Reflection: Windows, MIrrors, and Sliding Glass Doors
Windows Mirrors
Little This book offered me a few
into a world that I was very
boys
unfamiliar with. I spent the first
come several chapters trying to
from the figure out the setting - what
stars country was this? What year?
What is going on with their
politics? It was so
uncomfortable for me to
continue reading without the
answers to these questions;
however, I soon realized that
the exact specifics were not
vital for me to understand the
story. I was able to estimate
the timeframe and infer
information about the country
(in Africa, it had been
colonized by the French and/or
other white countries and had
been experiencing political
turmoil for several generations,
as Grandfather had clearly
been affected as a younger
man).
To be quite honest, I don’t
know much about African
history. This book was a
window to another world to me
in that it showed me what life
may be like for someone in
Africa during the shifts that
come through political
revolution. I imagine most
American students do not
know much about imperialism
and what it is like for those
who are affected by it directly.
By seeing it all through the
eyes of a native boy, one is
able to see what every day life
and experiences would be like
(which is much different than
only seeing the story from the
eyes of American historians!)
The By looking into the lives of so
many of Esperanza’s
House on
neighbors, I was able to
Mango experience many “window”
Street moments. Hearing glimpses of
so many lives - the woman
who is trapped like Rapunzel
Sliding Glass Doors
At first, it was difficult for me to
see myself in this book - the
main character is male and of
a different culture than I am.
Even more than these
differences on paper, I was
usually considered a “good
kid,” not a troublemaker like
Michel. I’m also the eldest
child, not the youngest.
Through his stories and
memories, however, I was able
to see the similarities that exist
between him and I, other
characters and those I know,
and his world and my own.
Reading the story through his
young, innocent eyes
reminded me of experiences I
had as a child that I didn’t fully
understand. As I saw him
misunderstand the situation
with Uncle and Auntie Lolo, I
couldn’t help but laugh
knowing that that is certainly
an experience that transcends
culture and gender. I, too, had
been sworn to secrecy by
another after witnessing
something I didn’t really
understand (though it was not
as severe as what he
experienced!)
I was able to relate to the
intense, teenage “love” he has
for Aledia; the intensity of
crushes and the feeling of
desperation when you cannot
be with the one you love was
so relatable. I laughed out loud
when he said he would kill her
father for sending her away,
because I remember what it
feels like to feel so deeply and
have such knee-jerk reactions.
I instantly saw myself in so
many of Sandra Cisneros’
stories. Like Esperanza, I
never had a house to call my
own growing up. For years, I
shared my room with my sister
and dreamed of having my
Since I have so many
differences with Michel, this
book offered me many
opportunities to step into the
shoes of someone different
from me and experience what it
may be like to be them.
My heart broke when Aledia’s
father kicked out Michel due to
the color of his skin and his
interaction with his daughter. I
have, thankfully, never been
the recipient of such blatant
racism. I’ve never experienced
being kicked out of a store for
talking to someone with whiter
skin than me. I felt sick to my
stomach and truly felt for
Michel; when Aledia was sent
away, I could truly feel her
father’s hatred. It was terrifying.
Another big moment where I
could step in and really feel
Michel’s world was when his
father was arrested and the
town protest began. Although I
have been to a protest before, I
have not been to one where
police became violent against
the crowds. I’ve seen it in video
a lot lately and have heard
stories from people who were
present; however, having spent
so much time with Michel
through his stories as he grew
up, and feeling like I knew his
father and mother and those
involved - it was so powerful
seeing the protest form, seeing
Michel’s mom through a new
lens - angry, powerful, a fighter.
It was a moment were I truly
felt like I was there with them
experiencing something
terrifying, urgent, important.
This book was special because
it allows the reader to step
through the sliding glass door
into the lives of so many
different characters as
Esperanza gives us a snapshot
of different lives. Although they
 by an abusive husband who
simply wants the
neighborhood kids to bring her
back a fruity drink, the girl who
is abused by her father and
seeks comfort or acceptance,
perhaps, in the arms of the
neighborhood boys, the cousin
who steals a car for a joy ride,
and so many other stories
woven into Esperanza’s life.
For students, I can imagine
that there are some windows
they can all experience:
Wealthy or middle class
students can see a glimpse of
a different neighborhood.
Students from loving families
can see a glimpse of coming
from a “dysfunctional” home.
Boys can see a glimpse of
what it’s like to be a girl (and
maybe gain some
understanding or make some
connections!) Students from
different cultures can see a
glimpse of a Mexican girl and
her family in an American
neighborhood.
own space, picking my own are short stories, they are
furniture, and decorating a powerful and make the reader
whole home the way I wanted relate, feel the fear, feel the joy,
to. I see myself represented feel the thrill of each character.
when Esperanza wishes to be
seen as beautiful - but decides
against it after being harassed
by men on the street. I, too,
have looked at other girls, like
Sally, who are beautiful and
wanted - I’ve wondered when
my mom would let me wear
something like that, or buy me
una mini-falda (shorter skirt),
and so many other small
moments held within this story.
I see my father in the story
about Esperanza’s papa, who
wakes up when it’s still dark
and goes to work for his family.
For years, my father worked
long hours so my mother could
stay home with my sister and I.
How beautiful to see a father
like mine in this light; someone
appreciating their hard work,
their love, and their dedication.
I, too, was told by my father
about my abuelito’s passing
one night as a young teen; I,
too, was shocked at my father
in such a vulnerable state.

