Oftentimes,
I think back to my days growing up in a black neighborhood in St. Louis,
MO. Aside from the few whites who did
not leave the area, the people who were noticeably different from us were the
Chinese. They owned the local chop suey restaurants or beauty supply houses
that almost every black person that I knew frequented on a regular basis. I was
fortunate to meet people from other backgrounds beginning in my junior high
school days. However, because their businesses were a staple in the areas that
I lived and my family frequented, Chinese people were a constant contrast to
the sea of black and brown faces. Their language, their food and obviously,
their physical features, piqued my interest.
What started off as an innocent inquiry became a quest to quell my
curiosity. Who were these new and strange people?!
The
phrase “All roads lead to Rome” is often said to assure us that different paths
can be taken to reach the same destination. Reading countless books, my personal
and school experiences and otherwise being exposed to various ways of seeing,
thinking and feeling led me to my first important fact--not all Asians are
Chinese. As a freshman in high school, one of my first friends and later my
first crush and Homecoming date were both Vietnamese. I joined the Korean club
as an undergraduate, I became a member of a predominately Japanese church when
I started college, and I often think about how lucky I am to have met and
befriended Asians from across that vast continent.
To
be honest, what initially attracted me to Asians was the contrast in color and
culture. The shared love of their cuisine and black people’s personal needs as
consumers marked the beginnings of my search for more commonalities. My life
has been enriched by what I have learned and experienced from my brothers and
sisters from the East. For these reasons and more, carefully constructing an annotated bibliography that consists of books about
and written and/or illustrated by Asians, Asian Americans and Pacific Islanders
has been an academically-important and a personally-meaningful undertaking. I
want to introduce others to literature that will hopefully encourage them to
meet the kind of people that I have met and grown to love. Moreover, I would
like them to initiate authentic interaction and not settle for a type of
misinformed voyeurism. Understandably, there has been a lot that I have had to
learn to start this process.
In their article entitled Examining Multicultural Picture Books for the Early Childhood
Classrooms: Possibilities and Pitfalls,
Jean Mendoza & Debbie Reese cited the importance of a trifecta of
considerations for children’s literature—it should be aesthetic, psychosocial
and informative/instructional. Imagine
children reading books that allow them to personally identify with the
characters. When the pictures or drawings are aesthetically pleasing to them,
children will be more inclined to enjoy the book and subsequently read more. Knowing
that the characters in a story believe and behave the way they do (or should
not) can help children learn lessons about themselves and the world around
them. Something as seemingly simple as
seeing others who look like them cooking with their parents, living with their
grandparents or learning to speak more than one language while growing up can
offer children invaluable insight into issues that will guide the decisions they
make, ones that what will affect them for the rest of their lives.
The authors go on to provide us timely information
about Dr. Rudine Sims Bishop’s philosophy on the dual role for multicultural
children’s literature. As Professor Emerita at The Ohio State University in
Columbus, Ohio and long-time educator of children’s literature, Dr. Bishop asserts
that such literature should serve as both a mirror and a window for children.
They need to be able to see themselves in the books and be offered the
opportunity to see the vast diversity evident in others.
Unfortunately, children’s literature has been (and
continues to be) overwhelmingly Euro-centric. Think about how difficult it has
been for my students, the majority of whom come from various Latino backgrounds
and are growing up in an urban community, to truly develop a positive sense of
self when the prevailing images they see in their classroom libraries are of
white children living in suburban or rural environments and not interacting
with children who look like them. Even if some of my students moved to the city
from the suburbs, they would not be able to fully relate because they will
never become white and/or be treated as such. I am grateful that my school has
been making strides to provide more multicultural and culturally relevant
literature to our students. The opening workshop during our most recent professional
development day included a repeat of the presentation my colleagues and I gave at
the end of the previous school year on those very issues.
Experts on children’s literature go further to speak
of the importance of accurate/authentic representations of diverse cultures in
multicultural literature. That is why I, as many of them do, firmly believe
that children should not only be exposed to materials written about people like them; they should read
works written by people like them as
well. My annotated undertaking became
quite complicated when I realized that:
1. * the majority of the fiction and nonfiction books in my
collection that includes Asians, Asian Americans and Pacific Islanders (A/AA/PI)
are not written by them,
2. * many of the nonfiction
books on A/AA/PI at the public library were primarily about countries, holidays,
religion or war, and they were not
written by Asians, and
3. *children’s books
about Asians written by Asians are primarily fiction.
