Posted on May 26, 2013
One of my goals this year was to read books by writers of Asian heritage, or to read more stories with protagonists of diverse backgrounds. I regret that growing up and all through these years, I haven’t made it a priority to expose myself to stories told in multicultural voices.
Through high school, university, and college curriculums, I have been exposed to a wealth of brilliant writers, from Chaucer to Hemingway, and many Canadian writers in between. I didn’t even stop to consider that all the stories I read were told from a Western perspective. This has had an interesting impact on me as a reader and now as a writer. I assume every character I read about is white unless told otherwise. I’m not alone. When I wrote ‘The boy ate an apple’ on the chalkboard and asked a classroom full of students, “What ethnicity was that boy?” All of them, even the black and Asian students responded, “white”.
As Canadian educators, writers, and readers, we need to do a better job of promoting diverse voices and experiences. It is 2013, yet the reading lists for Independent Study Projects in senior English classes haven’t changed much since the 80s when I was in high school. To throw in the odd book by a black or Asian writer to “modernize and update” the list isn’t enough.
I recently finished Frances Itani’s Requiem, a story about Bin, a Japanese Canadian struggling with loss on many levels. Although set in 1997, the story takes readers back to 1942, a year after the attack on Pearl Harbor. Twenty-two thousand Japanese Canadians in British Columbia were interned, in what is one of Canada’s darkest periods in history.