I see my mother in
Esperanza’s mom, who didn’t
go to school beyond 9th grade
(mine only went to 6th), but is
talented and wise beyond her
education.

I see myself in the joy of

having a loving family, despite
not having money - seeing the
stories of others in the same
neighborhood without that
same love was so humbling.

The Wall: A window for students who are
used to being around those
A
who look like them and may
Timeless not see the value in those who
Tale are different. Many students
do not have a lot of experience
with those who are different
from them and their families; it
also provides a visual of how
much “better” and prettier the
world looks when it’s not all
just the same.
Given all of the talk about a
“wall” in politics lately (this is
rhetoric I’ve heard many of my
students mention), this book
can definitely be seen as a
mirror to our own society. I
imagine the idea of wanting all
those who were sent away
beyond the wall will resonate
with many students,
particularly those who have
family members across the
“The Wall” offers a step
through to a world where a wall
is truly built; how long would it
take for us to want people to
return? There are many
immigrants who work with our
food, for example - how would
the disruption in food
processing be handled? This
book lets us step into a world
where this happens (and the
people who’d been sent away
 border or across the sea. are instantly wanted back!)

Just A glimpse into a different type
of diversity - children who are
Ask!:
blind, need insulin, use a
Be wheelchair, and have various
Different, other needs are given the
Be Brave, spotlight. For most students,
most of these scenarios will be
Be You a window - they may not know
anyone with those needs.
The children in the book were
depicted with various skin
tones, hair styles , etc. which
helps it be a mirror for many
students - not only those with
some type of medical need,
but also for those who may be
friends with them or support
them in some way. I can only
imagine how important a book
like this would be for students
who are rarely represented in
books or in media.
Children can step into the
shoes and understand a bit
more about students with
different medical conditions. To
be able to learn about what
their lives are like when adults
may tell them it’s “rude to ask”
helps students to understand
instead of shun those who are
different. I love that the book
says to ask nicely - though to
be understanding as not
everyone would like to talk
about it.

A question that was posed to me asked me to consider how I can provide my students with
more than a “single story” in the future. This is something I’ve been considering as I begin
planning for the new school year. My school has a set curriculum (National Geographic) and I
am required to use the stories in our anthology. I did not use the curriculum last year due to my
position as a strategist; however, I did help teachers in grades 3-5 with their literacy needs and
while working with them, I saw stories about a Chinese-American, a hispanic neighborhood in a
big city, a little girl living in Africa, and a girl who was faced with bullying due to her hijab. I think
this shows EXCELLENT progress in our curriculum! What I would like to do in the following
school year is supplement the stories within the anthology with others that either have similar
themes or show a different story about a given culture. I can use these additional stories during
small group instruction or independent practice. This way, students can compare stories, make
connections, and see mirrors and windows through a variety of pieces of literature. I am
beginning to look ahead to see what cultures are represented and what additional pieces of
literature I can add to my classroom library to supplement these stories.

Self Interview

How can I better understand and be involved in the community of my students? What different
groups belong to the community and how are they interlaced?
Like the majority of my students, I am hispanic and I grew up in a lower middle class
family. I am now beginning to realize that perhaps I’ve been making some big
assumptions and oversimplifying the community by assuming that I somehow have a
 deeper understanding of the community than some of my coworkers. While reading the
novel “Everyday,” I kept thinking about how every person lives such a unique life,
internally and externally. Even those who live in the same neighborhood (or the same
home) have such different experiences. In order to better understand by students, I must
get to know the communities they belong to beyond just the broad, obvious community
demographics. I’ve had students who are Jehovah’s Witnesses, who are refugees, who
are so many things other than their race or living area. I must begin understanding those
other aspects of their life and being more encompassing when thinking about what
makes a community, well, a community.

