, Will Alexander, Daniel José Older, Kekla Magoon, and Shelley Tanaka, among others.

The rest of the faculty is invested in diversity and the promotion of writers from marginalized communities. Workshops and lectures are sensitive to the importance of inclusion and supporting marginalized voices. Alumni POC are wonderful role models and mentors. In the admissions department, prospective, current, and past students have a super champion in Ann Cardinal, a self-declared Gringa-Rican.

To summarize my answer, yes, VCFA honors their commitment to diversity, and they continue to strive to better serve the interests of all students, especially writers of color.

LKL: What advice would you give to aspiring Latinx writers about considering a creative writing program or preparing to enroll in one?

Yamile: I’m a strong advocate for education. However, I’d advise people to consider the motivations for pursuing a MFA.

Is it to take a shortcut on publication or success?

Keep in mind that there aren’t any promises for either publication or success even for VCFA MFA holders.

Is it to teach?

An MFA will provide the writer with better opportunities to teach at a university level, since it’s a terminal degree.

Is it to improve their craft?

You could also acquire these tools on your own, or by attending conferences and workshops. But during a structured program, you will be committed to do your work every day, no matter what.

Is it for the community?

At VCFA, I made personal connections with fellow students, faculty, and alumni, some of whom graduated years before I even started. The VCFA family is a tight-knit group, and I’m honored to be part of it.

Also, consider your financial situation.

Lastly, look into your heart. I always wanted to be a writer, but I felt I needed to study something practical, and that’s how I ended up studying economics. My love for writing and reading never waned though, so when I had the chance, I chose VCFA. I wonder how my story would have been different if I’d gone with my heart years ago.

If a writing program is what you want to do, then go for it.

LKL: Now that you’re an MFA grad, what’s next? What are you working on?

Yamile: I finished VCFA with a portfolio of exciting material. I’m revising an MG story about a girl, the star of an all-boy fútbol team. When she gets her period and gets kicked off the team, she goes on to earn a spot in a girls’ team, and to fight for the National Championship. For my critical thesis, I wrote on the importance of portraying girls’ puberty in middle grade, and following on the heels of that, this story has been fun and empowering to write. Eleven-year-old me would have loved it.

I’m also working on a story I call it my gender-bender Hamilton meets Joan D’Arc–my love letter to refugees and immigrants everywhere.

Next spring, I’m teaching a diversity class at Storymakers, and I applied to Junot Díaz’s VONA workshop, because education never ends.

LKL: Finally, permit us to show off a little on your behalf. You had an amazing 2015: You were named a finalist in Lee and Low’s New Voices Award. You secured a literary agent. You enrolled at VCFA. At some point, We Need Diverse Books named you a recipient of its inaugural Walter Deans Myers Grant. Wow! What has the Walter Dean Myers grant meant to your writing career? Tell us how 2015 fits into the story of where you’ve come from—and where you see yourself going—as a writer.

Yamile: The validation I felt after winning the New Voices Honor, and being chosen as an inaugural Walter Dean Myers Grant recipient was the fuel I needed to keep me motivated and engaged in learning as much as I could at VCFA. To think that I taught myself how to read and write English with a bilingual dictionary! I’m inspired to keep working towards publication, to tell the stories that I wanted to read as a child and that also reflect the reality of a large portion of the population of our country. My dream is to visit schools to tell children like my own that their voices matter. I’m excited for the future generation and the stories they’ll produce.

Keep up with Yamile on her website, where she blogs about the writing life, or on Twitter: @yamilesmendez. 

 

 

Book Review: Shame the Stars by Guadalupe Garcia McCall

 

Reviewed by Araceli Méndez Hintermeister

Shame the Stars CoverDESCRIPTION OF THE BOOK: Eighteen-year-old Joaquin del Toro’s future looks bright. With his older brother in the priesthood, he’s set to inherit his family’s Texas ranch. He’s in love with Dulceña and she’s in love with him. But it’s 1915, and trouble has been brewing along the US-Mexico border. On one side, the Mexican Revolution is taking hold; on the other, Texas Rangers fight Tejano insurgents, and ordinary citizens are caught in the middle.

