Ahem. Yes, I am in fact, over two years late with this review. I can explain.
My dog ate…no, wait. I got a flat tire when…oh. Yeah, that doesn’t work.
So now I have to tell the truth, having failed miserably, as I usually do, at lying. Here it is. About a month after I received the galley to this book, courtesy of Net Galley and Random House, national news and social media went into a virtual frenzy discussing cultural appropriation. And I froze. I started examining everything I did through that lens, and I may have gone overboard. I looked at this galley and I thought, I have no right to review this thing. And when I read the introduction anyway, I feel it even more so. Not written with me in mind, was it? Was this the literary equivalent of reading someone else’s mail? And so I did the easy thing, which was to shove it onto the back burner and read something else. Repeatedly.
Several months later, it occurred to me that nobody would even have to know if I were to sneak it out of my files and just read the article by Jesmyn Ward, which was actually why I had originally requested it. Ward is on my read-anything list. I read it, and I liked it, and then I shuffled it back into the file. No harm done.
This spring, as the world tentatively emerges, one hopeful toe at a time, from the isolation imposed on all of us by the horrific pandemic, I realize what I should have known all along: that anybody can read anything, and form an opinion about it; and that since I was granted the galley, I actually owe a review. I straightened my spine, dusted myself off, and sat down to read it. There was no blinding light or thunder from the heavens. Nothing smote me. I read it, and I lived to tell the tale.
Most of the authors here are new to me; in addition to Ward, I also know Jacqueline Woodson’s work a bit, mostly from my years teaching language arts, when I used her YA book. Everyone here included in this compendium is a strong writer, and they are largely preaching to the choir, since the audience are also bibliophiles. But the common thread, the point they drive home—and rightly so—is the importance of finding literature about girls that look like themselves. They speak of it as empowerment and validation.
Back in the stone age, when this reviewer was enrolled in a teacher education program, we were likewise taught the importance of inclusive literature. It seemed so obvious to me, this obligation teachers surely have to make sure all of their students are represented in the books their students read, or have read to them. I figured it was a no-brainer. But when I arrived at my first teaching position in elementary school, (heaven help me and those children both,) I was shown the supply closet and there were the classroom book sets. The main characters were Caucasian boys; Caucasian boys and girls; fluffy woodland animals, mostly male; and more Caucasian boys. I sadly examined my battered Visa card and drove to the bookstore to order better books. And I was further amazed to learn, later, that my colleagues, all of whom were Caucasian, believed that the school’s book collection was terrific. Their students loved those books, and that included the children of color that made up approximately half of the population there, they told me.
Sure they did.
The essays in Well-Read Black Girl are a much-needed reminder that racism isn’t always overt; sometimes racism is exclusionary, unintentionally so. And what silences young voices, and what teaches children that books, and life in general, are not about them, worse than discovering that they are not important enough to be included in books?
When I moved to secondary education, where I belonged, I visited the book room there, and I found a set of books about African-American boys, but the message inherent was that they are constantly exposed to drugs and gangs, and it will be hard as heck not to be drawn in. And once again, I scratched my head. These Black kids, most of them were from middle class homes, or loving, well supervised working class homes. Drugs? Not so much. And what did these books teach their Caucasian classmates about Black people? I sighed and got back in the car, already apologizing silently to my Visa once more.
This collection of essays is important, not because of any particular brilliance in composition; they are well written, but not memorable for the writing itself. Instead, they are the key to understanding, from primary sources, why Black girls need books that depict Black girls and women in a positive light.
I’ve assigned four stars to this book for general audiences, but for teachers in training, it is five stars. Every teacher training program should include these essays as required reading. We have to read it until we get it right.