DIRECTIVE ILLOCUTIONARY SPEECH ACTS IN ONCE UPON

AN EID; STORIES OF HOPE AND JOY

A Research Proposal

By:

Dinda Fadila Oktaviani

1175030078

A. Research Background
Language is a means by which humans communicate with one
another. According to Chaer & Agustina, language is a tool for
communicating thoughts, ideas, concepts, or feelings (Chaer & Agustina,
1995). Another function of language is to allow two people or more to
communicate in order to achieve mutual goals or understandings. Humans
communicate not only verbally, but also nonverbally, through behavior,
expressions, and gestures.
The interaction between humans as a speaker and a listener is what
leads to a speech act. According to Searle, a speech act is a concept that
expresses the use of language in an activity or an action (Searle, 1976). In
other words, an utterance can serve as both a tool for conveying information
and an action in a speech.
Pragmatics is a discipline of linguistics that focuses on the study of
language utterance. Pragmatics is a branch of linguistics that analyzes
speech acts such as utterance, politeness, and language behavior in everyday
situations. Furthermore, pragmatic linguistics can be defined as the study of
linguistics that uses context to uncover the hidden meaning of a speech, after
which the speech form is evaluated using theories of speech act. This also
can be used as a guide for assessing a conversational speech utilizing expert
ideas.
 Based on Austin’s opinion as cited by Yule, speech acts can be
broken down into three categories: locution, illocution, and perlocution,
with each category being used to analyze different occurrences (Austin,
1975, as cited in Yule, 1996). The goal of learning this speech act is for the
speaker and partner to be able to express each speech with an action that can
be used as an affirmation, assertion, invitation, offer, request, and more. The
researcher will concentrate on the illocutionary act in this study, since
illocutionary acts are speech that expresses the activity itself. Searle argues
that illocutionary acts are classified as assertive, directive, commissive,
expressive, or declarative, depending on their role (Searle, 1979). This study
will focus on directive illocutionary acts, which are speech acts in which the
speaker commands someone else to do something.
These speech acts can be found not just in our daily lives, but also
in some literary works. Writers use literary works to deliver messages to
their audience and to express their thoughts and feelings in a creative and
inventive manner. Films, plays, novels, short stories, poetry, and even comic
books are examples of literary works. In this study, the researcher employs
a book that contains a collection of short stories as well as other literary
works. This book contains a collection of short stories about Eid
celebrations in various countries.
As it informs us about stories from many countries, each narrative
conveys a different message and features various civilizations. The book's
major focus, however, is the happenings surrounding Eid, hence the title,
Once Upon An Eid. Additionally, each story is written by a different writer.
Among them is Jamilah Thompkins-Bigelow's "Perfect." Jamilah
Thompkins-Bigelow is a teacher and children's book writer located in
Philadelphia. S. K. Ali also contributed a piece titled "Don'ut Break
Tradition". Sajidah "S.K." Ali is an Indian-Canadian children's book writer
best known for her novel, “Saints & Misfits”.
The stories in the book use a variety of styles to express their
messages, but because it is aimed at children as its audience, it includes
simple utterances in which the characters use speech to invite, suggest,
order, prohibit, and so on. As a result, this topic is in line with the author's
research, which focuses on the directive illocutionary act. A directive
illocutionary act is one that is carried out in accordance with the speaker's
wishes. The directive illocutionary act can also be employed to shift one's
perspective in order for the speech partner to perform the action that the
speaker desires. It corresponds to the characters in the stories in Once Upon
An Eid. The goal of this directive illocutionary acts study is to look at an
action in each story that conveys the speaker's meaning. Accordingly, the
researcher is interested in examining directive illocutionary acts in this book
in order to figure out what meaning is implied in the book's utterances. Thus,
the researcher can use data from dialogues in the book Once Upon An Eid
to study the data for this thesis.
There has been some previous research in the same field. The first
is the research conducted by Kombong, in which he discussed the
proportion of directive speech acts, as well as the characteristics of the
directive speech acts in Pope Francis' Encyclical Letter Laudato Si', and the
personal characteristics of Pope Francis that are reflected through the
directive speech acts. In his research, he discovered thirteen instances of
direct directions and 110 instances of indirect directions. He also discovered
that directives are distinguished by the use of the formal form let us, and
that some are presented in declarative sentences or assertive speech acts. In
terms of Pope Francis' personal characteristics, he noticed that love,
kindness, openness, humbleness in leadership, credibility, and degree of
politeness are expressed in directive speech acts (Kombong, 2017).
The next previous study is conducted by Pandini. She observed the
many types of directive speech acts and how they were carried out in the
film Jumanji. The results suggest that there are five types of directive speech
acts in the Jumanji movie, with the frequencies as follows: Request 0.01
percent, Command 31.30 percent, Suggestion 25.18 percent, Advice 0.04
percent, and Asking 43.47 percent (Pandini, 2020).
The third previous study is written by Cahyani, which described the
language form of the directive speech act used by the characters in the novel
 ‘The Land of Five Towers,' the illocutionary act of the directive speech act
used by the characters in the novel, and the politeness strategies employed
by the characters in the novel. She discovered 215 utterances, including
directive speech acts utilized by characters in the form of imperative (60%),
declarative (30.6%), interrogative (8%), and a blend of imperative and
interrogative (0.9%). She also discovered that the characters use the
following illocutionary acts: request (41.3%), prohibition (1.8%),
suggestion (17.2%), command (1.8%), order (15.3%), warning (4.6%),
advice (11.6%), admonishment (1.8%). The characters' politeness strategies
include 41.3 percent bald on record strategy, 38.1 percent positive politeness
strategy, and 19.5 percent negative politeness strategy (Cahyani, 2011).
All of the studies listed above are focused on determining the type
of directive in a speech act. However, there are some distinctions between
them, particularly in the use of works and in the respective specific topics.
The focus of Kombong's research on directive speech acts includes the
reflection of Pope Francis' personal characteristics. Pandini's research on
directive speech acts includes how they were carried out in the Jumanji film,
and Cahyani's research on the language form of directive speech acts
includes the politeness strategies employed by the characters in "The Land
of the Five Towers." As for this research, the writer will focus on the kinds
and functions of the directive illocutionary speech acts found in the book
Once Upon an Eid; Stories of Hope and Joy by 15 Muslim Voices.

B. Research Question
It can be deduced from the background above that directive
illocutionary acts are intended to respond to a speech with an action. A
speech, in general, necessitates a response, which might be either an
utterance or an action. The reaction responses given by the listener in the
form of an action, which can be a rejection or acceptance, are directive
illocutionary speech acts. The speaker will be able to determine the listener's
response based on this action. Ordinary communication frequently contains
 directive illocutionary acts. However, because they are reflections of real
life, they can also be found in novels or short fiction.
Based on the background above, the following research questions
have been formulated:
1. What types of directive illocutionary acts are found in Once Upon
an Eid; Stories of Hope and Joy?
2. What is the function of illocutionary speech acts in Once Upon an
Eid; Stories of Hope and Joy?