As tensions grow, Joaquin is torn away from Dulceña, whose father’s critical reporting on the Rangers in the local newspaper has driven a wedge between their families. Joaquin’s own father insists that the Rangers are their friends, and refuses to take sides in the conflict. But when their family ranch becomes a target, Joaquin must decide how he will stand up for what’s right.

Shame the Stars is a rich reimagining of Romeo and Juliet set in Texas during the explosive years of Mexico’s revolution. Filled with period detail, captivating romance, and political intrigue, it brings Shakespeare’s classic to life in an entirely new way.

MY TWO CENTSWhile a comparison to Romeo and Juliet may draw readers in, the iconic story compares very little to Joaquin’s story. As a young man trying to make sense of his adulthood, Joaquin has to grow up abruptly when the Mexican Revolution begins to take hold of South Texas. Political ideologies between their families divide Joaquin from his love, Dulceña, so they must find a way to continue their courtship, but the political climate grows and seeps into their lives creating more obstacles for them. Both Joaquin and Dulceña are politically conscious about the community conflict with the Texan Rangers and the plight of those fleeing the Mexican Revolution. But with that consciousness comes a responsibility of taking action to protect their communities and each other. Unlike Romeo and Juliet, the couple battles to gain agency over their relationship and their surroundings making their story less of a tragic romance.

Shame the Stars does justice in presenting the multiplicity of identity that exists in the U.S.-Mexico borderlands and the community that arises from that multiplicity — one that was even more prevalent during a time of tension and reformation of identity after Texas’ addition to the Union. The book highlights that his American citizenship does not break the bond that Joaquin poses for his Mexican and Tejano identities and his brethren within these communities. The book is well researched and uses real events and incidents to drive the narrative of the story. Whether it be the tension that existed between Texan Rangers and Tejanos, the actions of Mexican Bandits, or racial injustices, the stories within Shame the Stars are a close reflection to life in South Texas. This book is an important read for students in not only presenting an overlooked part of American history, but also as a reminder that many connections, experiences, and relationships factor into the Latinx identity in the borderlands.

TEACHING TIPSShame the Stars can be used to discuss a variety of topics with students. The book can be used as supplemental material to a discussion of the annexation of the southern United States — the assimilations that occurred, the tensions that were present, and the political opposition that was present even years later, such was the case with the Plan of San Diego. The different responses among the del Toro family to the rise of conflict in Monteseco could be a jumping point to a discussion on identity in the Latinx community. Each member of the del Toro family felt a different connection or responsibility to the many political movements happening in Monteseco. These connections highlight not only political identities but also cultural and ethnic identities showing how it is never as clear cut to be on one side or another.

RECOMMENDED READING:

  • Anglos & Mexicans in the Making of Texas, 1836-1987 by David Montejano, University of Texas Press, 1987
  • From Out of the Shadows: Mexican Women in Twentieth Century America by Vicki L. Ruiz, Oxford University Press, 2008
  • Revolution in Texas: How a Forgotten Rebellion and Its Bloody Suppression Turned Mexicans Into Americans by Benjamin Heber Johnson, Yale University Press, 2005
  • River of Hope: Forging Identity and Nation in the Rio Grande Borderlands by Omar S. Valerio- Jimenez, Duke University Press Books, 2013
  • Canicula by Norma Elia Cantu, University of New Mexico Press, 1997
  • Border People: Life and Society in the U.S.-Mexico Borderlands by Oscar J. Martinez, University of Arizona Press, 1994

FOR MORE INFORMATION about Shame the Stars, check your local public library, your local bookstore, or IndieBound. Also, check out GoodreadsAmazon, and Barnes & Noble.

