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In 2020, Puerta Abierta Atitlan, the school that I adore and founded nearly 15 years ago, welcomed a new student into our program. To respect the privacy of our student, I’ll refer to him as *Lucas*. Lucas transferred to our center as a 4th grader. Prior to his arrival, he had bounced between a few different schools in our community where he struggled to fit in.

Lucas likes sparkles, rainbow sneakers, nail polish, and fashion. In fact, he dreams of designing clothes in the future and, when his mind begins to drift in class, he’s known to be making sketches of run-way ensambles. Lucas accessorizes with hair clips, purple socks and unicorn prints. He also loves to play sports, read books and participate in the school robotics club.

La Puerta Abierta was founded on principles of inclusion and our center is committed to providing EVERY child with a meaningful, quality and loving education. And yet in 2020, I felt challenged with preparing our staff with adequate tools and resources for creating a welcoming environment for Lucas. Our school is located in a rural Mayan village with strong religious and cultural influences. Themes of gender, identity, racism and sexism are just beginning to be acknowledged.

In January of 2021 our school pledged to spend a year exploring themes of gender, identity and inclusion with the intention of nurturing a safe space for children like Lucas. I have discovered that children’s books have been invaluable tools with teachers and students alike, for delving into concepts that are still uncharted in rural communities like Santiago Atitlan, Guatemala.

After talking with many friends, educators, activists and parents, I have compiled a list of my favorite picture books that connect with concepts of gender, identity and inclusion.

1. BOW-WOW-MEOW by Blanca Lacasa and illustrated by Gómez is an exceptional book and has captured my heart. Lacasa introduces us to Fabio, a dog who really doesn’t like dog “things.” He doesn’t play fetch or search for bones. He doesn’t bark or hang his tongue out of his mouth when he is tired. Fabio’s family ALWAYS tries to inspire him TO BE a dog, but he simply doesn’t respond. Late one night, Fabio’s family discovers that he sneaks away from the house every evening TO BE a cat! He loves to climb walls, chase mice, play with yarn, and meow in the moonlight. Above all else, Fabio’s family observes that he is happy.

BOW-WOW-MEOW provokes discussion around inclusion, identity and and acceptance. This book is also available in Spanish as NI GUAU NI MIAU.

2. Award-winning Julián is a Mermaid, written and illustrated by Jessica Love, is a gem of a picture book, a story about Julian and his relationship with his abuela.

Jessica Love inspires the reader to explore the importance of being seen, accepted and loved. This book is also available in Spanish as Sirenas.

3. Daniela the Pirate, written by Susanna Isern and illustrated by Gómez, is a favorite at Puerta Abierta Atitlan amongst both teachers and students! We meet Daniela, a brave, courageous, smart, and capable girl who dreams of becoming a pirate on the legendary ship, the Black Croc. However, Capitan Choppylobe doubts that a girl can pass ALL the pirate tests. Could Capitan Choppylobe be inventing new challenges for Daniela, even more than the tests for boys, when he discovers that she is more than accomplished?

And even when Daniela passes the daring pirate trials, will she be accepted by the crew? Daniela the Pirate encourages discussion about gender roles, stereotypes and identity. This book is also available in Spanish as Daniela Pirata.

4. Me llamo Pecas, written and illustrated by Raquel Díaz Reguera, is near and dear to me. Pecas is the youngest sibling of three. She has an older sister and an older brother, and yet, throughout the entire book, we never learn if Pecas is a boy or a girl. In fact, Pecas inspires the reader to question if there truly are “girl” and “boy” activities, clothes, interests, etc. and if so, why? Me llamo Pecas is a powerful story that can be used to generate conversation around and question societal norms, stereotypes, gender and identity. For the moment, this book is only available in Spanish.

While I have discovered a variety of children’s picture books that explore themes of gender, identity and inclusion, the four stories listed above remain my all time favorites! They are approachable, workable in both Spanish and English, gorgeous in both word and illustration, and above all, impactful for both the child and adult reader. At la Puerta Abierta, these four books have opened conversation for our teachers and students, as we continue to learn how to provide safe spaces for all children, including Lucas.

I send a loud shout out to Nube Ocho, a publishing house that specializes in picture books for children and that is committed to values and diversity. Three of the four books on my list were published by Nube Ocho.