This
leads me to confess that my bibliography has limitations because I relied
heavily on the books in my library collection out of convenience, i.e., the
books were readily accessible. It was easy to locate and read books for the
first time as well as to refresh my memory of the ones I had read a while ago. As
a consequence, the majority of the books in my annotation are fiction.
The above justification for choosing books has
provided me with wholly welcome, slightly unanticipated yet highly invaluable information.
There is an urgent need to seek out and purchase more nonfiction books by and
about Asians, Asian Americans and Pacific Islanders! I will begin to fill the
void with useful, relevant resources as soon as the funds from the most recent
book fair become available!
It is my sincere hope that the bibliography that I have
created will be used beyond my Library program and in general classrooms where
teachers can help develop diverse cross-curricular quarter-, semester- or
yearlong lessons and projects for students in Kindergarten to 6th
grade. Therefore, the aims of this annotation are to:
- Provide students with access to general knowledge of Asians around
the world
- Pique students’ curiosity about the similarities and difference of
Asians’ and non-Asians’ experiences around the world and over time
- Foster an understanding and appreciation of Asian cultures
- Encourage an overall commitment to celebrating diversity
- Instruct students in simple, yet effective ways to critically read
in order to identify tone, mood and point of view
- Assist students in evaluating language (key words, phrases, etc.) to
determine how Asians are viewed by mainstream culture
- Instruct students on how to engage in meaningful conversations and
create writings that reflect critical thinking about Asian
cultures/identity
- Teach students how to conduct online and in-class searches to find
relevant, non-biased materials by and about Asians
After reading selected books
and/or engaging in related activities, students will be able to:
- Appreciate the diversity of Asian cultures
- Ask each other questions (thinking critically about what they have
learned) and use inferencing to develop a new set of questions not yet
asked
- Compare and contrast experiences amongst Asian and between Asian and
non-Asian groups
- Describe and identify Asian groups around the world based on ethnic
group, geographic location, language etc.
- Discuss Asian cultures accurately and respectfully
- Evaluate material to be able to recognize author’s tone, or attitude
toward subject
- Explain how Asians have learned to cope with and/or adapt to their
surroundings
- Identify author’s words to understand tone, or attitude toward,
Asians
- List various challenges of Asians during particular decades and in
certain areas
- Make connections between their cultures and Asian cultures
- Recognize the diversity among Asians
- Synthesize knowledge of Asians to engage in meaningful conversations
- Search for, read and understand information for academic use and
personal enrichment
- Understand how an author’s tone can play a key role in how Asians
are viewed and treated in society
- Use oral and written language to communicate effectively
- Value the lives and experiences of Asians by choosing reading
materials outside of special projects/cultural celebration months
In
an attempt to provide readers with a well-rounded reading experience, I
selected a variety of books that covered topics “from A to Z” and those which
offered readers samples of “the best of the best” in Asian, Asian American and
Pacific Island children’s literature including:
autobiography/biography ● award
winners ●careers
●choice
●coming
of age ●conflict
resolution ●diversity ● education ●ethnicity ●
family ●
freedom ● friendship ●
gender ●geography ●history identity ● immigration ●intergenerational
●language
●life’s
lessons nature ● poetry ● pride ●prose ●
push and pull factors ● race/racism ●refugees ●
responsibility● stereotypes ● traditions
I also hope that the annotated bibliography that
follows is both educational and entertaining. There are some very talented,
insightful Asian, Asian American and Pacific Islander authors and illustrators
whose works deserve to be explored and treasured. Happy Reading!
Approaching Authenticity:
An Annotated Bibliography of
Asian/Asian American/Pacific Islander Children’s Literature
Arcellana,
F. (1999). The Mats. New York: Kane/Miller Book Publishers.
Simple,
sensitive and sentimental. Francisco Arcellana reminds us that the heart takes
time to heal in The Mats, a tender
story of a father who returns from his homeland, the Philippines, with beautiful
hand-made mats for the entire family. He also brings back three for his
daughters who died when they were very young.
Chin,
J. (2009). Redwoods. New York: Roaring
Brook Press.
Train rides are almost always an adventure for kids.