author2ABOUT THE AUTHOR: Guadalupe Garcia McCall is the author of Under the Mesquite (Lee & Low Books), a novel in verse. Under the Mesquite received the prestigious Pura Belpre Author Award, was a William C. Morris Finalist, received the Lee Bennett Hopkins/International Literacy Promising Poet Award, the Tomas Rivera Children’s Book Award, and was included in Kirkus Review’s Best Teen Books of 2011, among many other accolades. Her second novel, Summer of the Mariposas (Tu Books, an imprint of Lee & Low Books), won a Westchester Young Adult Fiction award, was a finalist for the Andre Norton Award for Young Adult Science Fiction and Fantasy, was included in the 2013 Amelia Bloomer Project List, the Texas Lone Star Reading List, and the 2012 School Library Journal’s Best Books of the Year. Her poems for children have appeared in The Poetry Friday Anthology, The Poetry Friday Anthology for Middle School, and The Poetry Friday Anthology for Science. Ms. Garcia McCall was born in Piedras Negras, Coahuila, Mexico. She immigrated with her family to the United States when she was six years old and grew up in Eagle Pass, Texas (the setting of both her novels and most of her poems). She is currently a high school English teacher in San Antonio.

 

professional-picABOUT THE REVIEWER: Araceli Méndez Hintermeister is a librarian and archivist with a background in public, academic, and culinary libraries.She has an MA in history and MLIS from Simmons College where she focused her studies on the role of libraries and archives in the cultural preservation of the U.S.-Mexican border. Additionally, she holds a BA in Ethnic Studies from Brown University.  Her research is greatly influenced by her hometown of Laredo, TX which has led her to work in serving immigrants and underrepresented communities. Her current work involves exploring cultural identity through oral history in her project, Third Culture. You can find Araceli on Instagram. 

Poeta Rebelde: A Guest Post by Author Guadalupe Garcia McCall

 

By Guadalupe Garcia McCall

Poetry is where I live. It is where I go when I am most wounded. Poetry is the place I hide when I am most vulnerable, but it is also the cloak I wrap around myself when I know I have to speak up because I have something important to say. Poetry gives voice to my fears. It allows me to express my concerns with bold and powerful words. I can say more with one line of poetry than I can with a paragraph because poetry lets me cut to the core.

Shame the Stars CoverPoetry is my corazón, my coraje, my fuerza. So it came as no surprise to me that when the child of my heart, my beloved Joaquín del Toro, the embodiment of the men in my life, my courageous father, my brave husband, and my own three daring sons, first spoke to me, he spoke to me in verse.

The night I read Dr. Benjamin Johnson’s book, Revolution in Texas, I heard Joaquín’s voice for the first time. The first poem I wrote that night, among many others, was “Tejano,” which is the poem that opens my third novel, Shame the Stars. It is a poem that speaks to the anger and frustration the people of south Texas must have felt as they watched their families and friends being subjugated, suppressed, and supplanted.

It also came as no surprise to me when the first draft of the original manuscript developed in verse. Poetry was the best way I could express myself as I tried to tell the story of Joaquín and Dulceña. It was the only way I could deal with the atrocities committed against our community the summer of 1915, when Texas lawmen declared war against Mexicans and Tejanos, summarily rounding up, lynching, and fusillading them without the benefit of legal proceedings, a dark time that is now referred to as La Matanza (The Slaughter).

As I did more research, the things I learned helped expand and shape the storyline. My editor at Tu Books, Stacy Whitman, believed Joaquín’s voice was trying to break free of the constraints of the formatting. She was right about that. Poetry had created what my esteemed MFA professor at UTEP, Sasha Pimentel, calls “a very tight corset,” which I think is appropriate for a reimagining of Romeo and Juliet, but which I have to admit, had become too restrictive for the novel.

As I revised Shame the Stars and Joaquín got wiser, as he became more outspoken, I had to cut him loose. Over a long period of months, I rewrote the entire novel-in-verse, turning the main narrative into prose. I let Joaquín breathe by allowing him access to the rest of the page. However, I just couldn’t let his poetic heart go unheard. So I left Joaquín’s most passionate poems intact and even created new, more rebellious poems to express his pain, his sorrow, his heartbreak.

I hope Joaquín’s poems live on for many years to come. I hope they enlighten, embolden, and emphasize just how important our voices are and let everyone know we must stand up and speak up if we want to be heard.

Poetry can be beautiful. It can be lyrical and magical and romantic, and that’s wonderful, but I hope my fans understand that poetry must also be strong and firm and sturdy if it is to bring us to light and to sight. A poem must have grit; it must push and shove and grind if it is going to propel us to change, to persist, to strive.