C. Research Objective
The analysis of the directive illocutionary speech act is based on the
problem description and formulation above. The following are the specific
objectives:
1. To identify the types of directive illocutionary acts found in Once
Upon an Eid; Stories of Hope and Joy.
2. To show the function of illocutionary speech acts in Once Upon an
Eid; Stories of Hope and Joy?

D. Research Significance
This study is intended to contribute to the advancement of language
and literary science, particularly in the field of pragmatics. The research's
more precise purpose can be divided into two categories:
1. Theoretically, this study is likely to benefit readers and may help to
support future research. This study will assist linguistics students,
especially those who will do research on speech acts in terms of
directive speech acts, and provide knowledge on the subject.
Furthermore, this study can contribute to our understanding of
linguistics, particularly pragmatic knowledge.
2. Practically, this research has several advantages, including the
ability to be used as a source for future research and the ability to
assist in the comprehension of directive illocutionary speech acts in
short fiction and comics. Furthermore, students in the English
 literature department who are studying pragmatics might find this
research interesting. Additionally, this study can add to our
understanding of how to analyze directive illocutionary speech acts
in short stories, poem, and comic books.

E. Conceptual Framework
Several theories relating to the topic of discussion are required to
address the research question. This study focuses on directive illocutionary
speech acts in Once Upon an Eid. As a result, the researcher employs
theories relating to illocutionary speech acts. The main idea is Searle's
directive illocutionary speech act theory (1976). According to Searle,
illocutionary speech act is divided into five types of speech, whereas every
utterance has a communication purpose, and the five types of speech that
reflect this function are assertive, directive, expressive, commissive, and
declarative speech (Searle, 1976).
A directive is an action that seeks to get the listener to do something
in response to the speaker's wishes, such as asking, inviting, proposing,
ordering, and so on. For example, “Get off!” (Ali et al., 2020, p. 19).
Directive illocutionary acts come in a variety of forms. Asking,
commanding, forbidding, suggesting, and inviting are the five categories of
directive illocutionary acts identified by Searle. This is in line with Searle’s
statement in Cutting that the directive speech act is one of the macro classes
used to classify speech act functions (Searle, 1969, as cited in Cutting,
2002). Requesting, demanding, forbidding, proposing, and inviting are
examples of directive speech acts that try to get the listener to do something.
The purpose of the illocutionary speech act of requesting involves
asking and pleading with the speaker. The aims of commanding
illocutionary speech acts are nearly identical to those of requesting
illocutionary speech acts, but the delivery of these types of illocutionary
speech acts is straightforward and the speech has no polished impression.
These forms of speech acts are opposed to the illocutionary act of
forbidding, which includes prohibitions and restrictions. Suggestion kinds
 of illocutionary speech acts have better roles, such as guiding, suggesting,
proposing, warning, and others. This is an example of an invocational
illocutionary speech act, in which the speaker invites the audience to engage
in activities that the speaker desires.
In terms of the purpose of illocutionary speech acts, the researcher
employs Leech's theory (1983). The function of illocutionary speech act is
divided into four elements according to this theory: competitive, convivial,
collaborative, and conflictive. Non-polite speeches that are more focused on
the speaker's interests in order to achieve something are defined as
competitive functions. In Principles of Pragmatics, Leech stated that
ordering, asking, and demanding are examples of competitive functions in
which the illocutionary objective competes with the social goal (Leech,
1983). The convivial illocutionary function, on the other hand, promotes
politeness such as thanking, welcoming, inviting, and other similar
expressions (Leech, 1983). This is consistent with Leech's assertion that the
convivial class of function includes acts in which the illocutionary and
social goals are aligned, such as offering, greeting, thanking, and
congratulating (Leech, 1983). The purpose of collaborative illocutionary
speech act is to neglect social tasks, including instructing, announcing, and
ordering. Leech clarified that the collaborative function includes acts such
as asserting, reporting, announcing, and instructing, in which the
illocutionary goal is unrelated to the social goal. These actions are treated
with politeness and are deemed neutral (Leech, 1983). According to Leech,
illocutionary speech act that functions as conflictive is designed to have a
detrimental impact on the voice recognition system (Leech, 1983). As a
result, there is no politeness in this function. Furthermore, the conflictive
function relates to acts in which the illocutionary purpose conflicts with the
social goal (Leech, 1983).

F. Research Method
There are methods for guiding a study through the processes of data
gathering, analysis, and interpretation in research. Collecting research
questions, data relevant to the research issue, types of data and how to get
them, as well as how to analyze them are four factors that must be taken into
consideration when using the research approach. Aside from that, if these
four requirements have been accomplished, the research process can move
further by constructing a research approach.
Generally, a research technique is defined as a scientific activity that
involves selecting a topic, collecting data, and analyzing data in order to
gain a better understanding of a specific topic, symptom, or issue.
According to Moleong, research methodology is a systematic process of
inquiry that consists of three elements or components: a question, problem,
or hypothesis; data; and data analysis and interpretation (Moleong, 2007).
Similarly, Nazir defines research technique as a set of knowledge
concerning systematic and logical methods for data retrieval in relation to
specific problems to be processed, analyzed, concluded, as well as found
the solution (Nazir, 1998). According to Creswell, there are three types of
research methods that can be employed in a study: qualitative, quantitative,
and mixed methods (Creswell, 2014). Because this research is a study that
analyzes data based on speech in a dialogue in short stories, comic, and
poem, the method employed in this study is content analysis with a
qualitative approach. Content analysis, according to Moleong, is a research
methodology for drawing replicative and right inferences from data based
on context (Moleong, 2011).

1. Research Design

As previously stated, the research approach used in this study

is qualitative. According to Creswell, qualitative research is used to
investigate and comprehend the meaning of an individual or a group
in relation to a social or human situation (Creswell, 2012).
Furthermore, Creswell stated that qualitative research focuses on
understanding human behavior in natural settings in everyday life
(Creswell, 2014). In addition, according to Semiawan, a qualitative
method is one that focuses on text, pictures, narration, artifacts, and
 data in non-numerical formats (Semiawan, 2010). Data reduction
and the presenting of data or analysis in a way that allows it to be
perceived as a whole are two other major functions of this method
(Maxwell, 1996). The study, based on this statement, will be in the
form of stating the data analysis, describing the data analysis, and
exploring the source data.