What social justice issues are important to my students and how can I help students become
more active and engage in activities related to social change?
In “Wishtree,” there is a community effort (led by Samar’s neighbor, who she befriends
with the help of Red) to express acceptance of a new, Muslim family into the
neighborhood. I would love to help my students engage in activities that actively change
the world around them. There are several books (for example, Water for Sudan in the
video has inspired students across the globe to help raise money to address lack of
water in communities, Wonder addresses bullying, etc.) that can draw students in,
encourage empathy towards a group or issue, and allow students the opportunity to get
involved. With the possible restrictions in place this coming year and the political turmoil
of our nation, I worry about the possibility of many of these activities; however, I am
beginning the process of finding books that address issues appropriate for 4th grade that
we can read aloud together and then decide on a project to address the issue at hand.
I’ve considered using the book Wishtree at the beginning of the year as a way to
introduce the idea to students.

Book Reviews

Little boys come from the stars

By Emmanuel Dongala
In many ways a coming-of-age tale that deals with typical coming-of-age themes, Little boys
come from the stars has a narrator you may not be familiar with. In fact, the narrator does not
mention their name or country of origin for several chapters. Still, the voice (which gets older
throughout the course of the novel) is a strangely familiar one to most. Setting issues about
family, belonging, love, and loss amidst the turmoil of political revolution in Africa, this novel
manages to bridge the gap between cultures and show a side of imperialism we do not often
see in the U.S. This story became easier to relate to as I began to understand the culture,
political climate, and societal expectations through the eyes of the narrator. It offered a
wonderful window through which I could view a life that is so different (yet, occasionally so
similar) from my own. It is a book that I believe could offer students in the United States a
greater understanding of life in Africa - there are so many similarities we can draw, from religion
to family expectations and roles. If I were to use this book with students, I would ask them to
focus on making connections - connections to their own lives, the world around them (news, for
example), and to other texts they’ve read.

The House on Mango Street

By Sandra Cisneros
This book rings near and dear to my heart. A series of short stories by Sandra Cisneros (who
also writes lovely adult fiction!), this semi-autobiographical book is a series of snapshots
reflecting upon the life of Esperanza, a young hispanic girl growing up in a little house in a
struggling neighborhood. Cisneros paints lovely portraits of the many inhabitants of this
neighborhood. Through these short stories, the reader can see the joy, struggle, and hope in the
many lives that fill Mango Street. The book deals will some difficult topics, including poverty,
toxic relationships, domestic abuse, and crime. The book can be read in its entirety or certain
stories can be selected in isolation, depending upon the age group of the students or the goal of
the lesson. As a teacher in a lower socio-economic neighborhood that is predominantly
hispanic, I believe this book would be a high-interest piece for my students. Since the short
stories can be read in isolation and allow plenty of space for students to draw inferences of their
own, I believe they could be very engaging and create meaningful discussions. I would also
encourage students to create snapshot stories of their own lives as an extension to the
readings.

The Wall: A Timeless Tale

By Giancarlo Macri et al
In a simplistic, colorful artistic style, The Wall: A Timeless Tale tells the story of a king who does
not want people who do not look like him to be in his kingdom. He banishes those who are
different (represented by all different colors in the illustrations) to go away. He requests a wall to
be built to keep them away. The wall, which exists within the physical book as a pop up, then
separates the kingdom (now no longer colorful and vibrant) from all of the other people. As
needs arise, however, the king’s assistant informs him that certain members of the population
who normally took care of those tasks have been banished, so there is no one to complete the
task. One by one, the king requests that each group be brought back to the kingdom. Soon, the
entire kingdom is back - beautiful, colorful, and vibrant - and the king is content because he
feels it was all his idea. The book is comical and can be construed as almost satirical as an
adult. For students who no doubt have heard about “the wall” in the United States, the book
provides a look at how bland and empty a society would be if all who are “different” were sent
away. Furthermore, the physical barrier in pop-up form was a creative use of the pages and
really helped show the divide between those the king accepted into his kingdom and those who
were left on the other side. I enjoyed the simplicity of the story and the powerful message it
provides. Students could certainly use it as a place to start discussion the importance of
different jobs and different roles within a community (there are several standards in the
elementary grades that ask students to learn about their neighborhood and local communities).