More  now than ever before, I find myself asking, “What can I do to support anti-racism movements and how might I aid in bringing about social change?”

I consider myself to be open-minded, empathetic, kind and just.   My first car, a 1985 maroon Honda Accord that was passed down from my mom to my sister to me when I  finally learned to drive, flashed a Celebrate Diversity  bumper sticker with a rainbow background.  In college, I chose to live in the international dorm at UC Berkeley with students from around the world.  I have been committed to learning a second language as an adult and I seek out cultural events to attend with my family.  For heaven’s sake, I write a blog called Sail Away Story…a celebration of children’s literature from around the world!

And yet, I am aware that I have so much to learn about the complexities and intricacies of white privilege and systematic racism.  I also know that the question above “What can I do?” has a different answer for every individual.

While some may be moved to protest in public places, others may be inspired to write powerful testimonies.  While some may be inclined to lead, others may be motivated to educate or be educated.

What can I do?  What is my calling in the movement of anti-racism and social change?

First and foremost, I acknowledge that I am learning.  I am asking questions.  I am reading articles.  I am listening.  I am accepting that my personal awareness plays a role in a collective awareness.

Second, I accept that as an educator and a parent, I can engage in meaningful action to build a better future for my children and the children in my care.  I can begin to generate social change by:

1.  Including diverse books in both my home library and school library.
2.  Reading diverse books to my children and my students.
3. Creating a safe environment in both my home and my school for children to ask questions about racism and social justice.
4. Listening deeply to our youth.
5. Modeling anti-racist behavior for my children.

While I recognize that the road to dismantle  institutional racism is long and rigorous, I know that there are small steps I can take now.

Earlier this week I virtually joined the KidLit Rally 4 Black Lives, created by Kwame Alexander, Jacqueline Woodson, and Jason Reynolds and sponsored by The Brown Bookshelf.   Today I ordered a copy of Stamped: Racism, Antiracism, and You by Ibram X. Kendi and Jason Reynolds.  Tomorrow I will read Renee Watson’s, Harlem’s Little Blackbird, The Story of Florence Mills to my daughters.

Perhaps you will join us!

Click on the link above to hear Renée Watson read from and discuss the creation of her book, “Harlem’s Little Blackbird: The Story of Florence Mills,” with third grade students and compare the challenges she faced in her competitive career with those of her real-life protagonist, singer Florence Mills. The program in the Library of Congress Young Readers Center was co-sponsored by the nonprofit literacy organization, EverybodyWinsDC.

*Forward to 13 minutes to hear the story without previous commentary.

Renee Watson asks of white educators, librarians and youth workers to “not only share stories about our pain, but  about our joy too.”  Harlem’s Little Blackbird is Florence Mill’s story told by Renee Watson and illustrated by Christian Robinson.  The book is a  poetic biography about justice, equality, struggle, success and….joy.

Born to parents who were both former slaves, Florence Mills knew at an early age that she loved to sing, and that her sweet, bird-like voice, resonated with those who heard her. Performing catapulted her all the way to the stages of 1920s Broadway where she inspired everyone from songwriters to playwrights. Yet with all her success, she knew firsthand how prejudice shaped her world and the world of those around her. As a result, Florence chose to support and promote works by her fellow black performers while heralding a call for their civil rights.

Family Discussion:

1. What was Florence passionate about?  What are you passionate about?

2. How would you feel if someone told you that you couldn’t do what you love because of the way you look?

3. What are a few of the examples of racism/discrimination that Florence encountered during her life time?

Racism is  is when a group of people are treated unfairly because of their race. Some groups of people are even treated violently because of the color of their skin.

4.  Have you heard the word racism in conversations recently?  In what context?

5.  What are a few examples of racism that Black Americans face today?

6.  What small or big steps can you take to be anti-racist?

Family Activities:

• Learn more about Florence Mills here.
• Make a self portrait of yourself participating in an activity that you are passionate about similar to the portrait of Florence below:

• Explore the lives of other inspiring Black Americans who have influenced social change by reading their biographies.  A few of my favorite titles include:

*Español abajo

Today’s Sail Away Story post is our fifth edition  of  “A little birdy told me…” in which we feature guest writers sharing about their favorite children’s books and schools from around the world.  