Imagine the monumental thrill Jason got when he found a book on the subway
about redwood trees. The more he reads, the further he travels until he ends up
in California and climbs to the top of a redwood tree!
Chinn, K. (1995). Sam and the Lucky Money.
Sam
wants to buy something special with the lucky money that he gets for Chinese New
Year, but everything is too expensive. From the fresh honey-topped buns to the
New Year’s cookies to a brand new basketball, it all looks so appealing! When
Sam sees an old beggar man who is grateful for even the coin that his mom gave
him, Sam knows exactly what to do with his lucky money. The full-page,
larger-than-life water color paintings done by husband and wife team Cornelius
Van Wright and Ying-Hwa Hu help really bring Sam’s story to life and into our
hearts.
Coerr,
E. (1977). Sadako and the Thousand Paper
Cranes. New York: Dell.
For
some people, one is their favorite number. Others have lucky number seven. For
Sadako, it was supposed to have been 1,000. When she was stricken with leukemia
ten years after the dropping of bombs in Hiroshima during World War II, her
friend told her that she would be cured if she made 1,000 paper cranes. Find
out how many Sadako made and much more in this heart-warming, heart-wrenching
story of friendship, hope and the tragedies of war.
Choi,
S. N. (1991). Year of Impossible Goodbyes. New York: Random House Children’s Books.
Born and raised in Pyongyang, North Korea, Choi wanted
to share her personal experiences and foster and understanding of such an
unsettling period in time and in her life. Year
of Impossible Goodbyes was her contribution. As Choi’s surrogate, Sookan,
the main character, freely recounts her own and her family’s internal and
external struggles as they suffered yearlong antagonism by the Japanese
military that had taken over North Korea during World War II.
Choi, Y. (2001). The Name Jar. New York: Knopf.
Arriving
from Korean and dissatisfied with feeling different for many reasons, including
having a name no one can pronounce, Unhei decides to let her American
classmates pick her a new one. Consider reading Alma Flor Ada’s My Name Is Maria
Isabel and see how a Puerto Rican girl deals with name issues, too.
Ellis,
D. (2000). The Breadwinner. Groundwork Books.
An
interview with a mother in a refugee camp in Afghanistan inspired Ellis to pen The Breadwinner, the story of Parvana a
11 year old girl whose family’s livelihood was threatened when her apartment
was bombed and her father was imprisoned for having a foreign education.
Because girls could not earn money, Parvana pretended to be a boy and subsequently
became the family’s breadwinner. In the spring of 2015, fifth graders at my
school read this book and then collected money to send to students in
Afghanistan as part of the service learning project, Pennies For Peace. Learn
more about hope, education and a feelings empowerment have been brought to
children around the world at http://penniesforpeace.org/about-us/.
Gilmore,
D. (2014). Cora Cooks Pancit. New York:
Shen’s Books.
Like
Dorina Gilmore growing up in her Filipino/Italian home, Cora loves to cook! However,
this book is more than an account of what goes on in the kitchen. Through Cora,
Gilmore shares some of her own memories made with her mother, grandmother and aunties.
Gary Soto’s Too Many Tamales would
add a second helping of tasty tales about family, food and fun.
Gold,
A. L. (2000). A Special Fate: Chiune
Sugihara: Hero of the Holocaust. New
York: Scholastic Press.
Born
on January 1st, the very first day of a new year, Chiune Sugihara
was definitely someone special. He was destined to bring about something new.
His father wanted him to be a doctor, but Sugihara was going to save lives in a
different way. As the Japanese diplomat to Lithuania, Chiune Sugihara lived up
to his birthright as he disobeyed his father and governing bodies by writing
visas that saved the lives of thousands of Jews. He was named to the Righteous
Among the Nations by Israel 30 years ago for his heroic deeds.
Heo,
Y. (1996). The Green Frogs. Boston: Houghton Mifflin.
Gae
gul! Gae Gul! Gae Gul! In this Korean folktale about two disobedient frogs who
always did the opposite of what their mother told them, the boys finally decide
to honor their mother’s last wish. Children of all ages will be entertained as
they discover why frogs always cry out when it rains.
Houston,
J. W. (1973). Farewell To Manzanar.
New York: Ember.
