Seedfolks

Seedfolks 

by: Paul Fleischman

Published: 1997

Seedfolks is a children's novel that explores different perspectives surrounding the same community garden. Paul Fleischman writes from thirteen varying perspectives to bring drastically different characters to a common ground, their neighborhood garden. The story is set in Cleveland, Ohio in a time where Cleveland is a melting pot for all different cultures that do not comingle with each other. However, once the garden begins to draw attention and the community begins to partake in planting their own crops, the community begins to intertwine and come together. 

Response: Seedfolks is an interesting story in that there is little dialogue and real-time character interaction. The story is told through thirteen small anecdotes that readers do not begin to piece together until they continue to progress through their reading. Each character's story is drastically different. They each stem from a different ethnic background, as well as varying walks of life. For example, there are characters who barely speak English and are brought to the garden by a caretaker, while other characters are sixteen-year-olds who are unexpectedly expecting their first child and feel lost. The characters intertwine, and they are able to find hope, reassurance, and community together. As a teacher, I would use this novel to introduce character development and relationships. Since the characters refer to each other, it would be beneficial for students to make a character map where they record when the characters interact and discuss each other, and what readers can learn from it. Initially, the students will record observations and discuss the identifiable traits of each character. As the students begin to recognize the relationships between the characters. For example, towards the end of the book, an Indian Man named Amir connects the community in a way that solidifies the purpose for the community garden, and therefore the novel. He discusses how before the garden, the neighborhood was judgemental and segregated. Amir discloses that through the garden, the walls and cultural differences that kept them apart came down. They were able to see each other as people, as well as help each other and communicate within their community. Amir discusses stereotypes that the characters had for each other, and how they were able to overcome the stereotypes and see each other for their true self. This is an important concept and lesson to focus on with students, as well as guide and support them to think deeper about the symbolism of the garden, and specific lines such as on page 72 where Leona says, "Whole garden shuts down, but the garden just keeps going." There are many lines that hold a double meaning such as this, so allowing students to select lines that speak to them, and find a deeper meaning and lesson would serve for a powerful takeaway, and a deeper appreciation for the text. 

Analysis: The use of multiple perspectives in Seedfolks is an intentional decision used to shape and develop the text. It is also symbolic. The community garden is multiple plots coming together to form a bigger picture and community. The novel itself mirrors this same purpose. Each chapter is a different seed plot, and each story builds and interacts to form the greater image and purpose of the text. This book tastefully and discretely deals with real-world issues and barriers that people encounter every day. The premises of the book is that the garden was run down and trash ridden, and people mistreated the land. From rock bottom, the community bands together to bring a run down and ill-treated plot of land to a place where crops flourish. This represents the people in the community, and how most of them were lost or missing a piece in their lives, and the garden was able to heal them, or allow them to find their purpose and role in the community. The characters towards the end of the novel reference how the members of the community used to avoid each other, however, the garden allowed them to open their eyes and break the communication barrier and build a sense of respect for each other. The garden allowed them to put their differences aside and learn to appreciate and learn about the individual identities that create and build the identity of Gibb Street in Cleveland, Ohio. In addition to the deeper messages found within the text, each character is also portrayed with intention. Each chapter is based off of an anecdote by a singular character. In the chapter heading,  there is an illustration done by Judy Pedersen that depicts each character, as well as a symbol that represents their role and background story. These images and items are intentional in that it builds the readers understanding of the diversity in the community, as well as subtly hints at their defining aspect. As seen above, the images of Kim and Ana are intentional and give the reader a hint about their role in the community. Kim plants lima beans, which is mentioned by both herself, and Florence at the conclusion of the book. Ana is seen as the woman who observes and watches the garden grow and mold the community from her binoculars above.