2. Sample of Data
Data is a crucial component of research and can take many
different forms. Data can take the form of a discourse, sentence,
clause, phrase, word, or even a morpheme (Arikunto, 2006a). Words
and actions or attitudes from dialogue are the primary data in
qualitative research. The data for this study focused on the
characters' utterances in each short story in Once Upon An Eid that
contained directive illocutionary speech acts. There are 202 data
points in total for this study, with 14 data for the directive inviting
speech act, 40 data for the directive suggesting speech act, 20 data
for the directive forbidding speech act, 91 data for the directive
commanding speech act, and 37 data for the directive requesting
speech act.
Given the size of the study's population, the researcher
should select a number of representative samples. The researcher
employed purposive sampling in this study. Purposive sampling,
according to Arikunto is the method of picking a sample by taking a
topic that is chosen based on a specific objective rather than the level
or region (Arikunto, 2006b). Furthermore, Arikunto explained that
if there are fewer than 100 data points in the total population, we can
take all of them, but if there are more than 100 data points in the total
population, we can take 10%-15% or 20%-25% or more (Arikunto,
2006b). In accordance with the idea, the researcher has taken 25%
of the whole population, or 51 data samples.
 The following is an example of data from each kind of
directive speech act in the form of utterances spoken by the
characters in Once Upon An Eid:

Data 1: “Could you teach me how to cook soul food, Aunt

Amina?” Fanta asked. (Ali et al., 2020, p. 16)

Because the speaker requests the speech partner to do something

according to her wish, the utterance above is classified as a
requesting form of directive illocutionary speech act. Furthermore,
the structure of the data above is expressed as an interrogative
sentence. The speech is delivered as a request from the speaker to
the speech partner. Fanta, who has recently developed an interest in
cooking, is grateful that she was able to learn something from
Hawa's mother during her and Hawa's visit to their home on Eid
holiday. The speech is classified as a requesting-type directive
illocutionary speech act because Fanta, the speaker, requests that
Hawa's Mother, the speech partner, carry out her request. The speech
is stated in an interrogative sentence and has a refined feel to it, as
seen by the word "could," indicating that it belongs to the requesting
type of directive illocutionary speech act.

Fanta was overjoyed to be able to learn more dishes to make, and

Aunt Amina was delighted to be able to assist her during the Eid
holiday. Because it benefits both the speaker and the speaking
partner, the utterance above falls under the category of convivial
function.

Data 2: “Hurry up, Hawa!” Mom yelled. (Ali et al., 2020,

p. 13)

When they're on their way to the train station, Hawa's mother

delivers the speech above to her. The purpose of the speech is for
Hawa, as the speech partner, to do something in response to her
mother's, the speaker's, instruction. The speaker's sentence structure
necessitates a response from the speech partner in the shape of an
act. The imperative sentence structure is employed in the above
speech, and it is spoken in direct sentence form. The uttearance
above, based on the explanation, is classified as a directive
command speech act.

The utterance uttered by Hawa's mother is included in illocutionary

speech acts that functions as competitive since it solely suggests an
advantage for the speaker, based on the utterance in the data above.
This speech is made for Hawa's mother's benefit as the speaker, in
order for Hawa to walk faster and bring them to the train station to
keep up with her father's long strides.

Data 3: “No!” Fanta shrieked. (Ali et al., 2020, p. 19)

In the speech above, Fanta's speech "No!" has a directive

illocutionary type of forbidding since it is denoted by the word "no"
and in the form of a prohibition from the speaker, so that the speech
partner does not do things that the speaker does not allow. The
speech restricts the speech partner's ability to act. Fanta was terrified
since she was having a fight with Hawa at the time, and Hawa went
to the bed and stood on it as she was going to lob two bits of cake at
Fanta's Eid attire, so she yelled to get Hawa to stop doing what she
was about to do. The speech in the data above is a directive speech
since the form of the speech corresponds to the speaker's aim.

The speech "No!" said by Fanta to Hawa is included in the

illocutionary act of a competitive function based on the speech in
data above because Fanta wanted Hawa to stop her action. This
indicates that the speech was delivered for the speaker's own benefit.
Fanta didn't want Hawa strewing cake chunks all over her Eid outfit.

Data 4: “If you can’t take spice, have plantains. I made

them,” Fanta suggested with that smile again. (Ali et al.,
2020, p. 16)
Fanta speaks to Hawa in the above-mentioned statement. She notices
that Hawa isn't a spicy eater, so she substitutes it with plantains.
Because the speech provides Fanta's advice as a speaker to Hawa as
a speech partner, the speech is included in the suggesting type
directive illocutionary act. The speech uses direct language in order
for the speaker's thoughts to be fulfilled or approved by the speaking
partner. Because the above speech indicates benefits for the speech
partner, it is included in an illocutionary speech act that works as a
proposal. Hawa, as the speech partner has the benefit of not having
to deal with the spicy food.

Fanta's speech in data is included in illocutionary speech acts that

are convivial since it benefits Hawa, the speaking partner. Because
it expresses how concerned Fanta was witnessing her relative
struggle with spicy food, it implies that the speaker and speech
partner are in harmony.

Data 5: She shakes her head and then says on an exhale, “I

love the way you love things. Let’s do this, then. Let’s get
you in hijab, huh?” (Ali et al., 2020, p. 63)

The speech above, delivered by Leila's Mama, is an inviting-type of

directive illocutionary speech act. The phrase "let's" is the defining
feature of this form of illocutionary speech act. In addition, Leila's
Mama delivered the above-mentioned speech with the intention of
enlisting the help of the speech partner in her acts. Leila's Mama has
finally agreed to let her wear a hijab now that she is old enough to
do so. The above sentence form appears in a direct invitation
sentence denoted by the phrase "let's."

The utterance above is included in the illocutionary speech act of a

convivial function in the data above since it suggests a benefit for
both the speaker and the speaking partner, resulting harmony
between them. Leila's Mama has now allowed her to wear the hijab,
and she cheerfully assists her daughter in her first attempt. The
 aforementioned remark benefits Leila and her Mama, since they are
pleased that Leila is now regarded as a big girl who can wear a hijab.

