A diligently researched and moving yet disjointed story of young refugees and their guardians.
A chronicle of one academic year at Sullivan High School in Chicago, where refugee teens from all over the world struggle to acclimate to the U.S. while processing personal and inherited trauma.
Throughout the book, Fishman, a journalism professor and award-winning former senior staff editor and writer for Chicago magazine, delivers sharp individual portraits: Mariah, a sophomore from Basra, Iraq, who transferred to Sullivan from another school, struggles with her deteriorating relationship with her sister, who moved to Atlanta to get married at 17. Belenge, a Congolese teen who was born in a refugee camp in Tanzania, struggles with secondhand trauma after his close friend was shot during a possible gang recruitment exercise. Shahina copes with the stress of fleeing a marriage arranged by her Burmese parents, leaving the family $2,000 in debt to the fiance she refuses to wed. Other teens battle court cases to determine their petitions for asylum and endure persistent xenophobia and racism. Through it all, Sarah Quintenz, the beleaguered director of Sullivan’s recently created Newcomer Center, and Chad Adams and Matt Fasana, the school’s principal and assistant principal, watch over the students, working diligently to help them overcome their challenges through one-on-one interventions and by exposing them to American traditions like Thanksgiving and Halloween. The book is well researched and compassionate, particularly regarding the embattled educators at Sullivan, who often seem as traumatized as their students. Although Fishman is a sympathetic narrator, the emphasis is on struggle and tribulation rather than on the strength of character that her subjects exhibit and their occasional moments of levity and triumph. Additionally, many of them disappear for chapters at a time, leaving large gaps that detract from the narrative cohesion (the list of characters at the beginning helps somewhat). The strength of the book lies at the level of each individual student and educator.
A diligently researched and moving yet disjointed story of young refugees and their guardians.Pub Date: Aug. 10, 2021
ISBN: 978-1-62097-508-4
Page Count: 288
Publisher: The New Press
Review Posted Online: June 28, 2021
Kirkus Reviews Issue: July 15, 2021
American schools at every level, from kindergarten to postgraduate programs, have substituted ideological indoctrination for education, charges conservative think-tanker Sowell (Senior Fellow/Hoover Institution; Preferential Polices, 1990, etc.) in this aggressive attack on the contemporary educational establishment. Sowell's quarrel with "values clarification" programs (like sex education, death-sensitizing, and antiwar "brainwashing") isn't that he disagrees with their positions but, rather, that they divert time and resources from the kind of training in intellectual analysis that makes students capable of reasoning for themselves. Contending that the values clarification programs inspired by his archvillain, psychotherapist Carl Rogers, actually inculcate values confusion, Sowell argues that the universal demand for relevance and sensitivity to the whole student has led public schools to abdicate their responsibility to such educational ideals as experience and maturity. On the subject of higher education, Sowell moves to more familiar ground, ascribing the declining quality of classroom instruction to the insatiable appetite of tangentially related research budgets and bloated athletic programs (to which an entire chapter, largely irrelevant to the book's broader argument, is devoted). The evidence offered for these propositions isn't likely to change many minds, since it's so inveterately anecdotal (for example, a call for more stringent curriculum requirements is bolstered by the news that Brooke Shields graduated from Princeton without taking any courses in economics, math, biology, chemistry, history, sociology, or government) and injudiciously applied (Sowell's dismissal of student evaluations as responsible data in judging a professor's classroom performance immediately follows his use of comments from student evaluations to document the general inadequacy of college teaching). All in all, the details of Sowell's indictment—that not only can't Johnny think, but "Johnny doesn't know what thinking is"—are more entertaining than persuasive or new.
Pub Date: Jan. 4, 1993
ISBN: 0-02-930330-3
Page Count: 400
Publisher: Free Press
Review Posted Online: May 19, 2010
Kirkus Reviews Issue: Nov. 1, 1992
BOOK REVIEW
BOOK REVIEW
BOOK REVIEW
The sub-title of this book is "Reflections on Education with Special Reference to the Teaching of English in the Upper Forms of Schools." But one finds in it little about education, and less about the teaching of English. Nor is this volume a defense of the Christian faith similar to other books from the pen of C. S. Lewis. The three lectures comprising the book are rather rambling talks about life and literature and philosophy. Those who have come to expect from Lewis penetrating satire and a subtle sense of humor, used to buttress a real Christian faith, will be disappointed.
Pub Date: April 8, 1947
ISBN: 1609421477
Page Count: -
Publisher: Macmillan
Review Posted Online: Oct. 17, 2011
Kirkus Reviews Issue: April 1, 1947
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