The
effects of the World War II hit home when in 1942 when under President Franklin
Delano Roosevelt’s Executive Order 9066, the United States government ordered
the Wakatsuki family and over 100,000 other Japanese Americans and resident
Japanese “aliens” to leave their homes and relocate to one of ten remote, military
style camps. Written thirty years after
leaving Manzanar, Houston wrote Farewell…from
her perspective as an innocent young girl sharing the hard times her family and
other Japanese American families faced in the Manzanar internment camp located
over 200 miles from Los Angeles, California.
Ingus,
T. (1996). Two Mrs. Gibsons. New York:
Lee & Low Books.
Celebrating
biracial identity, Two Mrs. Gibsons
explores the love that the author, Toyomi Igus, has for the two women who share
that name and the love she has in her heart—her Japanese mother and her black
American grandmother. This book is an excellent companion to Monica Brown’s
books about Marisol McDonald, a girl with Peruvian and Scottish heritage.
Kajikawa,
K. (2009). Tsunami! New York: Philomel Books.
Readers
will learn much about sacrifice and how some rich people do really care about
helping the poor. Tsunami! is a
well-crafted Japanese folktale about a wealthy villager who sets fire to his
rice fields to warn his neighbors about the impending storm. Chinese-American
award-winning author and illustrator Ed Young created life-like cut-to-paper
collages for the book.
Kasza,
K. (2003). My Lucky Day. New York: G.
P. Putnam’s Sons.
When
you think something may be too good to be true, it just might be. At least that
was the case when a piglet looking for Mr. Rabbit showed up at Mr. Fox’s door. Kids
of all ages will laugh out loud as the piglet outfoxes another unwitting
neighbor and plans to fool a few more.
Kent,
Rose. (2007). Kimchi & Calamari. New
York: Harper Collins.
After
adopting her son from Korea, Rose Kent decided to write a children’s book to
reflect his experience. In Kimchi &
Calamari, Joseph Calderaro, a Korean boy adopted by an Italian couple, is
about to learn things that will change the way he thinks about himself and
others around him. He knows more about the Revolutionary War than he does about
what happened to Koreans during WWII. He has also had some not-so-positive
experiences with Koreans who have their own views about who he is and how is
supposed to be. So, imagine the invaluable lessons Joseph learns about race and
identity when he has to write a report on his heritage for his Social Studies
class.
Lai,
T. (2011). Inside Out & Back Again.
New York: Harper.
There
is no doubt that peace and peace of mind mean very different things to
different people. Written in a style known as novel in verse, Thanhha Lai offers
the reader an autobiographical account of the unexpected troubles that she
encountered on her journey from Saigon in Vietnam to Alabama in the American
South. Sometimes the things that
happened made her wish to be back in her war-torn homeland.
Lin,
G. (2008). The Year Of The Dog: A Novel. New York: Little, Brown and Company.
Who
Am I? That is a question that Taiwanese American Pacy is determined to find
out. It’s the Year of the Dog--her year--and new things are heading her way.
She has a new, American name (Grace), new projects at school and a new way of
thinking about herself and the people around her. When struggling with her
identity, feeling too American for the Chinese and too Chinese for Americans,
her mother helped her understand “neither and both” is exactly who she is
supposed to be. Though categorized as fiction, this book gives an account of
Grace Lin’s real-life experiences.
Louie,
A. (1982). Yeh-Shen: A Cinderella Story
From China. New York: Philomel
Books.
Thought
to pre-date Cenerentola, the Italian version of Cinderella, by a millennium, Yeh-Shen
is the tale of beautiful, orphaned daughter of Chief Wu, a cave chief who lived
in Southern China. Suffering at the hands of her mean and jealous stepmother,
Yeh-Shen finds comfort in her pet fish that her stepmother tricked and killed.
Read this ancient story to learn more about the power that lived within the
spirit of the fish and within Yeh-Shen herself.
Mochizuki,
K. (1993). Baseball Saved Us. New
York: Lee and Low.
Life
in the Japanese internment camps was undeniably difficult, but Shorty and his
father decided to make the most of a miserable situation. They built a baseball
diamond to lift their spirits and help them gain a renewed sense of self-respect.
As the first picture book written about the internment camps, Baseball Saved Us is a must-have that
teaches us lessons about growing up and growing within. Learn more about life
in the camps at http://amhistory.si.edu/ourstory/activities/internment/.
Mochizuki,
K. (1997). Passage
To Freedom: The Sugihara Story. New
York: Lee and Low.
