![]() We Hunt the Flame is the first book in the Sands of Arawiya duology by Hafsah Faizal. It is a young adult fantasy novel set in the fictional kingdom of Arawiya which is inspired by ancient Arabia. The novel is 480 pages in length and is geared towards high school level readers, and although the Lexile level is calculated around 750, I would not recommend this novel for middle school readers simply because of the complexity of the text and some of the content. The novel recounts the story of Zafira, a legendary hunter(ess) who cloaks herself in the guise of a man in order to provide for her town, as well as, Nasir who is the prince and sultan's assassin. The two collide on a journey as they travel deep into the Arz, which is slowly engulfing the kingdom. They are both on a quest to locate the Jarawat in order to bring magic back to the Arawiya and stop the spread of the Arz. Throughout the story, Faizal infuses Middle Eastern culture through the use of Arabic words and phrases as well as descriptions of food and culture. I am a fan of this book and plan to read the next in the duology. As I read, I was reminded of The Hunger Game series by Suzanne Collins as well as the Shadow and Bone Series by Leigh Bardugo; there are quite a few parallels that can be drawn between these books and We Hunt the Flame. I also enjoy the author’s writing style which tends to be descriptive but not overly ornate. I would recommend this book to students who enjoy fantasy books and learning about other cultures. Although this is a fictional story, readers can glean information about Middle Eastern customs and culture by reading the book and paying attention to the word choice and then researching the authenticity of the language and customs presented. The novel is well-written and the characters are very well developed. A wonderful example of character development can be seen on page 224 which contains one of my favorite scenes: “‘If you want me to be obedient, Prince, kill me and carry my corpse.’ Her voice echoed in the silence. Her mouth was crooked in rage, her eyes ablaze in a fire of ice. Nasir should have turned away. He should not have given in to the sensations of how she looked. Of how in one fell swoop, she had thrown the Prince of Death to the ground and trampled his existence with her words. But he did. So his traitor of a chest made him laugh.” If I had to convince my students to read this book, I would read them the above quote, and we would discuss what it tells us about the characters and have them make some predictions about the book. I would also share with them that the book contains action as well as some romantic tension; it has a little bit for everyone. I would have students discuss what makes someone a hero and a villain and draw parallels to the novel and the characters. One could have quite a philosophical discussion with the topic of heroes vs. villains within the context of this novel which I think students would enjoy. And finally, I would ask students who do not normally read fantasy, to give it a try to broaden their horizons. Approximate grade levels - 9th-12th grades due to complexity of the text as well as some dark scenes and romantic tensions
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![]() I chose this book because I had heard it is funny, but unfortunately, I did not find it to be all that humorous. The book is a reflection on Sara's upbringing in the United States as an undocumented immigrant from Iran. Sara does not realize she is undocumented until she is 13, and when she learns she can be deported at any time, her stress level rises. Sara's reflections are full of 80's and 90's references to television and film stars as well as teenage angst wrapped up with her anxiety and challenges of being an immigrant. Sara also shares some insights on Persian culture. The book contains some profanity as well as discussions of drugs, so this book might not be suitable for all readers. There are many positive reviews of this book, and it is apparently being developed into a television series for ABC. I just did not love it, but maybe you will. Approximate Grade Level: Although the reading level is not super high, content-wise I would not suggest for students under high school level. I would give it a 15+ rating ![]() The Golden Sandal: A Middle Eastern Cinderella Story by Rebecca Hickox and illustrated by Will Hillenbrand gives a somewhat abridged version of the classic Cinderella tale while weaving in elements of Middle Eastern culture and heritage. The story is set in Iraq with the protagonist Maha. While there are some very similar parallels between classic Cinderella and the Middle Eastern version, there are enough differences to make Hickox tale stand alone. Instead of a fairy godmother, Maha has a red fish who she saves from being eaten and in return for her kindness, the fish helps her when she is in need. This portion of the story felt like an amalgamation of the German foktale of The Fisherman and his Wife and Aesop’s tale of The Lion and the Mouse although I am not sure the similarities are intentional. I just immediately thought of these stories as I read this tale, and it made me realize how many fables, fairy tales, and folk tales have been altered and adjusted a bit over time for different cultures. In The Golden Sandal, the readers are given a window into Middle Eastern culture when a daughter of a town merchant is to be married and the women prepare to gather to paint henna on the hands and arms of the bride to be. Through Maha’s desire to attend, the reader learns that this is an important time for women to gather and for mothers to meet perspective brides for their sons. Although the reader can tell from the illustrations that the story is probably set in somewhat ancient or older time, Middle Eastern culture shines through in the character’s garb such as the robes/gowns worn by the women, Tariq’s head turban, and the golden slipper itself and in the mention of foods like dates. It is interesting to see how many cultural adaptations of Cinderella have been made, and I research and found that the Cinderella tale we are familiar with in Western culture is also not original; it seems that the earliest tale dates back to Ancient Greece. It is curious to me that this is a tale that some many cultures seem to relate to or find relevancy with. I do know that I grew up hearing the fairy tale Cinderella and watching several movie adaptations, and I remember feeling somewhat vindicated as the sweet and dutiful Cinderella beats out the miserly and hateful stepmother and even becomes a princess at the end of the story. I am glad that little children around the world in different lands have these similar “Cinderella” stories that can relate to and see themselves and their culture mirrored back at them. Approximate Reading Level: 2nd-4th grades ![]() Watched by Marina Budhos was a difficult read for me. It opened a window to a world that I did not really know existed. After 9/11, I was aware of difficulties and Islamaphobia that many Muslims faced (and still face), but I guess I did not realize the intensity and how tough it must have been to be Muslim in America especially at this time in history. I did not love Budhos’s writing style or really connect with the protagonist Naeem, but I could not put the book down. It was like staring at a train wreck. I did not want to see what happened, but I needed to know. The one underlying point that Budhos makes clear in this novel is how the Muslim population felt “watched” and how that affected their lives and interactions with each other. It did not seem that the characters could really trust anyone because they were hyperaware that neighbors had been planted to “watch” them and report suspicious behavior. In the novel Naeem struggles with first being sort of proud that his handlers entrusted him with this important job. He felt that he was doing something to protect his community, and he enjoyed the money he received. But, as he got deeper into the program, and was in the midst of surveilling his friend, Ibraham, he began to feel differently. Naeem begins to empathize with Ibraham and see that he feels lost and isolated and does not know what to do. This internal struggle between what Naeem was seeing and how the police instigated and enticed Ibraham into admitting he is “planning” something is what really struck me. It made me realize how lost and isolated these young men must feel. Like many teenagers, they are struggling to find their place in the world, but they are also being pressured by their families to be “good Muslims”, they are feeling watched at all times, and then they become very susceptible to extremists and/or other outside forces that try to offer them a “better life”. Although, I hope none of my students have encountered a situation similar to Naeem’s, I do think the majority of teenagers could relate to Naeem and his struggles to find his place in the world and to make his family proud. I would be interested to see if my Muslim students see any of their lives mirrored in Naeem’s, and if they too have ever felt “watched”. I would hope they have not, but I imagine some of them probably have. I plan on adding this book to my recommended list for students to read. Approximate Reading Level: 6th-8th grades |
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