3. Source of Data
The data source, according to Kothari, is the subject of the
research from which data can be acquired (Kothari, 2004). The main
and secondary data sources used in this study are classified into two
categories. The primary source is one that may immediately provide
useful information (Sugiyono, 1999). The untterances spoken by
characters in the short stories in Once Upon An Eid are the primary
material for this study. Once Upon An Eid is a collection of short
stories celebrating the most joyous holiday of the year, Eid, written
by some of today's most creative Muslim writers. A poem, a graphic
novel chapter, and spot pictures will be included in the anthology.
G. Willow Wilson, author of Alif the Unseen and Ms. Marvel, Hena
Khan, author of Amina's Voice and Under My Hijab, N. H. Senzai,
author of Shooting Kabul and Escape from Aleppo, Hanna Alkaf,
author of The Weight of Our Sky, and other Muslim authors are
among the contributors to Once Upon an Eid. The book's pdf was
downloaded by the researcher from:
https://onuploads.com/mv8o0ezny5jn/Once_Upon_an_Eid_by_S._
K._Ali.pdf.html
4. Technique of Data Collection
Once Upon An Eid, edited by S. K. Ali and Aisha Saeed,
contains data collection and analysis procedures that were used in
this study. In this study, there are numerous steps to collecting data.
The steps in data collection are as follows:
1. Downloading the pdf file from:
https://onuploads.com/mv8o0ezny5jn/Once_Upon_an_Eid
_by_S._K._Ali.pdf.html
2. Reading the stories numerous times in order to fully
comprehend what is said in each story in the book and to
identify some points to be discussed.
 3. Taking note of all data utterances in short stories that have
a directive illocutionary speech act.
4. Differentiating between different kinds of directive
illocutionary speech acts depending on their functions.
5. Perform a thorough examination of the data.
5. Technique of Data Analysis
The next step is to assess the data that has been collected.
Data analysis, according to Moleong, is a method of integrating data,
sorting it into manageable pieces, combining, tracking, and
obtaining patterns, determining what is regarded as significant and
what to learn, and deciding what to inform others (Moleong, 2011).
Furthermore, Creswell stated that data analysis entails interpretation
in order to arrive at a conclusion (Creswell, 2007). In this research,
the researcher uses two theories, Searle's (1976) and Leech's (1983),
to analyze the data. The following are some data analysis techniques:
The first step is to use Searle's theory to identify different
forms of directive illocutionary speech acts found in Once Upon An
Eid. This technique is used to make it easier to categorize
information.
After classifying the data, the researcher examines and
interprets the data using Searle's theory to assess different types of
directive speech acts. This second step depicts a research analysis,
with the researcher analyzing the data one by one in accordance with
the study topic. Requesting, commanding, forbidding, suggesting,
and inviting are the five types of directive illocutionary behaviors
examined in this study.
The last step is to apply Leech's theory to the function of
illocutionary speech acts in Once Upon An Eid. Based on Leech’s
argument, the function of illocution is divided into four categories
in this theory: competitive, convivial, collaborative, and conflictive
(Leech, 1983).
 G. References

Ali, S. K., Saeed, A., Thompkins-Bigelow, J., Hussein, A., Montgomery, C., Khan,
R., Khan, H., Alfageeh, G. W. W. and S., Senzai, N. H., Franklin, A., Al-
Marashi, H., Mattu, A., Abdel-Fattah, R., & Alkaf, H. (2020). Once Upon an
Eid: Stories of Hope and Joy. Amulet Books Publisher.

Arikunto, S. (2006a). Metode Penelitian Kualitatif. Bumi Aksara.

Arikunto, S. (2006b). Prosedur Penelitian: Suatu Pendekatan Praktik. PT. Rineka

Cipta.

Cahyani, Y. B. (2011). The Directive Speech Act Used by the Characters in The
Novel “The Land Of Five Towers” (2011): A Pragmatic Study.

Chaer, A., & Agustina, L. (1995). Sosiolinguistik: Suatu Pengantar. PT. Rineka
Cipta.

Creswell, J. W. (2007). Qualitative Inquiry & Research Design: Choosing Among

Five Approaches. SAGE Publication Inc.

Creswell, J. W. (2012). Educational Research: Planning, Conducting, and

Evaluating Quantitative and Qualitative Research. Pearson.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed

Methods Approaches. SAGE Publication Inc.

Kombong, M. S. M. (2017). Directive Speech Act Analysis on the Encyclical Letter

Laudato Si’ of the Holy Father Francis on Care for Our Common Home.

Kothari, C. R. (2004). Research Methodology Methods and Techniques. New Age

Publications.

Leech, G. (1983). Principles of Pragmatics. Longman Inc.

Maxwell, J. A. (1996). Qualitative research design: An interactive approach.

SAGE Publication Inc.

Moleong, L. J. (2007). Metodologi Penelitian Kualitatif. PT. Remaja Rosdakarya.

Moleong, L. J. (2011). Metodologi Penelitian Kualitatif Edisi Revisi. PT. Remaja

 Rosdakarya.

Nazir, M. (1998). Metode Penelitian. Ghalia Indonesia.

Pandini, F. (2020). Directive Speech Act in Jumanji Movie.

Searle, J. R. (1976). Speech Act Theory and Pragmatics. D. Reidel Publishing

Company.

Searle, J. R. (1979). Expression and Meaning: Studies in the Theory of Speech Acts.
Cambridge University Press.

Semiawan, C. R. (2010). Metode Penelitian Kualitatif. Grasindo.

Sugiyono. (1999). Metode Penelitian Administrasi. Alfabeta.

H. Appendix

As previously stated in the sample of data, Once Upon An Eid has a

total population of 202 data population. Here are the utterances comprising
the directive illocutionary speech act:

