Author | Journalist | Librarian | Prison Reform Activist
BOOK REVIEW
Speaking of Promises by Shivanee Ramlochan, Paper Based Blogger
Debbie Jacob curates a weekly Sunday Arts Section Book Club for the Trinidad Guardian, where her musings on books, authors and the fascinating world of reading are always a pleasure to explore. She tackles both local and international literature, and her perspectives on characters, themes and symbols lend themselves to a generous circumference of interpretation: much like this 2011 collection of short fiction she’s penned. Speaking of Promises was released by Archimedes Publishers, and contains fourteen stories, each of which focuses on aspects of the Trinidadian spirit in unique ways.
It’s evident from the first handful of stories that Jacob understands the complexity of human character — she serves up compelling portraits of men, women and children living on the frontlines of difficult decisions, making choices that will affect themselves, as well as those they love and disdain. These aren’t black-and-white, simplistic narratives; far from it, as the author takes time to develop the inner thought processes of would be heroes and possible schemers alike. “Graduation Day” provides a heart-wrenching platform for consideration of the troubled waters often stirring between hardworking mothers and their less than grateful daughters: the story packs a punch line sure to sting one’s eyes with tears. Not all the short stories are as agonizing: levity abounds in “Crime Watch”, wherein two amateur sleuths (with a touch too much time on their hands) see the scales of justice tip into work — just decidedly not in the way they were expecting!
Jacob, who has also authored the 2005 Macmillan Caribbean title for young readers, Legend of the St. Ann’s Flood, is a fiction writer of both perspicacious viewpoint and sensitive heart, this combination undeniably prompts a level of storytelling that soars.
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https://paperbased.org/tag/legend-of-the-st-anns-flood/
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BOOK REVIEW
Wishing for Wings by tgilbertroberts
‘Voicelessness’ is one of the main concerns of Caribbean adolescents and youth and a major research preoccupation of mine.[1] The identification of effective strategies for youth empowerment has been an on-going challenge, which makes Debbie Jacob’s new novel very intriguing.
Wishing for Wings chronicles the author’s memorable experiences of teaching CXC English to boys resident in the Youth Training Centre (YTC) in Trinidad and Tobago – a juvenile correctional facility. Perhaps Jacob would not consider her work a significant contribution to youth development and youth empowerment literature – after all, there are many other chronicles about “working with youth”. However, in my view, her book falls into that tradition in a unique way because it gives voice to a set of “forgotten boys” who become the reader’s adopted children by the end of the book. The work is empowering for two reasons: firstly, it portrays the challenges facing youth and inspires those who work with young people; secondly, it creates a space in which young people have been afforded the opportunity to write about themselves. It is a story of grasping at freedom and acquiring the wings that many of those boys wished for from the very first day of class.
As chief narrator, Jacob draws us immediately into her world as we find ourselves empathising with her need to “do something” and also agonising with her over which students to choose from an initial group of 27 boys to sit the CXC examinations. The humility with which the account is told makes it easy to relate to her as she shares small victories juxtaposed with feelings of inadequacy or failure.
Jacob’s students join in the narration through their essays, book reports and letters to the teacher which are reproduced in minimally-edited form. The students share heart-wrenching revelations of their lives prior to and during their incarceration in the YTC. The minor grammatical errors, which Jacob deliberately reproduces, reflect the reality of the learning process and do not detract from the creative and often witty expressions of hidden emotions which erupt from the ‘tough guys’ as they reflect on who they are, what they’ve done and their dreams for the future. Any reader will become immersed in their feelings of frustration and fear; as well as their hope and determination for a better life beyond the closed doors of the Centre.
In the 43 brief but gripping “chapters”, Wishing for Wings offers very powerful stories which leave lasting impressions in a few carefully-chosen words. On the one hand, Jacob weaves a single coherent (serious and humorous) story of the struggles and triumphs of teaching and learning. On the other hand, she unravels the stereotypical label of the homogenous “bad boy” of YTC by allowing each of these young male voices to stand out, as individual threads, which tell disparate stories of courage on the cell-block, loyalty, friendship and determination. Jacob’s own distinct story of courage and loyalty to her students is intertwined in surprising ways and through unexpected incidents of apparent role reversal between teacher and student. The sentiments expressed, especially those in the letters exchanged between Jacob and her students, are likely to bring tears to your eyes and a smile to your face as you realise that the honesty and openness of those sentiments paved the way for a strong relationship based on mutual love, care and commitment.
The story is inspiring. The snapshots of humour and pain reinforce three main principles of youth empowerment and serve as a reminder that the simplest strategies are sometimes the most powerful. Firstly, unwavering encouragement is perhaps one of the most important tools in youth empowerment. Debbie’s commitment to speak positive words to each student individually, even when they made mistakes, is instructive as is her commitment to drawing on colleagues, experts and family to boost her reassurances. The boys’ own encouragement to their teacher is a wonderful reward for that investment in them, as the tough guys become carers for their care-giving teacher.
Secondly, love and acceptance cover up a multitude of feelings of uncertainty. Jacob’s desire to see each of the boys succeed beyond passing an exam emerged from a sense of care for them and a hope that they would evolve into young men with a sense of self – the capital “I” which was grammatically problematic in class. Even though she was unsure of the curriculum and the prescribed texts and of the crimes these boys may have committed, her loving approach enabled her to see latent talents in each and build on those by encouraging reading and writing based on interests. Her loving willingness to look beyond the mistakes of their past, enabled them to think differently about themselves and their futures and overflowed into their relationships with her and with each other.
