Perhaps I was always going to have unfair expectations of Gabrielle Moss’s Paperback Crush: The Totally Radical History of 80s and 90s Teen Fiction, which is a broad survey of a lot of the US middle grade and YA fiction published in these two decades. I don’t research children’s lit or YA at the moment (though watch this space for a super secret exciting project coming soon!!*), but I’ve read enough on the topic to know that there’s scholarly work on this that Moss doesn’t engage with. However, having said that, I think I would have been happy enough with a shallow analysis of publishing trends and genre history if Moss had really seemed to know and love the books that she’s writing about. And while there are exceptions – she’s clearly a big Christopher Pike fan and gives a welcome shout-out to The Midnight Club, also my favourite Pike – she doesn’t really manage to convey her enthusiasm. Here, Moss isn’t well served by the explosion of blogs and online articles that so intelligently and hilariously dissect 80s and 90s mass market paperbacks aimed at this age group. Why would you read Moss on Lurlene McDaniel when you could read Somewhere Between YA Lit and Death? Or on Sweet Valley High when we have 1bruce1 AND Double Love? On the Baby-Sitters’ Club when we have 3_foot_6’s recaps on bsc_snark? On Point Horror when we have Teenage Scream? Or on this era at all when we have Frankie Thomas’s YA of Yore series in The Paris Review? So as I say, a bit unfair – Moss clearly did not have the page space to be able to go into the same amount of depth – but I guess I think this would have worked better if it had focused on a handful of Moss’s own favourite series rather than trying to cover everything (which it can’t, and doesn’t, anyway). The book is worth it for the hilarious full-colour reproductions of 1980s and 1990s book covers alone, however. And for any other 90s kids, I’m sorry not sorry if I just sent you down a rabbit hole with any of those links.
*maybe temper your expectations, unless you are really into 90s/early 00s middle grade US SF
Recent Cambridge graduates Chelsea Kwakye and Ọrẹ Ogunbiyi wrote Taking Up Space: The Black Girl’s Manifesto for Change for other black girls like them trying to navigate the still very white spaces of the British university system. However, it’s an important read for anyone who is involved in education in any way, shape or form. The topics covered – institutional racism, white curriculums, mental health, dating – are not obviously different from a number of other books on race and gender in modern Britain, but Kwakye and Ogunbiyi’s specific perspectives as young black women are hugely valuable. Having taught black students at both Oxford and Cambridge, this book made me further reflect on my own practice, sometimes uncomfortably, especially when Kwakye and Ogunbiyi discuss how they felt at times that less was expected of them because they are black women. At a conscious level, I know that I don’t expect less of black female students, but, especially in the one-to-one and one-to-two supervision/tutorial contexts of Cambridge and Oxford, we as supervisors/tutors are constantly making judgment calls about how to interact with students. Do you aggressively press a counter-argument in the hope that this will inspire the student to defend their own case, or should you talk through other interpretations more collaboratively so you don’t make them feel attacked? For obvious reasons, I’ll tread more carefully if I feel that students, of whatever race or gender, seem under-confident or uncertain, but as I’ve reflected in the past, it’s hard to judge whether these snap judgments are influenced by unconscious bias. On the other hand, Kwakye and Ogunbiyi point out that authority figures and peers can go too far the other way, assuming that they are invulnerable because they are ‘strong black women’, and not allowing them space to care for their own wellbeing. This opposing trope reminds the reader that improving black women’s experience of education is a continuous and challenging process of attaining balance in the context of a racist society.