Poor Mojo's Newswire

There have been many works of fiction and writing that have sought to dig into the territory of the post-9/11 zeitgeist over the past ten years. One of the most recent is Habibi, a 600 page graphic novel by artist Craig Thompson. Habibi is a book I really wanted to love. Thompson, who previously wrote and illustrated the insipid (and award-winning) autobiographical graphic novel Blankets, has said that Habibi was born of a desire to learn more about Islam and the Muslim world after the intense negativity leveled toward both in the US following the 2001 attacks. He spent seven years on the book, which he richly illustrated with Islamicate patterns and designs and a fair amount of Arabic calligraphy. The binding makes it look remarkably similar to a holy book, and numerous stories from the Quran are included in the text. In interviews, Thompson has said that he wanted to embrace what was positive about Islam and the Middle East to counteract prevailing narratives of terror and violence. He describes how he then proceeded to ‘embrace Orientalism’ (his words) and immerse himself in both a study of Islam and ‘traditional’ tales such as the 1001 Nights. His construction of what it might mean to embrace Orientalism does not appear to have included any study of the works of Edward Said, and seems to be predicated entirely on studying Orientalist art and literature, which he believes should be considered positive aesthetic depictions of the Arab world and Islam. Both in terms of the narrative and the drawing, Thompson heavily references Orientalist painting and storytelling. The results are visually lovely, but highly problematic in terms of the storyline, which follows an odd quasi-sexual relationship between a child-bride turned courtesan named Dodola, and a slave-child turned eunuch, Cham, whom she adopts. These two inhabit a non-specific Middle Eastern country in the modern era that most of the time resembles the sort of kingdom one would find in the Arabian Nights. In this kingdom, there is a sultan with a harem, and eunuchs to guard the courtesans. Odalisques recline on divans smoking hookahs, and a dwarf marches about the geometric gardens chatting with the castrati. As if this weren’t enough, Dodola is subjected to a seemingly endless stream of sexual violence. The only positive character in her life, her adoptive son, Cham, actually volunteers to have himself castrated out of his shame for his desire for her. In the end, they fall in love, and adopt another slave child together. . . .

. . . In her essay, she quotes part of the scene where Douglass’ slave master catches his wife teaching then slave Frederick to read. During a speech about how he would be useless as a slave if he were able to read, Mr. Auld, the slave master, castigated his wife. Miss Williams quoted Douglass quoting Mr. Auld: “If you teach that nigger (speaking of myself) how to read, there will be no keeping him. It will forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master.” Miss Williams personalized this to her own situation. She reflected on how the “white teachers” do not have enough control of the classroom to successfully teach the minority students in Rochester. While she herself is more literate than most, due to her own perseverance and diligence, she sees the fact that so many of the other “so-called ‘unteachable’” students aren’t learning to read as a form of modern-day slavery. Their illiteracy holds them back in society. Her call to action was then in her summary: “A grand price was paid in order for us to be where we are today; but in my mind we should be a lot further, so again I encourage the white teachers to instruct and I encourage my people to not just be a student, but become a learner.” This offended her English teacher so much that the teacher copied the essay for other teachers and for the Principal. After that, Miss Williams’ mother and father started receiving phone calls from numerous teachers, all claiming that their daughter is “angry.” Miss Williams, mostly a straight-A student, started receiving very low grades, and she was kicked out of class for laughing and threatened with in-school suspension. There were several meetings with teachers and administrators, but all failed to answer Miss Williams’ mother’s questions. The teachers refused to show her the tests and work that she had supposedly performed so poorly on. Instead, the teachers and administrators branded her a problem. . . .