As
a less academically-advanced, more kid-friendly accompaniment to Lisa Gold’s A Special Fate…, Passage to Freedom offers younger readers the opportunity to see
how one person really can change the world. Told from the perspective of his
young sons, namely his 5 year old Hiroki, we learn of Chiune Sugihara, the
diplomat and the dad. He put his entire family’s life at risk when he decided
to write visas for Polish Jews during World War II. His loving wife, Yukiko,
supported his decision to save others’ lives, an act of courage that drastically
altered the Sugiharas’ lives and changed the world forever.
Park, L. S. (2005) Project Mulberry: A Novel. New York: Clarion Books.
As new members of a farming club at their suburban school,
Korean-American Julia Song and her neighbor and friend, Patrick, who is white,
try to decide what project to do to win the blue ribbon at the state fair. Julia’s
mother suggests that they raise silkworms, and Patrick agrees. Julia, who struggles
with her identity as she and her family are the only Koreans in their town,
thinks that that is “too Korean”. When they decide on working with the
silkworms, the kids get of plenty mulberry leaves, the main source of food for
silkworms, from Mr. Dixon, a black man with whom Julia’s mother, clearly has
“issues”. Telling the story in first person narrative, Park creates conversations
between herself and Julia which teach the 7th grader and us about
far more than how to create award-winning projects.
Park, L. S. (2002). When My Name Was Keoko. New York: Clarion Books.
Reminiscent of Sul Nyol Choi’s Year of Impossible Goodbyes, When
My Name Was Keoko is the story of Sun-hee, a Korean girl living in
Japanese-occupied North Korea during World War II. Being forced to forget their
flag, forgo their own language and fight alongside the Japanese is overwhelming
Sun-hee and her family. It is even more difficult for her to keep her family’s
secret, especially when her older brother enlists in the Japanese army.
Polacco,
P. (2012). The Art Of Miss Chew. New
York: G. P. Putnam’s Sons.
Trisha
has been so lucky to have teachers who really care about her, leading her to
self-empowerment through education. One of her teachers, Mr. Falker, identified
her reading problem and got her the help she needed. When she got an F on a
Social Studies test with Mr. Donovan, he praised her for knowing the subject
matter and offered her extra time which lead to her success. When Trisha is met
with opposition when she wants to be an artist like her grandmother, neither she nor her art teacher, Miss Chew, are
willing to let Trisha’s dream fade away. Instrumental in her receiving a college
scholarship to an art school, Polacco dedicates the book to Violet Chew “who
taught me the art of seeing.”
Robles,
A.D. (2006). Lakas and the Makibaka
Hotel/Si Lakas at an Makibaka Hotel. Children’s Book Press.
This
bilingual English-Tagalog book energizes us with the power of protest! When the
Makibaka Hotel is about to be closed and tenants are getting evicted due to
poor maintenance, Lakas and his friends rally to keep it open. Tenants Tick A.
Boom and Firefoot play the drums and tap their feet to drown out the sounds of
a leaking roof and to chase away mice that scurry across the floor. Big, bold
and vivid pictures of friends and neighbors holding signs and singing into
karaoke machines invite us into the streets to join in the struggle. With so
much similar activity going on across the entire nation, this is a story with
which readers are bound to relate.
Santat, D. (2014). The Adventures of Beekle: The
Unimaginary Friend. New York:
Little, Brown and Company.
Author Dan Santat claims to have had an imaginary
friend, a chicken named Mr. Pickles, when he was a kid. Wanting to share that
special childhood experience with others, he created an inspiring tale of friendship
and courage as seen in the extraordinary actions of an unimaginary creature. Excited about what life has to offer, Beekle
does not wait for a child to imagine him. He sets out on an adventure of his
own to meet the perfect pal. The breath-taking artwork—bold and bright colors
on some pages, deep, dark hues on others—coupled with the happy ending of a
modern-day boy meets girl tale earned Santat the 2015 Caldecott Medal and a
gold star from everyone who has read it.
Say, A. (2011).
Drawing From Memory. New York:
Scholastic Press.