 

author2ABOUT THE AUTHOR: Guadalupe Garcia McCall is the author of Under the Mesquite (Lee & Low Books), a novel in verse. Under the Mesquite received the prestigious Pura Belpre Author Award, was a William C. Morris Finalist, received the Lee Bennett Hopkins/International Literacy Promising Poet Award, the Tomas Rivera Children’s Book Award, and was included in Kirkus Review’s Best Teen Books of 2011, among many other accolades. Her second novel, Summer of the Mariposas (Tu Books, an imprint of Lee & Low Books), won a Westchester Young Adult Fiction award, was a finalist for the Andre Norton Award for Young Adult Science Fiction and Fantasy, was included in the 2013 Amelia Bloomer Project List, the Texas Lone Star Reading List, and the 2012 School Library Journal’s Best Books of the Year. Her poems for children have appeared in The Poetry Friday Anthology, The Poetry Friday Anthology for Middle School, and The Poetry Friday Anthology for Science. Ms. Garcia McCall was born in Piedras Negras, Coahuila, Mexico. She immigrated with her family to the United States when she was six years old and grew up in Eagle Pass, Texas (the setting of both her novels and most of her poems). She is currently a high school English teacher in San Antonio.

Book Review: Even if the Sky Falls by Mia García

 

Review by Troi Genders

24218983DESCRIPTION FROM THE PUBLISHER: One midsummer night. Two strangers. Three rules: No real names. No baggage. No phones. A whirlwind twenty-four-hour romance about discovering what it means to feel alive in the face of one of life’s greatest dangers: love.

Who would you be if you had one night to be anyone you want?

Volunteering in New Orleans was supposed to be a change, an escape from the total mess Julie left at home and from her brother’s losing battle with PTSD. But building houses surrounded by her super-clingy team leader and her way-too-chipper companions has Julie feeling more trapped than ever. And she’s had enough.

In a moment of daring, Julie runs away, straight into the glitter, costumes, and chaos of the Mid-Summer Mardi Gras parade—and instantly connects with Miles, an utterly irresistible musician with a captivating smile and a complicated story of his own. And for once, Julie isn’t looking back. Together Julie and Miles decide to forget their problems and live this one night in the here and now. Wandering the night, they dance on roofs, indulge in beignets, share secrets and ghost stories under the stars, and fall in love. But when a Category Two hurricane changes course and heads straight for NOLA, their adventure takes an unexpected turn. And, suddenly, pretending everything is fine is no longer an option.

MY TWO CENTS: Mia García’s debut novel, Even if the Sky Falls is a colorful, emotional book that grabbed me from the first page. Set in New Orleans, the reader feels transported to the French Quarter and Jackson Square as you follow Julie and Miles on their night of throwing caution to the wind. Both characters have intriguing backstories that I wanted more of. I found myself caring not only for Julie but also for her brother Adam, who you learn more about through the course of the novel. Miles seemed at first to be a Don Juan–slick, handsome, and a massive flirt, but throughout the novel, you discover he is much more complex.

Julie is a 16-year-old Puerto Rican girl who travels to New Orleans as part of a youth group trip to rebuild homes in New Orleans. She is doing so to get away from her family issues at home; her brother Adam recently returned from a tour of service and is not quite the same person he was before he left. While rebuilding homes, she sees a van filled with loud, happy people and decides that she is going to leave “Old Julie” behind and explore the city. She finds herself in the middle of Mid-Summer Mardi Gras, where she meets Miles, who is part of the Mid-Summer Boys band, whose music keeps Julie captivated. A New Orleans native, Miles knows the city and its history, so throughout the night, he shows Julie, who he calls Sunshine or Lila, the ins and outs of the “real” New Orleans. They agree to leave all baggage behind, just for one night. What they do not realize, however, is that they are about to fall hard for each other, and their pasts refuse to stay in the past. They also do not realize that a massive storm is heading straight their way, and it will change both of their lives. Both Julie and Miles have issues that they try to suppress, but it is not until the storm is upon them that they finally face what they have been running from.

