What you may not know is that stereotypes suggesting that Latin Americans represent a threat to United States culture are not just morally repugnant – they’re also historically inaccurate. Spanish-language literature actually predates the Puritans’ writing in English by nearly a century.
As my research reveals, many renowned Latin American writers actually produced some of their finest work while living in the United States. Latina and Latino writers have made exceptional contributions to American literary history.
For a fresh take on what it means to be a Latina or Latino in the U.S. today, check out these five literary luminaries.
1. José Martí (Cuba, 1853-1895)
For Cubans, José Martí is the equivalent of George Washington, Ralph Waldo Emerson and Walt Whitman combined. Born in 1853 in Havana, Cuba, Martí wrote the bulk of his 28 volumes of prose, poetry and speeches in late 19th-century New York.
Working as a diplomat, translator, Spanish teacher and journalist, Martí interpreted current events and cultural questions from his office on Front Street, in lower Manhattan’s South Street Seaport.
José Martí and his son in New York in 1880. Wikipedia
He witnessed immigrants arriving by the boatload to New York – except the Chinese, who were banned in 1882. He knew about the lynching of black Americans and of atrocities against Native Americans. These stories found their way into Martí’s thinking about Latin America and its diaspora in the United States.
Martí also wrote dazzling accounts of New York, his adopted hometown, likening the cables of the brand-new Brooklyn Bridge to sated “colossal boa constrictors” resting atop towers.
Upon the unveiling of the Statue of Liberty in 1886, Martí alluded to the fact that his distant island home, Cuba, remained a Spanish colony: “Those who have you, O Liberty, do not know you. Those deprived of you must not merely talk about, they must win you.”
Martí died in 1895, fighting for Cuba’s independence. In 2018, he was inducted into the New York State Writers Hall of Fame, alongside local luminaries Colson Whitehead and Alexander Hamilton.
2. Julia de Burgos (Puerto Rico, 1914-1953)
Puerto Rico’s greatest poet also migrated from her Caribbean home island, where she was a teacher, to the isle of Manhattan. Julia de Burgos recounts this literary journey in one of her most famous poems, “Yo misma fui mi ruta” – “I was my own route.”
De Burgos’ inventive, daring poetry did indeed forge a new path for feminists, Latina and otherwise, in the early 20th century.
Against pressure to identify as white, the mixed-race de Burgos proclaimed her African heritage, calling herself “Black, of pure tint.”
In one experimental 1938 poem, de Burgos addresses the distance between her liberated identity as a writer and her constricted role as a woman.
“You in yourself have no say; everyone governs you; your husband, your family,” she writes in “To Julia de Burgos.” “In me only my heart governs, only my thought; who governs in me is me.”
In 1953, de Burgos was found dead, without identification, in uptown Manhattan and buried anonymously in a potter’s field on Manhattan’s Hart Island. A month later, her compatriots retrieved her remains and reburied her in Puerto Rico.
The New York Times featured de Burgos – a “poet who helped shape Puerto Rico’s identity” – in its overlooked women’s obituary series in May.
3. Gloria Anzaldúa (Texas, 1942-2004)
The poet and essayist Gloria Anzaldúa came from a family of Mexican-American farm laborers.
Her ancestors had for generations lived in Texas’ Rio Grande Valley, near the border that Anzaldúa memorably defined as “an open wound where the Third World grates against the first and bleeds.”
Anzaldúa’s work often celebrates her community’s bilingualism. She portrays it as an act of survival against the “linguistic terrorism” of the U.S. public school system, which required English-only teaching and offered “accent elimination” classes in a part of the U.S. that used to be Mexico.
Anzaldúa found such insults to her nonstandard way of speaking excruciating. “Until I can take pride in my language,” she once wrote, “I cannot take pride in myself.”
Anzaldúa is increasingly recognized as one of the 20th century’s most influential feminist and anti-racist essayists.
My favorite of her novels is “Caramelo.” In this transnational coming-of-age story, a Mexican-American woman digs into her family history.
Learning from her abuela, Soledad, she discovers hidden truths about family tensions, border crossings and why her doting migrant papá, Inocencio, is not so innocent after all.