El post de hoy de Sail Away Story es la quinta edición de “Un pajarito me conto…” en la que presentamos invitados que comparten sobre los libros que les inspiran.

Meet today’s “little bird,” Diana Lopez.  Diana is a children’s literature enthusiast and the mother of two abundantly curious children, Valentina and Ignacio.  She lives in Guatemala City with her children and husband, surrounded by volcanos, lush forrest and books.  Diana believes that books are powerful tools for constructing a better world.  She edits and distributes books, especially those that speak to her heart.

Diana es una entusiasta de la literatura infantil. Es maestra porque naturalmente se convirtió en una al ser mamá de dos chiquitos curiosos: Valentina e Ignacio. Vive en Guatemala con sus hijos y esposo. Los libros para ella son un disfrute y su medio de vida. Cree que son una herramienta para construir un mundo mejor. Edita y distribuye aquellos libros que su corazón le dicta, y que a su juicio sumen a favor de una mejor sociedad.

En sus palabras/In her words:

TÍtulo:  Balam, Lluvia y la casa

Autor:Julio Serrano Echeverría (Guatemala)

Ilustradora: Yolanda Mosquera (España)

Temática: amistad, familia, humor

Themes:  friendship, family, humor

En pocas ocasiones tengo la oportunidad de conocer cual fue la semilla que floreció en la mente del autor para crear una obra hermosa. Esto me sucedió con el libro Balam, Lluvia y la casa. El autor me contó que fue inspirado en los comentarios que recibió en su cuenta de Twitter sobre travesuras secretas de la niñez de sus seguidores. De esa forma, Julio creó poesía con algunos de los recuerdos compartidos y Yolanda, la ilustradora, resonó con los versos, logrando delicadas imágenes que me conectaron con mi niñez.

We rarely have the opportunity to understand the original seed of an idea for a children’s story that eventually blossoms into a book.  However, I had the pleasure of conversing with Julio Serrano Echeverría who shared the inspiration for Balam with me.  After receiving messages from his followers on Twitter about mischievous childhood antics, he created poetry from the collected memories.  With the help of illustrations by Yolanda Mosquera, Echeverría has achieved the creation of delicate images that bring us all back to our youth.

Balam y Lluvia, los protagonistas de estas historias, son hermanos y muy traviesos. Y como los niños, el texto está lleno de humor, ternura y desenfado. Recorrer uno a uno los 17 poemas del libro fue un verdadero gozo. En ellos encontré mis propios recuerdos.

Balam and Lluvia, the protagonists of these poetic stories are mischievous siblings.  Like children, the text is full of humor, tenderness and grit.  Passing through the 17 poems in this book was a true pleasure.  In the stories I found my own childhood memories.

El título del libro nombra a los protagonistas como el centro de atención, pero también deja claro su campo de acción: la casa. El autor logró, a mi juicio, que cada área de la casa dejara de ser una estancia más y se convirtiera en algo vivo. La mayoría de los poemas tienen el nombre de alguna parte de la casa, logrando que este elemento fuera también una especie de protagonista.

The title of the book names the protagonists as the center of attention (Balam and Lluvia), and also highlights the scene of the story: the house.  In my opinion the author achieved transforming each area of the house into a living moment.  The majority of the poems are named after a room in the house, allowing la casa to  also takes on  the role of a main character.

Esta obra la leí “por partes” como si cada poema fuera un elemento independiente. “El patio”, es uno de mis favoritos, la profundidad e inocencia del texto me transporto a lugares de mi niñez que hacía mucho tiempo no visitaba. Otros como “La pared de la cocina” me han hecho reír a más no poder. Uno a uno, los 17 poemas me llevaron a recorrer distintas estancias, me invitaron a darle un nuevo sentido a objetos o lugares cotidianos y más de alguno me recordó a personas que amo y que ya no están. A primera vista el libro es hermoso y cuando conoces su interior descubres que es fantástico. Es de aquellos libros que cuando lo lees, llenan tu corazón de felicidad. No puedo ponerlo en otras palabras.  