Just Ask!: Be Different, Be Brave, Be You

By Sonia Sotomayor
The central message of this book is to ask (politely) to better understand - rather than ignore -
the differences between yourself and others. If you’d like to understand better - just ask! One
detail I loved was that the book, early on, casually mentions that not all people will want to talk
about all things, and that’s okay. What a great message for children (and everyone, really). The
book profiles various children of different skin tones, with various hair styles, and various
medical needs or abilities. Over the course of the book, all of the children are working together
in a garden in whatever way they are able to do so. The garden is used as a metaphor to show
that “each of us grows in our own way.” It also challenges readers to use their own powers
(having referred to everyone’s differences as powers over the course of the pages prior) for
good. Many students have never seen themselves represented in this way in a book - there are
children with autism, ADHD, diabetes, and so many other differences included. I can only
imagine how meaningful it would be for students to see themselves, their siblings, their friends
or classmates represented in this way. The book also provides some details about each of these
differences and how one can make each child feel more comfortable or better understand their
needs. This book is a great step towards more representation and educating children about
differences that many adults may struggle explaining in child-friendly terms.

Every Day
By David Levithan
What would it be like to wake up in a different body, to live a different life each and every day?
For the protagonist of Every Day, this is a reality. A being (known only as “A”) wakes up in a
different body every day without any reason or prerogative; this has simply been the way it’s
always been for A. One day, however, A meets a girl who changes their view on this temporary
life and makes A long for something more permanent. A is also in danger after a startling
discovery following an interesting night in one of the bodies they inhabit. This book is a touching
look at one extraordinary being as well as an eye-opening glimpse into many other lives. It
explores what makes us unique and what is universal among us. The book explores different
family dynamics, mental illness, and a variety of other topics in a very personal way, truly
allowing readers a window into a day in the life of another. This book relies on a lot of
descriptive language, which would be a good standards-based focus for students. It also allows
for discussion (or perhaps persuasive writing) as students form opinions about A’s role and what
A should do at the end of the novel.

Wishtree
By Katherine Applegate
Suitable for middle-grade students, Wishtree is a lovely story through the point of view of an old
tree named Red. Red has been standing in the same location for so many years, watching
family after family inhabit the same home he stands before. He knows the history of the
neighborhood and holds many secrets - as it is an unspoken rule that trees (and animals, for
that matter) should not talk to humans. After a particularly shocking discovery, however, Red
decides to attempt to alter the life of one neighborhood girl whose family has faced some trouble
in the neighborhood. This book has themes of friendship, empathy, and taking action to correct
injustice. I would imagine middle-grade students could be drawn to a service project in their
community and discuss prejudice and discrimination with teacehr guidance after reading this
novel. It is a wonderfully interesting story due to the unique narrative style and the way it
manages to capture the imagination of the reader; it was an enjoyable novel with a message
that brings emphasis to the struggle of certain groups in our communities and the power to bring
change with even the smallest of actions.

IntersectionAllies: We Make Room for All

Johnson et al.
This picture book begins with an introduction that emphasizes the importance of respecting all
people and taking into consideration that we all have our own values and issues that often
intersect. It mentions the idea of “making room” for everyone rather than simply “tolerating” them
- we must take positive action to ensure there is space for all! The book goes on to introduce
various people that identify as many different races, practice different religions, are of different
genders, have different citizenship status, participate in different movements, and the list goes
on. There are so many different people represented in the background of the photos as well. I
took note of various people of color in the illustration, including an office manager on the page
about a Korean immigrant who translates for their mother. On the first page, there is a bathroom
in the background with a sign for either gender. One girl, Nia, is attending a protest with so
many signs included - BLM, trans rights, love wins - so many messages from so many
movements. While some of the details pertain to the main character of the page, many of them
go unmentioned; I believe this is done intentionally to show readers that these things are, really,
“normal.” We should not be so shocked to see people who are different from us in some ways.
The inclusion of a Native American child, a refugee, and other minorities that are rarely
represented was wonderful. On a personal note, it was nice to see a hispanic girl working at the
fruit stand with her mother calling herself an entrepreneur and being proud of their work. This
book has much to teach readers and could be a useful tool in any inclusionary curriculum.

Last Stop on Market Street

By Matt De la Peña
This picture book has a simple premise that stirs up some big feelings. A young boy, CJ, is
riding the bus across town with his Nana. There is a big mix of people riding the bus - a
businessman in a suit, a man covered in tattoos, an older woman, and many others. CJ doesn’t
seem to like much of what he has to do. He continually asks Nana why they can’t ride in a car
like other families, why they can’t buy new things like his friends, and a myriad of similar
questions along their journey. Still, Nana remains positive and finds a reason for everything - for
example, why take a car when you can meet so many new people riding the bus? In the end, CJ
and Nana arrive at their destination - a soup kitchen that is represented with a mix of people
dining (various ages, races, genders, and abilities). The simple premise of the book, to me, went
hand in hand with Nana’s vision of their life. Her perspective, seeing the beauty in these
ordinary interactions, gave me joy. How many things do we rush through in life? How many
things do we take for granted? Not Nana - she was able to take her time and enjoy her
commute, enjoy walking with her grandson, and truly made her situation one that is full of
beauty and little pleasures. I believe students of all socio-economic backgrounds could learn
something from CJ and Nana. I’d love to see students write about their own days in the way
Nana might see them. What beauty can they find?

