The
Shadows of Ghadames
by Joelle Stolz
by Joelle Stolz
Bibliography:
Stolz, Joelle. (2004). THE SHADOWS OF GHADAMES. Translated by Catherine
Temerson. New York: Random House. eISBN 978-0-307-49078-0.
Stolz, Joelle. (2004). THE SHADOWS OF GHADAMES. Translated by Catherine
Temerson. New York: Random House. eISBN 978-0-307-49078-0.
Plot
Summary:
A delightful tale of a young Berber girl named Malika who lives with her father Mahmud, her mother Meriem, her father’s second wife Bilkisu, and her half-brother Jasim in late 19th century Ghadames, Libya. Malika is destined for the traditional role of a woman amidst the rooftops of Ghadames, or is she? Fate brings a stranger named Abdelkarim into their home while Mahmud is off on a caravan journey in the Sahara to trade and do business. The women must hide this injured young preacher because it is forbidden for a man to be in their home in the father’s absence. Eleven-year-old Malika’s great desire is learn how to write and to read, a very difficult desire in a world where women are confined to very traditional roles and are not educated like boys. But, the stranger has great affection for Malika and wishes to teach her Arabic. Bilkisu agrees and even states that her father would approve. The first lesson teaches her the word bâ-boun, the door, and a door to the world is truly opened to Malika as she learns to write and read.
A delightful tale of a young Berber girl named Malika who lives with her father Mahmud, her mother Meriem, her father’s second wife Bilkisu, and her half-brother Jasim in late 19th century Ghadames, Libya. Malika is destined for the traditional role of a woman amidst the rooftops of Ghadames, or is she? Fate brings a stranger named Abdelkarim into their home while Mahmud is off on a caravan journey in the Sahara to trade and do business. The women must hide this injured young preacher because it is forbidden for a man to be in their home in the father’s absence. Eleven-year-old Malika’s great desire is learn how to write and to read, a very difficult desire in a world where women are confined to very traditional roles and are not educated like boys. But, the stranger has great affection for Malika and wishes to teach her Arabic. Bilkisu agrees and even states that her father would approve. The first lesson teaches her the word bâ-boun, the door, and a door to the world is truly opened to Malika as she learns to write and read.
Critical
Analysis:
This beautifully written story gives the western reader a glimpse into life in the Middle East during the late 19th century. Some of the descriptions could very well apply to life for a young girl in Africa or the Middle East in our own time. The cultural markers are abundant in this novel and transport the reader to another time and place.
This beautifully written story gives the western reader a glimpse into life in the Middle East during the late 19th century. Some of the descriptions could very well apply to life for a young girl in Africa or the Middle East in our own time. The cultural markers are abundant in this novel and transport the reader to another time and place.
The women are not allowed to walk freely in the city
of Ghadames. They are confined to their homes and to the rooftops and are not
allowed to interact with men who are not family members. It is on the rooftops
where the women meet, talk, socialize, and trade their goods.
Young Malika is not allowed to see her father off on
his journey because she is not allowed at the entrance of the city. Her brother
Jasim is permitted. He is also permitted to learn to read and write, while
Malika must perform the traditional duties of a girl.
The clothing is explained in detail, such as
Mahmud’s camel-hair burnoose and turban and the women’s veils and lack of
jewelry during Mahmud’s absence. Malika wears a malafa which is a piece of embroidered wool tied under the chin
that covers her head. She will wear this until marriage.
The different tribes and clans are mentioned, such
as the Iforhas-the Tuareg nomads who take the men of Ghadames to the Sahara.
The injured stranger is of the Beni Ulid clan. The main characters in the story
speak the Berber dialect, but the servant Ladi can also speak her native Hausa
language.
The religious traditions of Muslims are included
such as the different brotherhoods, or religious groups and the Koran. The
older traditions such as the goddess Tanit and the jinn, or spirits, are part
of the women’s lives. This is most evident in the character of Aïshatou who is
a wise woman and healer. There is also the explanation of the symbolism of
Meriem’s bluish tattoos that adorn her face and body.
Finally, the names of the characters are appropriate
for a novel set in Libya. The descriptions of the baths, the food preparation
and the storage of the wheat, barley and salt in earthenware jars, and the
description of their daily lives which consists of working at the loom,
grinding grain into flour, and washing the laundry are all excellent cultural
markers that will give a young reader some insight into life in another country
and details about another culture. But hopefully they will also see universal
themes as well that can connect children from any part of the world—family
love, sibling rivalry, a young girl’s crush on an older boy, conflict with
mother, among others.
Review
Excerpts:
Kirkus: “Setting her tale at the end of the 19th century, Stolz not only weaves the sights, sounds, and daily rhythms of life in Ghadames into a vivid tapestry, she creates a cast of distinct characters, each of which displays a unique blend of strengths and weaknesses, as well as sometimes unexpected intelligence and compassion.”
Kirkus: “Setting her tale at the end of the 19th century, Stolz not only weaves the sights, sounds, and daily rhythms of life in Ghadames into a vivid tapestry, she creates a cast of distinct characters, each of which displays a unique blend of strengths and weaknesses, as well as sometimes unexpected intelligence and compassion.”
School
Library Journal: “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.”
Awards:
Mildred L. Batchelder Award (2005) for the most outstanding children’s book published in a language other than English in a country other than the United States, and subsequently translated into English for publication in the United States.
Mildred L. Batchelder Award (2005) for the most outstanding children’s book published in a language other than English in a country other than the United States, and subsequently translated into English for publication in the United States.
Connections:
The Batchelder Award Home Page: http://www.ala.org/alsc/awardsgrants/bookmedia/batchelderaward
The Batchelder Award Home Page: http://www.ala.org/alsc/awardsgrants/bookmedia/batchelderaward
King County Library
System Read Alikes page for The Shadows
of Ghadames: http://www.kcls.org/goodreads1/kids/view_book_detail.cfm?read_id=6352
Information and links
to websites about Libya: http://www.kidskonnect.com/subject-index/26-countriesplaces/405-libya.html
Flickr page showing
beautiful photographs of the city of Ghadames: http://www.flickr.com/photos/24151047@N05/sets/72157625812924461/
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