I read Balam y Lluvia in segments as if each part was an independent element.  “El patio” is one of my favorites, the profoundness and innocence of the text transported me to places of my childhood that I hadn’t visited for many years.  Others like “La pared de la cocina” evoked uncontrollable laughter.  One by one, the 17 poems invited me to travel in time, to bring new feelings to daily objects and places, and to remember fondly people in my life who I have loved, some who are no longer with me.  At first site, the book is beautiful, and yet when one begins to read the text, the books becomes unforgettable.   Balam y Lluvia is the type of book that will fill your heart with happiness…there’s simply no other way to describe it.

Preguntas para discutir con los lectores del libro:

1. ¿Cómo es la casa donde vives? Reflexiona sobre los diferentes espacios que podemos habitar. ¿Conoces casas muy diferentes a la tuya? ¿Cómo son esas casas?
2. Piensa en cómo se compone tu familia, con quienes compartes el espacio donde vives. ¿Tienes hermanos o primos muy cercanos? ¿Quién cuida o cuidaba de ti cuando eras niño? Reflexiona sobre los tipos de familia que existen. ¿Conoces alguna familia muy diferente a la tuya? ¿Cómo es?
3. ¿Cuál fue tu historia favorita del libro? ¿Por qué? ¿Te recordó algún momento de tu vida?

Discussion questions:

1.  What is your house like?  Reflect about the different spaces that can be inhabited in your house.  Have you seen houses that are different than yours?  Describe them.
2. Think about your family.  Who do you live with?  Do you live with extended family?  Who took care of you when you were little?  Reflect about the different types of families that exist.  Can you think of a family that is very different from your own?  How so?
3. What was your favorite story in Balam y Lluvia?  Why?  Was there a story that brought back a memory for you?

Actividades de conexión con el libro

1. Reflexiona sobre las situaciones que se viven en una casa. Existen situaciones alegres, divertidas, fastidiosas y tristes. Comenta alguna experiencia que hayas tenido. ¿Has hecho alguna travesura secreta? ¿Puedes contarla? ¿Te animas a dibujarla?
2. Dibuja tu casa y haz un plano de ella. ¿Cuál es el lugar de tu casa donde suceden más cosas?
3. Habla con alguno de tus abuelos (o algún adulto mayor), pregúntale como era su casa cuando era niño y que travesuras hacía. ¿Con quienes compartía su casa? ¿Las travesuras han cambiado con el paso del tiempo?

Connection activities:

1.  Reflect upon the situations that “live”  in a home.  We can find moments of happiness, fun, love, anger and sadness.  Share about a “moment” connected to a feeling that you have had at your home.  Where did the moment occur?  Have you ever done something secretly naughty at home?  Can you tell us?  Can you draw a picture of it?
2. Draw a picture of your house and make a blueprint sketch of of it.  Identify the area of your house where you spend the most time.
3. Converse with one of your grandparents (or an elder) and ask how his/her house was when he/she was a child.  Who did he/she share their house with?  Were they naughty sometimes?  How so?

Gracias Diana por compartir con nosotros!  Pueden consiguir el libro de Balam, Lluiva y la casa en MISTU y  AMANUENSE  en Guatemala  o en Amazon en los EEUU.

Thank you Diana for sharing a story that you love with us!  You can purchase  Balam, Lluvia y la casa at MISTU and  AMANUENSE  in Guatemala  or on Amazon en the United States.

*Español abajo

Tell me, how are you quarantining/sheltering in place?  Most days I feel as if I am a bird in a nest, huddled in the safety of my home with family.  We have returned to our domestic roots and pass the days making meals, planting seeds, taking naps and telling stories.

This week’s Cuentos en Casa is one of my favorite-all-time stories, a gem for all ages, How to Catch a star,  written and illustrated by Oliver Jeffers.

Cuéntame, ¿Cómo estas pasando el tiempo de cuarentena? La mayoría de los días siento que soy un pájaro en un nido, acurrucado en la seguridad de mi hogar con familia. Hemos regresado a nuestras raíces domesticas y pasamos los días haciendo comida, sembrando semillas, tomando siestas y contando historias.

El cuento en casa de esta semana es Cómo atrapar una estrella, escrito y ilustrado por Oliver Jeffers, sin duda, una de mis cuentos favoritos y una joya para todas las edades.

*Haz un clic en los enlaces abajo para escuchar las historias de Cómo atrapar una estrella en inglés y español.

