I. BIBLIOGRAPHY
Stolz, Joelle. 2004. THE SHADOWS OF GHADAMES. New York: Delacorte Press. ISBN 0385731043
II. SUMMARY
Set in a Libyan city in the 19th century, THE SHADOWS OF GHADAMES tells the story of a twelve-year-old girl, Malika, feeling trapped and longing for more. She wants to learn to read like her brother, but her mother forbids it. Ghadames is a society that separates men and women. The Muslim and local customs forbid women and men who are not related to mingle together. One night, a stranger is hurt outside their home, and Bilkisu, the second wife brings him into the house to help him. Malika’s father is away on a caravan, so the women break tradition and care for this fugitive in secret. Eventually, Malika’s mother agrees to allow her lessons in Arabic, and Malika is able to finally learn to read. The fugitive becomes her teacher until they help him escape the city. When Malika’s father returns he agrees to allow her to continue to learn to read. He informs her that times are changing and education will be important in her future.
III. CRITICAL ANALYSIS
THE SHADOWS OF GHADAMES reveals a world that has long been forgotten. The stories from this region are rarely told to the Western world, and that makes this novel important and intriguing. The author has researched the time and period extensively. Originally this novel was written in French, and it has been translated into English. The world of this Libyan city seems to have been brought to life from the perspective of a young girl, which makes this novel appealing to young readers. The restrictions placed on women in this society would be shocking to young people today, and Stolz presents this story in a sensitive, non-judgmental way.
The work is authentic in many ways, particularly in the descriptions of the city itself. Stolz gives great detail to the architecture of the city. She describes how women and men are separated within the city. As Stolz explains, “the rooftops of Ghadames are like a city above the city, an open, sunny town for women only…” The men spend their time twenty feet below in the cool shade of the alleys. Stolz further adds to the authenticity of the novel by describing the skin tone of the characters. For example, in describing Ladi, the family’s servant, Stolz describes her “dark-skinned hand, callused by work…” These descriptions add cultural authenticity to the work.
Other distinct examples of the culture of Libya include Stolz’s description of the Arous celebration. The women are described as giving out a sound of ululation from their throats, and readers can almost hear the “Youyouyouyouyouyouyouyou!” leaping from the text. Then, Malika reluctantly at first, then more confidently, joins the women in their cries. Stolz even takes care to describe how the women must learn to walk at a young age. While men may walk heal-toe, girls are taught by their mothers to walk delicately leading with their toes. This attention to detail brings to life the intricate details of the lives of the women of Ghadames.
Overall, the story of Malika is rewarding and inspiring. Many girls can relate to wanting to do something their parents disapprove of. However, girls may be shocked to learn that in 19th Century Libya, girls were not encouraged to learn to read and did not attend school. This book is a learning opportunity for boys and girls alike. They learn the benefits of the society we live in, with freedoms to read, and they may appreciate the subtle beauty of a culture different from their own. Just as the fugitive in the novel learns to appreciate the beauty and knowledge the women of Ghadames posses, young readers may learn to appreciate cultures different from their own. They may appreciate that young people everywhere long for the same things, and their differences may be less than they previously believed. Stolz’s writing style is simple and informative, without being preachy. She invites the reader into this world and brings it to life.
IV. REVIEW EXCERPTS
“The story of an outsider who unsettles a household and helps a young person to grow is certainly nothing new, and some of the lessons here are purposeful. But Stolz invigorates her tale with elegant prose and a deft portrayal of a girl verging on adolescence. The vivid backdrop is intoxicating, but the story's universal concerns will touch readers most: sibling jealously, confusion about adult customs, and a growing interest in a world beyond family.” –Booklist, starred review
“This quiet story is notable for the intimate picture of the traditional Muslim world that it conveys; unfortunately, not until the author's note at the end is the time period made evident. The imprecise use of language may make it difficult for readers to visualize this distant world and to understand the characters' motivations. Still, this novel would be useful in schools studying this part of the world.”–School Library Journal
V. CONNECTIONS
**Present a booktalk presentation on fiction books about Muslims for middle school students. Other titles to include in the booktalk include: BLAZE OF SILVER by K.M Grant, A STONE IN MY HAND by Cathryn Clinton, MY NAME WAS HUSSEIN by Kristo Kyuchukov.