Data 1 “Hurry up, Hawa!” Mom yelled. (Ali et al., 2020, p. 13)
Data 2 “Stop tryna be cute!” (Ali et al., 2020, p. 13)
Data 3 “Say it with me: tuh-nahn-tay, tuh-nahn-tay!” Mom was almost
shouting, like Señora Moreno in sixth-grade Spanish. (Ali et al.,
2020, p. 13)
Data 4 “She’s doing okay. Don’t worry, Amina,” my father said to her,
his African accent thick. He patted my braided hair and smiled. (Ali
et al., 2020, p. 13)
Data 5 Mom looked hard at me. “You are Black American and Mandinka.
Both are strong cultures. Love all of you, Hawa.” (Ali et al., 2020,
p. 14)
Data 6 “Come talk to your cousin! Don’t be shy!” Dad grabbed my hand
and pulled me toward Fanta. (Ali et al., 2020, p. 15)
Data 7 “If you can’t take spice, have plantains. I made them,” Fanta
suggested with that smile again. (Ali et al., 2020, p. 16)
Data 8 “Could you teach me how to cook soul food, Aunt Amina?”
Fanta asked. (Ali et al., 2020, p. 16)
Data 9 “You hear that, Hawa?” Mom said. “It’s time you learned how to
cook too.” (Ali et al., 2020, p. 16)
Data 10 “Thank you,” she whispered through her tears. Then Aunt Mariama
started crying and Mama Dusu too. Then they were all hugging and
talking fast again. I wanted to yell, “Wait a minute! I already have
the perfect dress!” (Ali et al., 2020, p. 17)
Data 11 “Try it on!” Aunt Mariama said, lifting at the hem of Mom’s tunic.
(Ali et al., 2020, p. 17)
Data 12 Fanta smiled that smile again. “You want to try yours on too?”
(Ali et al., 2020, p. 17)
Data 13 “Wait a minute!” Fanta snapped. (Ali et al., 2020, p. 19)
Data 14 “Stop! Stop! Stop! That’s not nice!” Fanta yelled, flailing her arms.
A cupcake flew onto the bed, right smack-dab in the middle of my
abaya. (Ali et al., 2020, p. 19)
Data 15 “Get off!” Fanta threw me off of her. (Ali et al., 2020, p. 19)
Data 16 “No!” Fanta shrieked. (Ali et al., 2020, p. 19)
Data 17 “Squat down low,” she said while wrapping my lapa as tight as
possible. (Ali et al., 2020, p. 21)
Data 18 “Come on now, the more dessert the better, in my opinion,” my
mother said. (Ali et al., 2020, p. 25)
Data 19 “The cream will set in the fridge, and you can readjust the berries
in the morning,” my mother called out to her. (Ali et al., 2020, p.
26)
Data 20 “I think the batter is ready to be poured into the pan.” My
mother put a hand on my shoulder and looked down at the metal
mixing bowl. (Ali et al., 2020, p. 26)
Data 21 “Are you sure you don’t want to bake them now? Tomorrow’s a
busy day.” (Ali et al., 2020, p. 26)
Data 22 “Fine. But that means the brownies are your responsibility
tomorrow, got it?” she said. “We’re hosting close to fifty people this
year, so getting them baked, cut, and set on the dessert table will
be your job.” (Ali et al., 2020, p. 26)
Data 23 “Coming to our place after this?” I asked him. (Ali et al., 2020, p.
27)
Data 24 “And it’s portable,” I told him. “Maybe you can bring it to our
house?” (Ali et al., 2020, p. 27)
Data 25 He walked to the fridge and brought back a container of Cool Whip.
“Add some dollops in the middle, and between that and the
fudge edges, I think it’ll be just fine.” (Ali et al., 2020, p. 29)
Data 26 “Take this.” She handed me a ziplock bag of M&M’S. (Ali et al.,
2020, p. 29)
Data 27 “Go ahead.” She cut another square and handed it to me. (Ali et al.,
2020, p. 30)
Data 28 “Trade you a brownie for a slice of tart?” I asked her. I glanced
over at her tart plate—but the plate was empty! (Ali et al., 2020, p.
31)
Data 29 “You can tell me yourself,” she said. “I saved you a slice.” She
pulled a plate out of the china cabinet and handed it to me. (Ali et
al., 2020, p. 31)
Data 30 “Yeah.” I hesitated. “And maybe next time we could make our
desserts—both of them—together?” (Ali et al., 2020, p. 31)
Data 31 “Thanks, Mr. Johnson!” Kareem said, sliding the bill into his
pocket. “Call me if you have any other chores that need doing!”
(Ali et al., 2020, p. 35)
Data 32 “Uhh, can you please take two seconds to say bismillah before
stuffing your face?” Mom said. (Ali et al., 2020, p. 35)
Data 33 “I know,” groaned Dad. “Okay, brainstorm with me. What’s the
first word that comes to mind when I say biking?” (Ali et al., 2020,
p. 35)
Data 34 “I volunteered your services.” Mom tucked her hair behind her ears.
“Shawn still doesn’t know the neighborhood that well. You can
show him all the shortcuts on his first day.” (Ali et al., 2020, p.
36)
Data 35 Early Eid Mubarak, habibi! Did you know your name means
“generous”? Think about doing something generous with this
money for Eid, will ya? (Ali et al., 2020, p. 37)
Data 36 Mom said. “Maybe that money can bring some happiness to
another family.” (Ali et al., 2020, p. 37)
Data 37 “Anyway.” Mom shrugged. “Teta sent the money to you, so you
decide for yourself.” (Ali et al., 2020, p. 37)
Data 38 Newspaper in hand, he walked toward the gate, but he hesitated
when he saw a clumsy handwritten note taped to a tiny doghouse on
the lawn: “Beware of Dog!” (Ali et al., 2020, p. 38)
Data 39 “Hah! I’ve seen way worse dogs on my other paper routes,” Shawn
said, standing up and brushing the dust off his pants. “At least this
one’s behind a fence! Let’s pick up all this stuff before the owners
notice.” (Ali et al., 2020, p. 38)
Data 40 “Hey! Get that piece of junk out of the road!” (Ali et al., 2020, p.
39)
Data 41 “Blame yourself,” the man retorted, examining the front of his car.
(Ali et al., 2020, p. 39)
Data 42 “It’s not my fault you left your bike in the middle of the road. You
should be glad it didn’t damage my car!” (Ali et al., 2020, p. 39)
Data 43 “Do you think you could finish my paper route for me while I
wheel the bike home? There are only seven houses left.” (Ali et al.,
2020, p. 39)
Data 44 “Uhh, I don’t think that’s a good idea,” Kareem replied, grasping
for an excuse. “I’m probably going to make mistakes. Can’t we just
go straight home?” (Ali et al., 2020, p. 39)
Data 45 “Let me know what your mom says,” Kareem mumbled as they
stepped into the elevator. (Ali et al., 2020, p. 39)
Data 46 “You can borrow my bike for your paper route,” Kareem
blurted. “I hung a big delivery basket on the front for the
newspapers.” (Ali et al., 2020, p. 43)
Data 47 “Anytime you share something you love, it comes right back to you
like a boomerang. You never lose it. Just wait and see.” (Ali et al.,
2020, p. 44)
Data 48 Thanks for your fantastic work on the ad campaign. We look
forward to working with you again. Enjoy this gift! (Ali et al., 2020,
p. 44)
Data 49 “Shall we open it and see what’s inside?” (Ali et al., 2020, p. 44)
Data 50 “Ha-ha, thanks,” Kareem replied. “Eid Mubarak. Hey, do you want
to go on a bike ride with me?” (Ali et al., 2020, p. 45)
Data 51 “It’s a long story, and I’ll explain it all. But first, get your helmet,
and let’s ride!” (Ali et al., 2020, p. 45)
Data 52 “Hi. I’d like six donuts,” I say. (Ali et al., 2020, p. 51)
Data 53 “Tell your family I said hello. And happy Eid. Where are they?”
(Ali et al., 2020, p. 52)
Data 54 “It’s in the drawer, sweetie. The bottom right.” (Ali et al., 2020,
p. 56)
Data 55 “Eid Mubarak, my precious one,” Mama says into my hair. “Now
go outside to wait. Drink your hot chocolate so you can stay
warm in the cold air.” (Ali et al., 2020, p. 57)
Data 56 “But, Mama, you can’t!” I follow her. (Ali et al., 2020, p. 57)
Data 57 “You’re supposed to rest!” (Ali et al., 2020, p. 57)
Data 58 “I was doing something silly then, darling. I was trying to do the
laundry.” She holds my arms. “We’ll keep an eye on each other.
Through the window. Okay?” (Ali et al., 2020, p. 58)
Data 59 “What I can’t believe is that Nadia even went to the bakery on her