*Click on the links below  to hear How to Catch a Star in English and Spanish.

Family discussion:

• Do you remember all of the strategies that the boy used to catch a star?  What were they?
• What would you do to catch a star?  What materials or tools would you use?
• Is the star that the boy found at the end of the story the same as the star that he saw in the water?  How do you know?

Discusión familiar:

• ¿Te acuerdas de todas las cosas que intentó el niño para atrapar una estrella? ¿Las puedes nombrar?
• ¿Qué harías tú para poder atrapar una estrella? ¿Hubieras necesitado algún material, herramienta u objeto para lograrlo?
• ¿La estrella que encontró el niño al final de la historia era la misma que había visto en el agua? ¿Por qué?

Family activities:

• Spend a little time observing the night sky with your family.  Find constellations or create your own.
• Check out the printable worksheets and crafts that accompany the story created by intheplayroom here.
• Explore how to make a water-color night sky here.

• Learn about Oliver Jeffers and view his initial drawings for How to Catch a Star here.

Actividades familiares:

• Pasar un poco de tiempo observando el cielo nocturno con tu familia. ¿Puedes encontrar constelaciones o crear tus propias?
• Imprimir las hojas de acompañamiento del cuento Cómo atrapar una estrella aquí.
• Explorar como hacer un cielo nocturno con acuarelas aquí.
• Aprender sobre la vida de Oliver Jeffers y ver sus dibujos iniciales de Cómo atrapar una estrella aquí.

I am a book purist, a “one-book-at-a-time” type of reader. I like to devour a story, from start to finish, without mingling in other books simultaneously.

However, this month I have found myself buried in a sea of books, reading 6 novels and “involved” with two more. Caught between the pages of a plethora of titles has left me feeling somewhat scattered, and yet also invigorated.

In Guatemala, a common saying is “hay que aprovechar,” which translates to one must take advantage of a situation. The Guatemalan school year ends in late October and begins in mid January. The school calendar was originally designed to accommodate the coffee harvest and allow a break in the school year for children to participate in the cutting of coffee beans. While child labor continues to exist in many Central American countries, fewer youth are recruited during the non-school months to work in the fields today.

As a result, la Puerta Abierta “aprovecha” the months of November and December to engage with reading circles throughout the community of Santiago Atitlan and beyond. Currently we have 3 groups dedicated to older elementary school students, two groups dedicated to jr. high level students and three adult reading groups.

In addition, I always have a book for myself at my bedside table and a chapter book that I read at night with my two daughters.

Why is the feat of reading 6 books invigorating? The act of loosing myself in multiple novels in truth is ambitious and somewhat overwhelming. However, what sharing books with numerous children, teens, and adults represents in wildly exciting. Rural Guatemala has one of the highest illiteracy rates in Central and South America. Books are hard to come by, and often too expensive for families to purchase. Hence a culture of readers is just beginning to emerge. Discussing The One and Only Ivan by Katherine Applegate with a group of engaged 4^th graders who are receiving their first novel is gratifying. Sitting in a circle with 10 teachers who are reading Before we were Free by Julia Alvarez and pondering questions of political freedom in a group setting is deeply rewarding.

While the “vacation” months don’t necessarily feel like holiday as I meet with a variety of reading groups, I truly wouldn’t trade “reading season” for a month rest—that is, unless I could take my reading circles with me to a glorious beach in Mexico where we could discuss novels from our hammocks and sip cold coconut water.  Until then, meeting in our school, delving into books, and creating meaningful connections with literature will be just fine.

The Reading Season Book List

1.  The One and Only Ivan, Katherine Applegate, 4^th grade reading circle
2. Esperanza Rising, Pam Munoz Ryan, 5^th grade reading circle
3. The Only Road, Alexandra Diaz, 6^th grade reading circle
4. Percy Jackson and the Lightening Thief, Rick Riordon,  jr. high reading circle
5. Before we were Free, Julia Alvarez, adult reading circle
6. Like a Fish in a Tree, Lynda Mulally Hunt, adult reading circle
7. Like Water For Chocolate, Laura Esquivel, adult reading circle

What I am reading just for me:

The Beautiful things that Heaven Bears, Dinaw Mengestu

What I am reading with my daughters E (12 years old) and C (9 years old):

Pax, Sara Pennypacker