1. Author
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Are the author / illustrator qualified to write or illustrate material relating to the culture(s) portrayed? How?
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Yes, both authors and the illustrator are of Australian Aboriginal descent and live in Australia.
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Yes, the author is an Australian-born Lebanese Muslim. She has coauthored The Glory Garage, about growing up Lebanese Muslim in Australia.
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The author is Vietnamese writing about his own experiences. |
Have the author/illustrator conducted related research? If not, have they lived among (either as a member of or as a visitor to) the groups of people represented in the book?
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Yes, they live in Australia and are award winning authors and artists who are from the cultural group represented in the book.
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Yes, the author grew up as a member of a Lebanese Muslim Australian family. She seeks to promote understanding between Anglo-Australian culture and Islamic culture in Australia through her writing.
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The author was a refugee whose family sought freedom in Australia at the end of the Vietnamese war.
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2. Story
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Sam’s bush journey
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The perfect flower girl
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The little refugee
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Is the story interesting to students?
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Yes — themes will likely resonate with students and spark connection to/ or interest in Australian settings, overcoming fears, etc.
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Yes — students are likely to identify with commonalities contained in the story and gain insight into the differences found in the story and their own lives.
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Yes — opportunities for students’ experience and understanding are present. Potential exists for students to develop empathy and understanding of situations facing themselves or others in their class/community. |
Does the story contain
authentic language?
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Language likely to be familiar and/or authentic to readers, particularly relating to the Australian bush
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Yes, authentic language is embedded within the story. A Lebanese glossary is provided in the book for further reference.
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Language and vocabulary suited to the story |
Are factual and historical
details accurate?
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Some bush, waterhole, features of Australian bush settings
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The author includes a note about Muslim wedding protocols and how the family portrayed within the story has embraced influences and traditions from other cultures and incorporated them into the story.
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Yes, this story is based on the true experiences of the author as a child refugee following the Vietnamese war.
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3. Characters
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Sam’s bush journey |
The perfect flower girl
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The little refugee
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Are characters believable?
Are universal human emotions, attitudes, needs, and experiences reflected? |
Yes, the emotions experienced by Sam are likely to resonate with students. Sam’s Nanna portrays a strong, wise and nurturing female figure.
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Yes, the illustrator has portrayed a range of human expression and emotion in the characters that includes happiness, excitement, nervousness and pride.
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Yes, the full range of human emotions are depicted in characters as the protagonist engages in various conflicts highlighted in the story.
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Do characters represent
people from a variety of
cultural groups? |
Characters are both Australian and Aboriginal and this is represented in the illustrations rather than the text. However, the story could relate to any group due to the universal themes. |
Just the Lebanese – Muslim group |
Yes, the story also highlights issues relating to adapting to a new country/acceptance of others.
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Are life styles realistic? |
*Yes |
*Yes
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*Yes
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Are females as well as males depicted in leadership roles? |
Strong female character portrayed in Nanna
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Mix of traditional roles showing leadership characteristics of both genders
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*Yes
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4. Setting
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Sam’s bush journey
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The perfect flower girl |
The little refugee
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Does the story reflect a variety of places and times? |
Set over one 24-hour period; yet a timeless story
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Mix of settings
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Yes, authentic Vietnamese and Australian settings are depicted
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Are urban, suburban, and rural settings represented realistically?
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Illustrations are stylised through authentic Aboriginal art complemented with authentic language appropriate to the description of the rural setting.
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Yes, clear descriptions of each step and setting relate to the story
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Yes, a variety of settings are portrayed realistically
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Are cultural settings and geographical features represented accurately?
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*Yes
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Cultural settings are realistic
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Vietnamese settings, war conditions, sailing, and piracy on the open ocean are authentic and contain accurate details.
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5. Plot
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Sam’s bush journey |
The perfect flower girl
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The little refugee
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Are real situations depicted?
Are rigid boundaries of class, culture, religion and ethnicity dismissed?
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Real situation depicted. Universal themes apply across cultural boundaries.
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The situation of marriage and its associated details, preparations and associated emotions of the wedding ritual are conveyed during the story.
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Yes, those of being a casualty of war, adapting to a new country/life, and acceptance of difference are depicted.
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Are various conflicts presented for students to explore and discuss?
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Yes, universal themes of fear, trust and resilience.
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Yes, universal themes of celebration, doubt, fear and pride.
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Being a victim of war and a refugee.
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How are conflicts resolved?
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Support of loved ones; personal growth and trust.
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Support of loved ones; resilience.
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Acceptance is stressed at the end of the main character’s journey; the power of positive thinking and faith.
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6. Theme
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Sam’s bush journey |
The perfect flower girl
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The little refugee
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Does the story offer students a variety of situations, concepts, and new ideas on which to reflect, question, and consider?
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*Yes
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*Yes
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*Yes
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Are values explored, rather than preached?
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*Yes
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Yes, those of Muslim marriage and associated traditions
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*Yes
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Are there lessons to be
learned?
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*Yes
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*Yes
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*Yes
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Are students exposed to
multiple perspectives and
values?
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Yes — Sam and his Nanna.
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Yes, within the family.
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Yes, opportunities for reflection on immigration as well as outsider and insider perspectives of belonging.
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7. Illustrations
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Sam’s bush journey
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The perfect flower girl |
The little refugee |
Are diverse populations represented? |
One race/culture |
One race/culture – variation of dress and lifestyle within that culture |
*Yes |
Is there diversity represented within cultural groups? |
Yes, diversity of generations |
*Yes |
*Yes |
Are characters realistically and genuinely represented? |
Represented through traditional Aboriginal art techniques combined with illustrator’s personal style |
Animated style of illustrations capturing emotion and activity |
Yes, with the full range of human emotions being depicted |
Do the illustrations avoid reinforcing societal stereotypes? |
*Yes |
Yes – contemporary depictions of Muslims in Australia |
*Yes |
Do the illustrations and text use authenticity to demonstrate respect for other cultures? |
The traditional style of artwork has the potential to enhance respect for Aboriginal culture |
Yes, for exzample, some of the women are depicted wearing traditional Muslim dress while others are in contemporary dress – this can assist in disrupting stereotypes.
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*Yes |
Do the illustrations and text convey characteristics common to all people and cultures? |
*Yes |
Yes, celebration of a wedding |
*Yes |
8. Developmental appropriateness
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Sam’s bush journey
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The perfect flower girl
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The little refugee
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Is the story age appropriate; can students understand what is presented? |
Yes, suitable to a range of ages from early to primary childhood |
Yes, students will be able to make connections to the students portrayed in the story |
Yes, suitable for primary years 3-6 |
Is the story individually appropriate in terms of students’ family backgrounds? |
Universal themes will resonate with all students with particular application to Aboriginal students |
Universal themes will resonate with all students with particular application to Muslim students |
Universal themes will resonate with all students with particular application to immigrant or refugee students |
Does the story reflect the social, linguistic, and cultural contexts in which students live or to which they can relate? |
*Yes |
Yes, every culture has traditions, ceremonies, rituals and emotions around weddings and other celebrations |
*Yes |
Will the story encourage
meaningful and relevant
discussions? |
Yes, the story will provoke discussion around fears and family |
Yes, the story will provoke discussions around the traditions of weddings |
Yes, the story will provoke discussion of being a refugee, victim of war and acceptance of differences. |