This is Part II of my answer to the question, Why did you write Darius Daniels: Game On!? It’s a great question and one that I often get from readers, whether students, teachers, librarians, parents, or adults, in general.
In Part I, I said my mother’s love helped me find the strength to persevere over 14 years to finish Darius Daniels, because the book began as a tribute to her remarkable life.
And then, remembering what I regularly witnessed in children also helped me to persevere.
I’ve said before that I’ve never met a child who wasn’t hungry to learn to read or read better. Many either didn’t have a lot of experience with reading or they didn’t have good experiences. So, as the children and I worked together, I quickly saw their fears and angst dissolve. What held them back disappeared into the ashes of time as confidence with the force of a wildfire fueled them on. They had fallen in love. They had fallen in love with themselves as readers.
I watched them declare themselves capable, good, and motivated. And that pushed me to persevere, to keep going, to pick up the manuscript again after it had sat on that proverbial shelf for 10 years.
I persevered because I loved seeing children who were diagnosed with disabilities – mental, emotional, and physical disabilities, children four, five, six grade levels behind with no diagnosed disabilities – become inspired to open up books and explore new worlds. I loved seeing them discover that reading for pleasure was a form of play, and they were utterly qualified to participate.
I persevered because I wanted to write a book for these children that I call hungry readers. I wanted to write a book about these children. I wanted to write a book for and about all of us as human beings who need to go somewhere special and come back loving ourselves a whole lot more.
Have you ever seen a hungry reader transform right in front of your eyes? I’d love to hear the story.
About what the Anacostia High School students saw
with their own eyes,
and filtered through their lived experiences.
This book is about voice.
About what came from the students’ mouths
–rhythmically, poetically, chronologically, with vulnerability —
about what they observed, reflected on,
and processed alone and in community with one another.
And in the seeing and speaking,
they have given us a book to cherish
— a book of poems, essays, reports, and images
that reveals what they felt, emotionally,
what they touched physically,
what they tasted, and what they heard.
And we owe them our deepest appreciation,
because what they have given us is profound!
The book is about journeys,
each of us separately, and all of us together
liberating ourselves, flying, like the birds, free,
dismantling the shackles of fear,
overcoming our insecurities,
touching truth and becoming one with it.
This book is about partnerships.
Many thanks to Conservation Nation
for sponsoring my Nature-Wise program with
the students, to Xavier Brown for
inviting me in to host the literacy
and the environment training,
to Patrick Gusman, UDC, the
Department of the Interior and
NPS for leading the establishment
of this summer internship program
and enthusiastically supporting our efforts
to engage the students as thinkers, readers, writers,
and critical observers of their relationship to nature
and in how to become even better advocates
for sustainability.