Thirdly, partnership is critical in youth development. One of the most striking themes of the novel is the duality of growth, support, care and giving which is demonstrated by both teacher and students. They give to her as much as she does to them. This partnership in teaching and learning is an important model for working with youth and no doubt the foundation of the natural, unpretentious strategies Jacob employed which truly engaged the young men where they were.
By the end of the novel, it’s easy to see why Jacob proclaims her students to be “the most amazing group of young men I have ever known”. Her dedication of the book to her students reflects her commitment to them – not for the sake of telling her own story of growth but evidently for the sake of letting those boys tell their own stories as well. The ending for some of these amazing young men may surprise you – causing you either to shout for joy or to cry with sadness – but whatever the reaction, you will undoubtedly have been inspired by their stories.
Wishing for Wings is published by Ian Randle Publishers and is highly recommended for youth work students and practitioners. It is also a great read for anyone who wants to learn more about how simple commitment and care for others can bring transformation to complicated life situations.
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[1] Based on the situation analysis of youth aged 10-29 years conducted by the CARICOM Commission on Youth Development.
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BOOK REVIEW
Wishing for Wings by Emma Lewis
The Voices of Trinidad’s Imprisoned Boys
Posted on November 12, 2013 by petchary
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I had the honor and pleasure of reviewing this book for the Kingston-based Ian Randle Publishers. I found it a remarkably gripping and emotional experience. The words of the boys simply tear at your heart. I would highly recommend the book for anyone working with at-risk youth, educators, sociologists, psychologists – or anyone concerned with the state of modern Caribbean society. Christmas is coming, so hurry out and buy a copy for someone who cares.
Congratulations to the author, Debbie Jacob, for writing such a brave and honest book. Ms. Jacob is Head Librarian at the International School of Port of Spain in Trinidad and Tobago, and a columnist with the “Trinidad Guardian.” She still teaches the boys at the Youth Training Centre (a euphemism for what we in Jamaica would call a Juvenile Correctional Centre).
Here is my review:
Whose wings are these? The title of this earnest, often passionate book seems to refer to the wings of our dreams, as depicted in the well-known Langston Hughes poem that prefaces it. But wings have other functions: not only the spiritual, but also the physical means of escape, of freedom and – in the case of some birds – of dominance.
I know this is a cliché. But this book simply proves that yes, one person can make a difference. Debbie Jacob gives a searingly honest account of her experience teaching English Language and Literature (at CXC level) to a group of young men – with “issues.” They are behind bars, at a Youth Training Centre (or YTC, a euphemism for a boys’ correctional center) in Trinidad. It is a bleak environment, which the boys sometimes describe in uncomfortable detail. Many are there for years, either serving their sentences for various violent crimes or awaiting trial.
Ms. Jacob lets the boys speak for themselves. Their narratives are sometimes disjointed and incoherent, often eloquent; but always yearning, in the way that young people yearn. Now, how did Ms. Jacob, a white woman from the United States who taught privileged children at the International School, elicit such outpourings from a group of angry, bitter and essentially lonely young men? She is from a different, comfortable world. She cannot easily comprehend the life of deprivation from which they come, and is not always aware of the nature of their crimes. But she does not concern herself with this. She simply wants them to pass the CXC examinations; although as it turns out, she and her students want more than mere academic success.
The answer is simple. Ms. Jacob treats each one of the boys as an individual from the outset. Likewise, the reader does not see them as stereotypical “bad boys.” Her CXC English class of eight is an extraordinary group of personalities: complex and demanding and difficult. We get to know them through their letters, essays, book reports. They express their deepest feelings more easily through the written word, even if their grammar is not always perfect.
As a teacher, Ms. Jacob realizes she is not a “textbook person.” Although the boys are initially obsessed with rules and structure and bring “God” into every sentence, she decides to teach them skills rather than teaching a syllabus. The CXC is a two-year course and she is not always confident in her ability to teach them to the standard required for the examination in just eight months. It’s a daunting task. So she focuses on reading, obtaining as many donated books as possible. The boys devour them. And so, her teaching methods evolve. Several issues emerge, including the importance of culturally relevant reading material – Naipaul, rather than Hemingway. Ms. Jacob points to the enormous value of reading – widely and deeply. The students’ reaction to the books is quite telling. “Water for Elephants” became a favorite, and Jahmai (a leader, who went on to do well in the exam) was a great lover of the classics.
The author describes how her relationships with each of her students develop, step by step (sometimes there are backward steps). She and her students learn to trust each other – and to support each other, and this evolves naturally, over time. Ms. Jacob shows that her relationship with a student is not a “one-way street.” The boys encourage her; and sometimes adopt a protective, almost nurturing approach to her, such as when there are severe floods in the area.
Ms. Jacob’s students write stark, even beautiful prose. It has been revised and “tidied up,” but their authentic voices form the most compelling part of the book. The language is uncompromising and the emotional impact so strong that the reader, like myself, might even feel a little tearful.
The author’s tone is never condescending. She does not see herself as a benevolent do-gooder and she is clear-eyed in her assessment of her students. Nor does she look at them as a kind of academic experiment. But her concern, even love for the boys flows through the book. She wants to give each of them wings, but knows that not all of them will fly. This is a simply written, straightforward account of a painful and complex process, that of growing up. Even more “bitter,” (one of the boys’ favorite words) when all the cards are stacked against you.
In an early exercise for their teacher, many of the boys wrote that they would like to be a bird: preferably an eagle, in command, powerful. And free.
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