**Create a display of Mildred Batchelder Award winning books.
Stolz, Joelle. 2004. THE SHADOWS OF GHADAMES. New York: Delacorte Press. ISBN 0385731043
II. SUMMARY
Set in a Libyan city in the 19th century, THE SHADOWS OF GHADAMES tells the story of a twelve-year-old girl, Malika, feeling trapped and longing for more. She wants to learn to read like her brother, but her mother forbids it. Ghadames is a society that separates men and women. The Muslim and local customs forbid women and men who are not related to mingle together. One night, a stranger is hurt outside their home, and Bilkisu, the second wife brings him into the house to help him. Malika’s father is away on a caravan, so the women break tradition and care for this fugitive in secret. Eventually, Malika’s mother agrees to allow her lessons in Arabic, and Malika is able to finally learn to read. The fugitive becomes her teacher until they help him escape the city. When Malika’s father returns he agrees to allow her to continue to learn to read. He informs her that times are changing and education will be important in her future.
III. CRITICAL ANALYSIS
THE SHADOWS OF GHADAMES reveals a world that has long been forgotten. The stories from this region are rarely told to the Western world, and that makes this novel important and intriguing. The author has researched the time and period extensively. Originally this novel was written in French, and it has been translated into English. The world of this Libyan city seems to have been brought to life from the perspective of a young girl, which makes this novel appealing to young readers. The restrictions placed on women in this society would be shocking to young people today, and Stolz presents this story in a sensitive, non-judgmental way.
The work is authentic in many ways, particularly in the descriptions of the city itself. Stolz gives great detail to the architecture of the city. She describes how women and men are separated within the city. As Stolz explains, “the rooftops of Ghadames are like a city above the city, an open, sunny town for women only…” The men spend their time twenty feet below in the cool shade of the alleys. Stolz further adds to the authenticity of the novel by describing the skin tone of the characters. For example, in describing Ladi, the family’s servant, Stolz describes her “dark-skinned hand, callused by work…” These descriptions add cultural authenticity to the work.
Other distinct examples of the culture of Libya include Stolz’s description of the Arous celebration. The women are described as giving out a sound of ululation from their throats, and readers can almost hear the “Youyouyouyouyouyouyouyou!” leaping from the text. Then, Malika reluctantly at first, then more confidently, joins the women in their cries. Stolz even takes care to describe how the women must learn to walk at a young age. While men may walk heal-toe, girls are taught by their mothers to walk delicately leading with their toes. This attention to detail brings to life the intricate details of the lives of the women of Ghadames.
Overall, the story of Malika is rewarding and inspiring. Many girls can relate to wanting to do something their parents disapprove of. However, girls may be shocked to learn that in 19th Century Libya, girls were not encouraged to learn to read and did not attend school. This book is a learning opportunity for boys and girls alike. They learn the benefits of the society we live in, with freedoms to read, and they may appreciate the subtle beauty of a culture different from their own. Just as the fugitive in the novel learns to appreciate the beauty and knowledge the women of Ghadames posses, young readers may learn to appreciate cultures different from their own. They may appreciate that young people everywhere long for the same things, and their differences may be less than they previously believed. Stolz’s writing style is simple and informative, without being preachy. She invites the reader into this world and brings it to life.
IV. REVIEW EXCERPTS
“The story of an outsider who unsettles a household and helps a young person to grow is certainly nothing new, and some of the lessons here are purposeful. But Stolz invigorates her tale with elegant prose and a deft portrayal of a girl verging on adolescence. The vivid backdrop is intoxicating, but the story's universal concerns will touch readers most: sibling jealously, confusion about adult customs, and a growing interest in a world beyond family.” –Booklist, starred review
“This quiet story is notable for the intimate picture of the traditional Muslim world that it conveys; unfortunately, not until the author's note at the end is the time period made evident. The imprecise use of language may make it difficult for readers to visualize this distant world and to understand the characters' motivations. Still, this novel would be useful in schools studying this part of the world.”–School Library Journal
V. CONNECTIONS
**Present a booktalk presentation on fiction books about Muslims for middle school students. Other titles to include in the booktalk include: BLAZE OF SILVER by K.M Grant, A STONE IN MY HAND by Cathryn Clinton, MY NAME WAS HUSSEIN by Kristo Kyuchukov.
**Create a display of Mildred Batchelder Award winning books.
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