own. To keep up the tradition.” Dad strokes my hair and smiles.
“Come inside, Mr. Laidlaw. You must.” (Ali et al., 2020, p. 59)
Data 60 “Leila. Patience,” she says. (Ali et al., 2020, p. 62)
Data 61 “Let me teach you to put it on before we jump in headfirst.” (Ali
et al., 2020, p. 62)
Data 62 She shakes her head and then says on an exhale, “I love the way you
love things. Let’s do this, then. Let’s get you in hijab, huh?” (Ali
et al., 2020, p. 63)
Data 63 “Pick one,” Mama says, and I glance up at her from my spot in front
of her low dresser. (Ali et al., 2020, p. 64)
Data 64 “If you want to save yours for something special, you can have
one of mine and we can teach you using that.” She runs a hand
over the top of my head, my chunky thick curls fighting with her
fingers. (Ali et al., 2020, p. 64)
Data 65 “Mm, can we use mine?” (Ali et al., 2020, p. 64)
Data 66 Eima Ali turns my head back in the direction she needs it. “Keep
still.” (Ali et al., 2020, p. 65)
Data 67 Before Mama lets me look at the finished product in the mirror, she
says, “There are a lot of ways to show our faith and love to Allah
subhanahu wa ta’ala. You pick the ones that are right for who
you are right now.” (Ali et al., 2020, p. 65)
Data 68 Every morning I ask, and every morning Papí says, “Give it some
time, querida. Mama’s right. Just give it some time before we
take off with it.” (Ali et al., 2020, p. 66)
Data 69 Mama glances up at me. “Get comfortable in it, sweet girl. There
are a lot of different ways to wear it. Play around with some
styles. Give yourself some time, and when you’re ready, we’ll
order you some more.” And then she goes back to prepping dinner,
chopped onions flying all around the kitchen, ready to be part of
dolma qarnoun tonight. (Ali et al., 2020, p. 66)
Data 70 “Can I see?” she says. (Ali et al., 2020, p. 66)
Data 71 “You should wear it to school tomorrow,” Carmendee says,
petting it the way she pets her dog, Taco. (Ali et al., 2020, p. 67)
Data 72 But . . . for Eid, maybe Mama will make an exception. Maybe Mama
will let me wear it. I laugh before saying, “Want to do a TikTok
to ‘Sucker’? I love the Jonas Brothers.” (Ali et al., 2020, p. 67)
Data 73 Papí yells, “Like MTV Cribs!” from the kitchen, and Mama snaps
her fingers and says, “Jack Aimé, do not encourage her.” (Ali et
al., 2020, p. 68)
Data 74 “Please, Mama? Please can I wear it? I want to wear it Eid day;
wouldn’t that be so cool?” (Ali et al., 2020, p. 68)
Data 75 Like Papí always says, I’ve got her on the ropes! So I keep going.
“I want to wear it Eid day because it’s the way I want to express
my relationship with Allah.” (Ali et al., 2020, p. 68)
Data 76 “Mama. Please.” (Ali et al., 2020, p. 68)
Data 77 Sulaymaan says, “Just leave it, man! Wait till Eid like everyone
else.” (Ali et al., 2020, p. 76)
Data 78 “Quit it!” he says, and pushes the cushion behind him. (Ali et al.,
2020, p. 76)
Data 79 Mom calls, “Idrees, it’s almost time to break.” (Ali et al., 2020, p.
77)
Data 80 He looks shocked. “Idrees! You can’t eat cake while you’re
fasting! Don’t you know that?” (Ali et al., 2020, p. 77)
Data 81 She offers it to Sulaymaan, but he waves it toward me and says in a
Moses– from–The Ten Commandments voice, “You don’t have to
bribe me to fast!” (Ali et al., 2020, p. 77)
Data 82 Then he points at me. “Let the child have his bonbons!” (Ali et al.,
2020, p. 77)
Data 83 “Candy,” says Mom, and they both laugh. But then Dad looks at me
and tells Sulaymaan, “Stop teasing your brother.” (Ali et al., 2020,
p. 77)
Data 84 I say, “You don’t need to bribe me either!” (Ali et al., 2020, p.
78)
Data 85 As we’re getting up from the last rakat, Dad rubs my head and gives
me a quick hug. “You want to lead tomorrow?” (Ali et al., 2020,
p. 78)
Data 86 Sulaymaan, with his Ten Commandments voice again, says, “Don’t
forget, you’re leading all our prayers!” (Ali et al., 2020, p. 80)
Data 87 Dad says, “Leave him alone. He knows.” (Ali et al., 2020, p. 80)
Data 88 On the weekend, we go to the masjid for Iftaar and Taraweeh. Mom
turns to me. “Don’t let anyone distract you. Remember what
you’re here for!” (Ali et al., 2020, p. 80)
Data 89 “Don’t fast tomorrow. Take a break. You’re still young.” (Ali et
al., 2020, p. 81)
Data 90 After Taraweeh Dad asks if I want to skip another day. “No. Wake
me for suhoor.” (Ali et al., 2020, p. 81)
Data 91 And I guess just to show me that she really doesn’t have any hard
feelings, she messes up my hair and gives me a shove. “Go and
water the garden, will you?” (Ali et al., 2020, pp. 82–83)
Data 92 “Can you drive me?” I ask Sulaymaan the next day. (Ali et al.,
2020, p. 84)
Data 93 “I’ve got exams. Ask Mom.” (Ali et al., 2020, p. 84)
Data 94 When I walk faster, she does too till I turn on her. “Mom! I need
some privacy.” (Ali et al., 2020, p. 84)
Data 95 Just as I’m about to check out, Mom sees me and rushes over. “Let
me take a look-see.” (Ali et al., 2020, p. 84)
Data 96 “Don’t put it back.” (Ali et al., 2020, p. 84)
Data 97 “I like it. Don’t put it back.” (Ali et al., 2020, p. 84)
Data 98 “Please pray hard over these next two weeks. Ask Allah to
accept our Hajj . . .” the letter continues. (Ali et al., 2020, p. 88)
Data 99 “. . . and please pray that Allah brings us back to you.” (Ali et
al., 2020, p. 88)
Data 100 “Please be a good boy and take care of Ayla and Ismail. You
mean the world to them, and they need you. And please help
 Nani and Nana Abu take care of you. We’re counting on you
and can’t do this without you.” (Ali et al., 2020, p. 88)
Data 101 “Come, Humza, set the table,” Nani calls from the kitchen. (Ali et
al., 2020, p. 89)
Data 102 “Tell Ayla and Ismail to come in and wash hands. Let’s eat.”
(Ali et al., 2020, p. 89)
Data 103 “Take it off the bone, then,” Nana Abu suggests from across the
table. (Ali et al., 2020, p. 90)
Data 104 “You need to help Nani with the dishes,” I order Ayla a few days
later. (Ali et al., 2020, p. 91)
Data 105 “You better do it, or you’ll be in trouble.” I turn back to the game
I was playing on my phone. (Ali et al., 2020, p. 91)
Data 106 “Stop it!” Ismail says, pushing her into me. (Ali et al., 2020, p. 92)
Data 107 “Both of you, stop,” I command while I connect the call. A grainy
Mama fills the screen. (Ali et al., 2020, p. 92)
Data 108 “You guys.” Mama’s face clouds. “Please? Please, can you get
along? I need you to behave.” (Ali et al., 2020, p. 92)
Data 109 “Please? I know it’s hard, but it’s how you are helping Baba and
me so we can do this, right? So we don’t have to worry about
you?” (Ali et al., 2020, p. 93)
Data 110 “You don’t have to worry about us,” I add, giving Ayla and Ismail
a warning look. (Ali et al., 2020, p. 93)
Data 111 “You need to wash the dishes,” I tell Ayla. (Ali et al., 2020, p. 93)
Data 112 Ayla keeps her promise to Mama and drags herself over to the sink.
“Ismail, you have to help.” (Ali et al., 2020, p. 93)
Data 113 “Can I stop now?” Ismail is peeling the skins off garlic cloves,
standing on a step stool so he can reach the counter. (Ali et al., 2020,
p. 94)
Data 114 “Wait. That’s it?” Ayla’s mouth falls open. “Aren’t we going to
parties?” (Ali et al., 2020, p. 94)
Data 115 “Parties? Maybe we’ll visit our friends. But don’t worry, there will
be so many Hajj parties when your parents come home,
Insha’Allah.” (Ali et al., 2020, p. 94)
Data 116 “Don’t worry, Eid will be wonderful,” Nana Abu says as he walks
into the room. (Ali et al., 2020, p. 94)
Data 117 “Do you want some?” I hold out a bowl of korma to Auntie. (Ali
et al., 2020, p. 95)
Data 118 “Go play now, Humza.” Nani comes up behind me and puts a hand
on my back. (Ali et al., 2020, p. 95)
Data 119