As emotional as it is artistic, Drawing From Memory is a memoir by Allen Say that beautifully
recalls his relationship with his mentor, Noro Shinpei, the renowned Japanese
cartoonist. Throughout the book, Say unreservedly recounts the roles that his
mother (who eventually encouraged his artistic leanings) and that his maternal
grandmother and father (who both considered artists’ attributes—they are “lazy
and scruffy people”--to be unrespectable) played in his life and events, great
and small, through sketches, cartoons, water color paintings, black and white
photographs and maps.
Say, A. (1993). Grandfather’s Journey. Boston: Houghton Mifflin.
Have you ever loved a place simply because someone
you loved loved it first? Recipient of the 1994 Caldecott Award, Grandfather’s Journey is the emotional
account of a man’s Japanese grandfather who loved to travel and ended up
expressing his love for two countries—Japan and the United States.
Say, A. (2005). Kamishibai Man. Boston: Houghton Mifflin.
Meaning “paper drama” in Japanese, kamishibai is the
art of storytelling that originated in Japanese Buddhist temple in the 12th
century to teach moral lessons to an illiterate crowd. Allen Say offers a
revival of the lost art, introducing us to a man who continues to tell stories
and sell candies even though the advent of television forces to people to lose
interest.
Yang,
G. L. (2006). American Born Chinese. New
York: Squarefish.
In
this coming of age story, kids from all cultures will be able to identify with a
kid who is trying to find his place at a new school. As the only Chinese
American student in his middle school, Jin is in love with a blond classmate
that he’s known since third grade, and he does not want his cousin, Chin-kee, who
came straight from Taiwan to ruin his chances with Amelia because of geekdom by
association. Painful and funny, filled with stereotypes and truths, the graphic
novel format and the inclusion of Kung Fu Monkeys are bound to fit well with
readers who may also learn a few lessons about themselves along the way.
Yee,
L. (2005). Stanford Wong Flunks Big Time.
New York: Arthur A. Levine Books.
Times
are tough for basketball superstar, Stanford Wong. After failing 6th
grade English, he has to deal with his father, his friends and his feelings
about Emily, the girl he has a crush on. Oh, and there’s Millicent, his tutor
that he constantly reminds us that he hates. Written in first person narrative
and in journal/diary-form, Stanford Wong
Flunks Big-Time takes a funny look into the life a typical teen with some
unusual issues.
Yep,
L. (1995). The American Dragons. New
York: Harper Collins.
Published nearly a quarter of a century ago, American Dragons: Twenty-Five Asian American Voices is an
invaluable contribution to American Literature. Yep’s assembly of short stories
in poetry and prose provide an intimate look at the joys, pains, fears and
desires of Asian Americans who are at once very similar yet remarkably
different from each other and non-Asians/Americans.
Yep,
L. (1975). Dragonwings. New York:
Harper & Row.
Though
written 40 years ago, this is a timely story of the relationship of between a
Chinese boy and his father at the beginning of the 20th century. Brought
down by the burden of prejudice the two are elated as they work together to
create type of flying machine. They have faith in their invention because
father thinks that he was once a dragon.
Yin. (2001). Coolies. New York: Philomel Books.
Based on true events that occurred during the 1800s
as recently arrived Chinese worked on the railroads in western USA, Yin’s work
of historical fiction gives insight the lives of two brothers, Shek and Wong
who endure physical and emotional pain while helping to build the cross-country
railroad system. Coolies would pair
well with Laurence Yep’s book in the Dear
America/My Name Is America series entitled The Journal of Wong Ming-Chung:
Chinese Miner about a boy named Runt who travels form southern China
to California in the mid-1800s to join his uncle during the Gold Rush.
Young,
E. (1989). Lon Po Po: A Red Riding Hood
Story From China. New York: Penguin
Putnam Books for Young Readers.
Author/illustrator
Ed Young won the Caldecott Medal for this twisted tale of Little Red Riding
Hood. Lon Po Po is actually the granny wolf who meets her match in the form of
three little sisters—Shang, Tao and Paotze.
Yousafzai,
M. (2013). I Am Malala: How One Girl
Stood Up For Education and Changed The World. New York: Little, Brown and Company.
What
would you sacrifice to go to school or to speak up for peace and democracy?
Malala risked her life. The Taliban took over the area of Pakistan in which
Malala and her family lived, and they targeted her for her outspoken nature.
Surviving a gunshot wound to the head, Malala continues to stand up against
terrorism and inequality. She has become a symbol of international peace and
courage; in 2014, she was awarded the Nobel Peace Prize.