5. Cristina Henríquez (Delaware, 1971-present)
Cristina Henríquez, who was born in the U.S. after her Panamanian father went there to pursue graduate studies, is the best novelist you’ve never heard of.
Featuring first-person perspectives of Central and South Americans and Caribbean migrants, her books dramatically expand the popular conception of the U.S. Latino, long centered on Mexican-Americans and Puerto Ricans.
The best book you haven’t read.
“The Book of Unknown Americans” tells the story of recent arrivals from Paraguay, Nicaragua, Guatemala, Panama, Puerto Rico and Mexico who live in a dingy apartment complex, enduring the back-breaking labor of harvesting mushrooms. Sometimes, after a 12-hour shift in the dark, they eat only oatmeal for dinner.
The teenage love story between the characters Maribel and Mayor – written in prose that The Washington Post says rises “to the level of poetry” – may help American readers appreciate the myriad reasons why Latin Americans migrate north, including dictatorships, a lack of specialized health care and violence.
That is, I think, Henríquez’s hope. As one Mexican character angrily states, in the U.S. he feels both invisible and vilified.
“I want them to see a guy who works hard, or a guy who loves his family,” he says. “I wish just one of those people, just one, would actually talk to me. … But none of them even want to try. We’re the unknown Americans.”
A changing climate means the frequency of extreme weather events such as heat waves, flooding, hurricanes and wildfires has become a common occurrence. Temperatures are increasing on the land and in the ocean, the sea level is rising and amounts of snow and ice are diminishing, as greenhouse gas emissions and concentrations have increased. Unfortunately, children and young people are taking the brunt of climate change and this will continue into the future.
Doctors are seeing the serious effects of global warming on children’s health and are concerned that it could reverse the progress made over the past 25 years in reducing global child deaths. Not only that, children are at risk of mental health issues such as depression and anxiety due to natural disasters caused by climate change.
A UNICEF survey of children aged nine to 18 in 14 countries showed that children are deeply concerned about global issues affecting their peers and them personally, including climate change. Children across all countries feel marginalised because their voices are not being heard nor that their opinions considered.
Environmental diversity
Given the enormity of the climate challenge, it is surprising how limited coverage of our changing climate receives in current children’s fiction. The children’s publishing sector is booming. UK sales of children’s books rose by 16% in 2016 with sales totalling £365m. Globally, children’s book sales have risen steadily across all age categories.
Some picture books do explain climate change (such as The Magic School Bus and Climate Change by Joanne Cole and Bruce Degen). And there are plenty of young adult novels that feature dystopian climate futures (such as Carbon Diaries by Saci Lloyd). But few fiction books for eight to 11-year-olds discuss the issue.
In my view, the lack of “environmental diversity” in children’s literature is just as important as the debate about the lack of cultural and social diversity. After all, children will be responsible for the future protection of our fragile planet, and so their knowledge and engagement are critical.
Stories not only develop children’s literacy but convey beliefs, attitudes and social norms which, in turn, shape children’s perceptions of reality. They allow children to move from a position of powerlessness to a position of possibility. Through fiction, children are able to explore different perspectives and actions beyond what they know by living in the story world of characters for whom they care.
Through literature, children can develop a better understanding of global issues and engage in critical inquiry about themselves in the world. And so combining narrative structure with factual information has the power to take children beyond what is on the page. This could allow them to expand their understanding of difficult scientific concepts such as climate change.
Earth warriors
As children engage in the printed word, they can be inspired to make a difference in the real world. This is what a group of Portuguese children is doing after watching their district burn because of the worst forest fires in their country’s history. The fires that occurred in June 2017 have been linked to climate change, and killed over 60 people. The children are now seeking crowdfunding to take a major climate change case to the European Court of Human Rights alleging that the states’ failure to tackle climate change threatens their right to life.
When I decided to write my first children’s novel, I never intended it to be an eco-themed book. But given that I am an environmental researcher, it seemed the most natural thing to do. The result is My Dad, the Earth Warrior, a funny story about the relationship between a boy called Hero and his dad who have grown apart since the death of his mother. Then one day dad has a freak accident and wakes up claiming to be an Earth warrior sent to protect Mother Earth. This plunges Hero into an increasingly bizarre and dangerous world.