“Wait for me!” (Ali et al., 2020, p. 100)

Data 120

“Maybe, to find light as pure as hilal, we have to get away from

all these dictractions…” (Ali et al., 2020, p. 101)
Data 121

“Wait– I know what to do!” (Ali et al., 2020, p. 101)

Data 122

“Oh, Seraj! Be careful!” (Ali et al., 2020, p. 102)

Data 123

“Come on, Pickles! You can do it!” (Ali et al., 2020, p. 102)
Data 124
 “Just a little farther… be brave…” (Ali et al., 2020, p. 103)
Data 125

“Wait– I see something!” (Ali et al., 2020, p. 103)

Data 126

“Quick– get the lantern so we can share the light with everyone
in the city!” (Ali et al., 2020, p. 104)
Data 127 Babba had said, “always look beyond what your eyes initially
recognize and find out what is real, what is possible, and what
is the truth.” (Ali et al., 2020, p. 108)
Data 128 “Let’s go,” he said, watching the kids’ faces light up. (Ali et al.,
2020, p. 109)
Data 129 “Can you come by later?” he called out. (Ali et al., 2020, p. 110)
Data 130 “My mother needs help in the kitchen.” (Ali et al., 2020, p. 110)
Data 131 “Bring b-back some of his mom’s cake,” whispered Dina, an
impish smile on her face. (Ali et al., 2020, p. 110)
Data 132 Bassem nodded, handing her the marbles. “Go play with them. I’ll
be with you in a few minutes.” (Ali et al., 2020, p. 112)
Data 133 “Bassem,” whispered a concerned voice. “Are you all right?” It was
his cousin Rheem. Embarrassed, Bassem wiped his cheeks. “It’s
okay,” Rheem said. “You can’t always be the strong one. It’s okay
to let it out.” (Ali et al., 2020, p. 113)
Data 134 “Maybe we can get some balloons . . . and a cake or something.”
(Ali et al., 2020, p. 114)
Data 135 “Don’t worry about that,” said Bassem. (Ali et al., 2020, p. 114)
Data 136 “Kyria,” he began softly, “tomorrow is our celebration of Eid—the
end of our holy month of fasting for God. Instead of euros, can
you please give me something else?” (Ali et al., 2020, p. 115)
Data 137 “Don’t get too excited so quickly,” she advised. “There’s still a lot
to do, but it’s a start.” (Ali et al., 2020, p. 117)
Data 138 “Watch out!” (Ali et al., 2020, p. 120)
Data 139 “Let me see!” Amira snatched the phone out of Makayla’s hand.
(Ali et al., 2020, p. 121)
Data 140 “Quit playing!” Now Makayla was annoyed. (Ali et al., 2020, p.
121)
Data 141 “Don’t you like it?”
“Well, yeah.”
“So why don’t you buy it? It’s already in your cart.” (Ali et al.,
2020, p. 121)
Data 142 “Don’t be silly,” Amira giggled. (Ali et al., 2020, p. 122)
Data 143 Makayla’s mom was not having it. “Give it back!” (Ali et al., 2020,
p. 122)
Data 144 “I can do without the attitude, miss,” her mom said. (Ali et al.,
2020, p. 123)
Data 145 Her mother placed the phone in her lap. “Get dressed.” (Ali et al.,
2020, p. 123)
Data 146 Mrs. Jackson sighed. “Makayla, why don’t you and your brother
relax in the car for a few? I might be a while in the fabric store.”
(Ali et al., 2020, p. 124)
Data 147 “Look in the back of your closet.” (Ali et al., 2020, p. 126)
Data 148 “Just open it.” (Ali et al., 2020, p. 126)
Data 149 “Don’t be sorry. Be confident.” Mrs. Jackson picked her
daughter’s head up. (Ali et al., 2020, p. 126)
Data 150 “Now, let’s hurry before we’re late.” (Ali et al., 2020, p. 126)
Data 151 “Hey, Mrs. Jackson, think you could make me a dress next
year?” (Ali et al., 2020, p. 127)
Data 152 It’s okay if you can’t manage, Alia
(Ali et al., 2020, p. 133)
Data 153 We can buy some. Or we can do without. Either way,
we can make do. You know that, don’t you?
(Ali et al., 2020, p. 133)
Data 154 Tell me what you think,
(Ali et al., 2020, p. 134)
Data 155 Let’s do it together,
(Ali et al., 2020, p. 134)
Data 156 (You have to get all of those out, Mama had said, teasing out
the more stubborn ones carefully with the tip of her knife.
Otherwise nobody will remember how the gravy tasted,
only how it burned their lips and their tongues.)
(Ali et al., 2020, p. 136)
Data 157 (Stop it, kakak!).
(Ali et al., 2020, p. 136)
Data 158 Kakak, I’m hungry.
(Ali et al., 2020, p. 137)
Data 159 What I want to do is say: Go away and stop bothering me.
(Ali et al., 2020, p. 137)
Data 160 What I want to do is say: Can’t you see I’m busy?
(Ali et al., 2020, p. 137)
Data 161 Can you wait awhile, sayang?
(Ali et al., 2020, p. 137)
Data 162 Don’t! Mama would say.
(Ali et al., 2020, p. 138)
Data 163 You must show it who’s boss.
(Ali et al., 2020, p. 138)
Data 164 Wield your tools with a firm grasp—your spatula,
your ladle, your knife. Stay in control.
(Ali et al., 2020, p. 138)
Data 165 (Stay in control.)
(Ali et al., 2020, p. 139)
Data 166 This year, she’d said, quiet as though it was just for us to know,
this year you get to help me make the lontong.
(Ali et al., 2020, p. 140)
Data 167 Don’t worry, sayang, Mama had said
(Ali et al., 2020, p. 141)
Data 168 And you’re very good at doing those things, he tells me.
But it’s also okay to let other people take care of you.
(Ali et al., 2020, p. 142)
Data 169 It isn’t your fault, chickadee, he says softly.
I know it feels like it is. But you can’t control everything.
It isn’t your fault that Mama decided to go to that store
instead of the one closer to home; it isn’t your fault that
boy decided to cross the road right then; it isn’t your fault that