A Stone for Sascha

By Aaron Becker
A Stone for Sascha is a wordless book with ample room for interpretation. It follows the story of
a young girl, Sascha, whose beloved dog passes away. Afterwards, her family packs up to go
on vacation, but Sascha is too sad to participate in the fun activities. She walks away to the
edge of the ocean and picks up stones to toss. One stone, in particular, is shiny. The book then
travels back in time to show the potential history of this stone - from the beginning of the earth,
through ancient times, to the present day - this stone has been through a lot! The images are
beautifully illustrated, allow plenty of room for interpretation and thinking about historical
implications, and can be construed in almost comical ways on occasion. All of this history is now
in Sascha’s palm and lends itself to some thought-provoking questions about how all of this
relates to Sascha’s loss (here, I think students can have a lot of different perspectives
depending on their experience with loss). The book does have an African-American family at its
center and it includes a variety of cultures throughout its pages as it moves through history,
showing how we are all interconnected in the grand scheme of things. The way these cultures
are all included and mixed together through time is beautiful in that it does not need to be
explained by words. I do not have a lot of experience with wordless books, and this one
certainly got me thinking. Students could certainly use their critical thinking skills to explain their
interpretation of the images to one another or engage in shared writing as they attempt to
caption the illustration or create a narrative that shows the central theme of the book.

Where am I wearing?
By Kelsey Timmerman
Have you ever stopped to take a look at the tag on your clothing that says where it was made?
Most of us have noticed it on the tag a few times before, but it’s very likely that you (like me)
have neglected to put much thought to it and it may or may not really affect your decision on
where you’d like to spend your money in the future. In this non-fiction account, Timmerman talks
to workers at factories around the world who create many of the goods we consume in the
United States. It is shocking to see some of the conditions workers endure (they are
occasionally compared to some of the conditions that have caused great tragedies and been
long-banned in the U.S. and other parts of the world). The answer is not as simple as closing
down those factories, though; Timmerman goes on to explain the complex problem of poverty in
countries where this dangerous labor may be seen as a necessity for those who work there.
Although it seems bleak at times, the information is geared towards making the reader an
informed and critical consumer; Timmerman writes, “when in doubt, doubt.” The book does have
some tips to be a better consumer and offers hope in the form of some start up businesses
overseas that consumers can support ethically! As a person who longs to be more ethical in
how I spend my money and what businesses I support, I am well aware of how difficult it seems
(and as much as I would prefer to find an alternative, I must admit that I still use order things
from Amazon - particularly during this Covid 19 crisis - out of convenience). Timmerman
challenges the reader to think critically and offers tools to find alternatives! This book would be
great for teens who may feel more engaged with the topic at hand as they are often consumers
of fast fashion and many brands mentioned in the text.

FINAL REFLECTION:
In selecting this course, it was my hope that I would be given the opportunity to read a
variety of multicultural literature that I could use as inspiration to delve deeper as an educator.
The texts and videos I’ve encountered during the past few weeks have certainly achieved this
goal. The idea of “windows” and “mirrors” has stuck with me throughout every piece of literature
I’ve read and I believe I will continue to use those terms internally as I consider text that I would
like to use with future students. I firmly believe that all students deserve to be exposed to
literature that speaks to them on some level, and aim to explore different styles and types of
writing (including poetry and short stories, which I have used sparingly in the past) that provide
realistic and meaningful portrayals of characters you are diverse.
It has been very meaningful to experience literature, personally, that I may not have
been drawn to as a reader. I was able to switch back and forth between experiencing it as a
learner and as an educator. I found that tracking my thoughts, questions, and reflections as I
read in my chapbook helped me organize my thinking and explore different ideas over the
course of a text (or a phase) when I may have otherwise forgotten about them. As I had these
thoughts surrounding inclusion, intersectionality, and representation in my mind, I couldn’t help
but find related issues all around me - on a facebook post, in an interaction while out on a walk,
while watching the news. Multicultural education is one way that we can make a difference, as
educators, in the future of our world.