In the beginning, I thought the storm was cliché, but it matches the character’s developments, especially with Julie and her refusal to share secrets about her past until they fully consume her. There are some religious aspects, mostly with her Abuela Julia, but it did not feel like García was beating me over the head with a Bible. It was also refreshing to have a Puerto Rican character whose heritage is referred to but not the central issue. At several points of the novel, Julie goes back to a time when she was in Puerto Rico on a trip or how her Abuela Julia helped to shape her into the person she is. I was gripping the book as I tried to figure out what the big moments were that both characters were running from, but García did not give them up easily. The big moment for each character hit me like a punch to the gut and made the characters more believable. Overall, the novel has a simple story structure: girl is unhappy with life, girl decides to be reckless, girl meets boy, they fall in love. But, García has given these characters so much depth and so much at stake that it is hard not to feel for them and want to cheer them on as they navigate both New Orleans during a storm and their pasts.

OTHER REVIEW QUOTES:

From School Library Journal: “The plot itself unravels like a hurricane, building and surging along with the storm. The story plateaus and tensions relax during the eye of the storm, but as quickly as the storm returns, so does the building action, which rages on until the final page.”

From Kirkus: “The author’s rich descriptions of New Orleans make the vibrant city come alive, from the music and ghost stories to the vampire lore and delicious beignets…A compelling 24-hour romance that’s as charged as its New Orleans setting.”

From Booklist: “García’s debut is a wrenching, high-stakes exploration of self-discovery. Readers of GayleForman, Sarah Dessen, and E. Lockhart will find themselves engaged by Julie’s quest.”

TEACHING TIPS: I would be somewhat hesitant to teach this in a class, only for some language usage, but I would definitely keep it in a classroom library so that students could check it out! If someone wanted to teach this book, I would definitely front load it with some information about New Orleans, its history, culture, and weather. It is key for the reader to understand the impact of Hurricane Katrina on this city. I was young when Katrina happened, but I know the repercussions are still felt on the city today. Also, I think it would be helpful for students to learn about what happens to soldiers after they come home from war, so they can better connect and sympathize with Adam.

FOR MORE INFORMATION about Even if the Sky Falls, check your local public library, your local bookstore or IndieBound. Also, check out GoodreadsAmazon, and Barnes & Noble.

For a guest post from the author, about the fear and stress of writing about her culture, click here.



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ABOUT THE AUTHOR
: Mia García was born and raised in San Juan, Puerto Rico. She moved to New York, where she studied creative writing at the New School, worked in publishing, and now lives under a pile of to-be-read books. She’s a giant geek with comic book and archery addictions. Even if the Sky Falls is her debut novel. Her second novel, The Year of Everything, is expected to release in winter 2018. You can find her at www.mgarciabooks.com @MGarciaWrites on Twitter and Instagram, as well as on Tumblr at MGarciawrites.tumblr.com.

 

 

 

 

 

12119166_10204875618714252_5373585124158767944_nABOUT THE REVIEWER: Troi Genders is a senior at Ball State University studying Secondary English Education. Troi is a self-proclaimed cat-mom, YA and Contemporary enthusiast, and lifelong learner. You can reach her via email at tlgenders@bsu.edu or on twitter at @MissGendersBSU.

 

Book Review: When the Moon Was Ours by Anna-Marie McLemore

 

28220826Reviewed by Elena Foulis

DESCRIPTION OF THE BOOK: To everyone who knows them, best friends Miel and Sam are as strange as they are inseparable. Roses grow out of Miel’s wrist, and rumors say that she spilled out of a water tower when she was five. Sam is known for the moons he paints and hangs in the trees, and for how little anyone knows about his life before he and his mother moved to town. But as odd as everyone considers Miel and Sam, even they stay away from the Bonner girls, four beautiful sisters rumored to be witches. Now they want the roses that grow from Miel’s skin, convinced that their scent can make anyone fall in love. And they’re willing to use every secret Miel has fought to protect to make sure she gives them up.