the truck driver had to swerve to avoid him or that
he never saw Mama’s car coming.
None of that is your fault; it isn’t anyone’s fault.
Sometimes things just happen, and we have to
accept them and move on. Even when it’s hard.
Especially when it’s hard.
(Ali et al., 2020, p. 143)
Data 170 (It’s about time, Aiman sniffs. I’m starving.)
 (Ali et al., 2020, p. 144)
Data 171 Close your eyes and picture them
in ships,
in chains,
enslaved.
(Ali et al., 2020, p. 149)
Data 172 Picture those Muslims in fields, looking out,
holding tight to memories of the past,
reaching out to visions of the future.
(Ali et al., 2020, p. 149)
Data 173 “Oh, good, Aya. I’m glad you’re here,” Mrs. Johnson said. “This is
Hana. She just moved here from the Bay Area. I thought you could
show Hana around since you’re both Muslim.” (Ali et al., 2020,
p. 157)
Data 174 Hana laughed too, and added, “My grandma packs me so much
food— way more than I could ever eat at lunch—and I’m always
like, ‘Can’t I just have peanut butter and jelly?’” (Ali et al.,
2020, p. 158)
Data 175 “You guys have to start coming now that I’m here so we can
hang out.” (Ali et al., 2020, p. 160)
Data 176 “That’s so messed up, Aya! That would never happen at our masjid
where I used to live. It’s a totally mixed community—and not just
Sunni and Shia mixed, but cultures and languages too. You have to
come with us. We’re driving back up for Eid. It’s just over an hour
from here, and so many people come that they actually have to rent
out the convention center! And after the prayer, there’s a carnival,
and food, and vendors selling all kinds of stuff like scarves and
prayer mats and tasbih. And I finally get to wear my new shalwar
kameez and all my bangles. Something tells me you’re a bangle kind
of girl too.” (Ali et al., 2020, p. 160)
Data 177 “You don’t have to be Pakistani to dress up. You can wear the
gelabeya your aunty sent you.” (Ali et al., 2020, p. 161)
Data 178 “Begin each day with sweetness and remembrance,” (Ali et al.,
2020, p. 167)
Data 179 “I’m running away— and I need your help! I don’t know where
to go. Maybe I could stay with you? Or maybe you could help
me get to Daddy’s apartment? I’ve never taken the train alone
at night.” (Ali et al., 2020, p. 169)
Data 180 “Now tell me everything,” (Ali et al., 2020, p. 170)
Data 181 “Would it be okay if you spent the night here before deciding
what you want to do next?” (Ali et al., 2020, p. 171)
Data 182 “May I let your mother and father know we have decided to
have a Chand Raat slumber party here tonight?” Nusaybah
asked. (Ali et al., 2020, p. 171)
Data 183 “Why don’t we get ready for bed first? Then we can talk some
more and have a bedtime story, if you like?” (Ali et al., 2020, p.
171)
Data 184 “Families can look a lot of different ways, Maya Madinah. And each
of them is beautiful. We each have a biological family, the one
we’re born into. You have your parents and relatives. And we each
have a chosen family, which might include people we are related to
and those we aren’t. Look at us! We may not be related by blood,
but I am so glad to have you as my chosen niece.” (Ali et al., 2020,
p. 173)
Data 185 “Sleep and dream and grow now, beloved. When you wake up,
you will know where to go from here. Listen to the One in your
deepest heart and then trust yourself. Good night.” (Ali et al.,
2020, p. 173)
Data 186 I snapped. “You know what’s wild?! Having to listen to you recite
stupid trivia on an eight-hour road trip! Quit it!” (Ali et al., 2020,
p. 178)
Data 187 “Kids, stop fighting,” Mum called out in a bored tone. (Ali et al.,
2020, p. 178)
Data 188 “We have to avoid anger when we’re fast—” (Ali et al., 2020, p.
178)
Data 189 “Adam and Hannah, will you learn to share!” Mum yelled
angrily (Ali et al., 2020, p. 178)
Data 190 “Toilet!” Adam wailed. (Ali et al., 2020, p. 180)
Data 191 “Mum, this is torture. Can I walk?” (Ali et al., 2020, p. 180)
Data 192 “Can we just dump the kids at some playland tomorrow?” I
asked Mum. (Ali et al., 2020, p. 180)
Data 193 “You don’t mean that, Deyana. Think positive thoughts. We’re
nearly there.” (Ali et al., 2020, p. 180)
Data 194 “There’s seven hours to go. Can you at least give me extra credit
on my phone when we arrive? As a reward for putting up with
these brats?” (Ali et al., 2020, p. 180)
Data 195 “Deyana, be patient, and it will increase your reward—
HANNAH, GET YOUR HEAD INSIDE THE CAR AND PUT
YOUR SEAT BELT BACK ON! DON’T YOU DARE DO
THAT AGAIN—WE ARE ON A HIGHWAY! MY GOD,
CAN WE HAVE ONE, JUST ONE, MOMENT OF PEACE?!”
(Ali et al., 2020, p. 181)
Data 196 “Let’s play quiet brain games to try and get Adam and Hannah
to doze off naturally like sweet angels” (Ali et al., 2020, p. 182)
Data 197 “WE WANT PINK BUBBLE GUM! PINK BUBBLE GUM!
WE WANT PINK BUBBLE GUM!” (Ali et al., 2020, p. 182)
Data 198 “Okay, Insha’Allah! But for now, how about we list all the things
we love about Eid? Adam, you go first.” (Ali et al., 2020, p. 183)
Data 199 “Can you get Hannah?” Dad asked. (Ali et al., 2020, p. 184)
Data 200 “Deyana, I want pink bubble gum,” she whispered, half asleep.
(Ali et al., 2020, p. 184)
Data 201 “I want presents and ice cream and Eid.” (Ali et al., 2020, p. 184)
Data 202 “Come on, Noor!” I cried (Ali et al., 2020, p. 185)