Climate change can be a dark, apocalyptic issue to discuss in a story to overcome this, I did not make it a central topic but used the changing weather as an underlying theme throughout this book. The persona of the Earth warrior provides an alternative perspective on our relationship with the natural world. At the end of the book, I encourage readers to join the tribe and become Earth warriors. I hope by taking a humorous approach to a serious topic, I can not only engage and entertain children but also inspire them to think beyond the book. This is something that writer and illustrator Megan Herbert has done by teaming up with climatologist, Michael Mann, for their crowdfunded picture book The Tantrum that Saved the World.
We need children to care about the planet if they are to the tackle climate challenge that lies ahead. Storytelling can play a part in raising awareness and inspiring children and young adults to take action and become the next generation of Earth warriors.
Some languages seem more pleasant to listen to, easier to learn or more logical. These perceptions are generally influenced by our attitudes towards the speakers of a language and the different situations in which the language is spoken.
One reflection of the differential status of languages comes through in bilingual children’s picturebooks. Here I explore how te reo Māori (the indigenous language of New Zealand) is represented and argue that the way languages are displayed in bilingual picturebooks can disrupt the status quo.
As a sociolinguist, I am interested in the representation of languages in bilingual picturebooks. This not only reflects existing attitudes towards languages, but it can also be powerful in shaping future societal attitudes.
As well as telling a story or giving information, the presence of a minority language in a picturebook can serve a symbolic function. The way in which languages are presented in bilingual children’s books may encourage readers to value a language, or perhaps use this language more frequently, thus positively affecting its vitality.
To show the different ways in which minority indigenous languages can be featured in children’s picturebooks, I examine the linguistic landscapes of some Māori-English picturebooks that are disrupting the status quo of language hierarchies.
Linguistic landscape is a term used to describe the (usually visual) presence of different languages in public spaces. In my work with picturebooks I use this term to describe the space occupied by languages within a book. Language hierarchies relate to the idea that in any society some languages have more status than others.
I use these concepts to examine the comparative presentation of different languages in three areas: which language is presented first, which language uses a bigger font, and which language presents more information.
I argue that these three factors are reflections of the relative status of languages in a bilingual picturebook and they subtly indicate to the reader which language is more important.
Overturning existing hierarchies
In Aotearoa/New Zealand the indigenous Māori language (te reo Māori) has official language status, but it is spoken by a minority of the population (3.73% of the total population and 21.3% of the Māori population). However, some bilingual picturebooks have opted to assign primary status to te reo Māori in terms of order and font size.
Children’s picturebooks are often underestimated, but some bilingual picturebooks disrupt the status quo and promote an alternative language hierarchy.
For example, Kākahu – Getting Dressed (Brown & Parkinson, 2015) is a board book in a series self-published purposefully by Reo Pēpi to encourage the use of te reo Māori with young children. On its front cover, the Māori word in the title (Kākahu) is much larger than the English (Getting Dressed). In the body of the book, Māori is privileged in several ways.
Māori is given first on the page, with English underneath; Māori is presented in a much larger font size than English; and Māori is given in a bold typeface, whereas English is given in normal typeface.
Te Wairua o Waitangi, which can be translated as “The Spirit of Waitangi”, is also part of a self-published series, written by Sharon Holt and designed to support teachers to bring te reo Māori into English medium classrooms via song.
This book (and others in the Te Reo Singalong series) features a brightly coloured title in te reo Māori only. It is bigger and more bold than any other writing (in English) on the cover.
The first few pages before the body of the story feature publishing information, a translation of the lyrics, and teaching notes for teachers in English. However, in the body of the book, only te reo Māori is used. At the back of the book, the lyrics for the song are given in Māori only with guitar chords. The picturebook includes a CD recording of the song, which also features a title in Māori and not English.
The power of the picturebook
The many different factors that influence the status of a language are often inter-related, but if a language is not valued, this may lead to people using it in fewer situations, and even to its eventual demise.
The two picturebooks I have discussed illustrate how an often underestimated form of children’s literature can be used to support an indigenous language with a minority of speakers. Children and adults reading and listening to these books will see, albeit subconsciously, which language is being given higher status. In this way, new language attitudes are being formed and this may result in the adjustment of existing language hierarchies.
You must be logged in to post a comment.