MY TWO CENTS: When the Moon Was Ours, captures a beautiful love story full of colors, scents, musical prose, and magical realism. Miel and Samir are peculiar children; Miel grows roses from her wrists and Sam paints moons and hangs them in trees around town. Anna-Marie McLemore’s rich narrative walks us through the lives of Miel and Sam, two teenagers with complicated histories. Miel’s fear of water, ghosts, pumpkins, and tormented memories of her mother, are intensified when the town’s rusted water tower falls and water rushes out over the fields and her. It is at this moment that she appears in the town, at the age of five, alone, in a thin nightgown, and bathed in rusted water.  No one knows her or approaches her, except for Moon (Sam), who talks to her and covers her with his jacket. Miel goes home with Sam, but Aracely, the town’s curandera, offers to bring her home and look after her.

This town, like the novel, is full of mystery. There are four beautiful sisters, known as the Bonner sisters, who are thought to be witches. They usually get people to do what they want, and get boys to fall in love with them. They seemingly accept and care for Miel, but are manipulative and cruel to her when they think her flowers can help them get their powers back. The Bonner sisters are not free from gossip, envy, unexpected pregnancies, and secret sexual desires. The readers slowly begin to discover that what makes everyone mysterious—aside  from the growing roses from Miel’s skin—is the world of secrets, half-truths, and distorted memories that each character holds. Hanging throughout the novel is the theme of gender fluidity. The story follows the blooming romance between Miel and Sam, who seem to tend to each other’s pains, desires, and bodily discoveries of unexpected peculiarities. Both Miel and Sam are foreign to the town, but it is Sam who is sometimes the target of discrimination because of the color of his skin and feminine features. Sam tells Miel the story his mother told him about bacha posh, a cultural practice in which families with no sons, dress a daughter as a son, and as an adult, the daughter returns to live as woman. Eventually, we discover how this tradition has impacted Sam’s life. Similarly, we learn about the connection between Sam’s life and Aracely, the town’s healer.

It is clear that the Bonner sisters are white, Miel is Latina, and Sam is Italian-Pakistani, and, although minimal, we can see how they experience life in this town. Las gringas bonitas, as Miel refers to them, are privileged and powerful, while Sam works the Bonner family’s fields. The theme of racial experiences or discrimination is not central to the novel, but it does point us to different lived experiences.

In the end, the novel is about acceptance and love. It is also about the complexity and danger of strict gender roles, and the freedom to live outside of that. For Sam, his assigned name and gender at birth did not match who he had become. The man he had become is the man who Miel loved. It is important to note the author’s personal story at the end of the book. Although she tells us at the beginning that this is a work of fiction, in the end, she explains her personal connection to Miel and Sam’s story. The author grew up listening to La Llorona stories, the weeping woman who, the legend tells, tried to drown her children by the river, and later learned about the story of the bacha posh, a cultural practice in Afghanistan and Pakistan. She also tells us about her marriage to a transgender male.

TEACHING TIPS: Teaching this novel opens up the opportunity to research different legends, traditions, and cultural practices in relation to gender plurality and sexuality. For example, recent stories from India and Mexico about cultures that have embraced a third gender have come to light.  The author’s page offers several links on interviews, music, and essays written about transgender awareness. As a pre-reading activity, teachers can also hold discussions about legends like La Llorona, children’s folk ghost stories, and the differences and similarities between curanderos/healers and witches. Further research into McLemore’s use of colors, scents, and other sensory descriptions can open up discussions about culture, mood, place, and magical realism.

Anna-Marie McLemoreABOUT THE AUTHOR: Anna-Marie McLemore was born in the foothills of the San Gabriel Mountains, raised in the same town as the world’s largest wisteria vine, and taught by her family to hear la llorona in the Santa Ana winds. She is a Lambda Literary Fellow, and her work has been featured by The Portland Review, Camara Oscura, and the Huntington—USC Institute on California and the West. Her debut novel The Weight of Feathers was a Junior Library Guild Selection, a YALSA Best Fiction for Young Adults book, and a William C. Morris YA Debut Award Finalist. When the Moon Was Ours is her second novel. 

 

 

 

headshot2016ABOUT THE REVIEWER: Elena Foulis has a Ph.D. in Comparative Literature and Cultural Studies from the University of Arkansas. Her research and teaching interests include U.S. Latina/o literature, and Digital Oral History. She is currently working on a digital oral history collection about Latin@s in Ohio, which has been published as an eBook titled, Latin@ Stories Across Ohio. She currently lives in Cleveland, Ohio.