[Note: this is a February (sneaking into March) series on the diverse themes and characters in Deborah Wiles’s books. I’m publishing the series during Black History Month, with the full knowledge that my books are written from a white person’s point of view (as I am white), and that every month is Black History Month. For more on that, see this essay by Michael Harriot at The Root. To read about the need for diversity in children’s literature, explore We Need Diverse Books online, whose mission statement is “Putting More Books With Diverse Characters Into the Hands of More Children.” You can buy the books I mention below at your local independent bookstore, at Amazon or B&N, or check them out at your local library. More about each one (including a buy option) is at the links I provide below. Part 1 of this series, Freedom Summer, is here. Part two, about the Aurora County books, is here. Part 3 about the Sixties Trilogy is here. Thanks to all of you for reading and commenting and following along. The essays in this series will become anchor posts on my website blog, Field Notes.]
[[below is a spread of primary sources from the last scrapbook in Anthem, describing the buildup to the Kent State murders on May 4, 1970.]]
“I can’t believe they shot those white kids.”
This is a line spoken by a black man on May 4, 1970, in Kent, Ohio, after the Kent State shootings, when the Ohio National Guard opened fire on college students — teenagers — who were protesting, on their campus, Nixon’s invasion of Cambodia during the Vietnam War.
“You see a man in a uniform holding a rifle — you know there are bullets in that rifle. We were taught that from the cradle. You go the other way.”
These lines are taken from oral histories with black students who were at Kent State University on May 4, 1970.
“We didn’t think they had real bullets. We thought they had blanks.”
Spoken by many, many white students at Kent State on May 4, 1970.
I could see the juxtaposition and inequities in these statements right away, as I researched this story, and I could see the parallels they held to today.
[[below: Kent State full jacket.]]
67 shots fired in 13 seconds by the Ohio National Guard into a crowd of unarmed students in their schoolyard: That’s Kent State in a nutshell, but it was about so much more, of course.
I came to write this book because I was a teenager myself on May 4, 1970, in high school in Charleston, South Carolina, 3 days shy of my 17th birthday, and stunned that such a thing could happen in this country. We all were. What happened to freedom of speech, assembly, petition, and press? All of these rights were violated on this day when 9 students were wounded, and 4 were killed.
While researching Kent State, I visited the campus and the May 4 Visitors Center, as well as the Special Collections May 4 Archive, where I first encountered the role of BUS — Black United Students — at Kent State. I write about this in the Author’s Note in the back of the book, so I won’t belabor it here, but it was impossible to tell the long arc of the story of the Kent State killings without including BUS and the killings 11 days later of two black students at Jackson State College in Mississippi.
[[below: racial profiling by the local police, of Kent State students in the sixties and seventies. “Very intelligent; can speak to groups.” And “Parents are well-behaved people.”]]
That long arc became apparent to me when Kent State Professor Emeritus (and a student witness to the shootings) Laura Davis shared with me the 108-page National Historic Landmark nomination for Kent State’s May 4 history — the site, the buildings, and the arc of history that Kent State found itself part of, when the State begins to kill its citizens: The Boston Massacre and Wounded Knee before May 4, to name just two, then stretching forward, beyond May 4, 1970, to the connections to police brutality, mass incarceration, and school-and-public shootings today.
It all came together in a diverse way when the pieces began to fall into place for this story. Whereas I had used so many primary source documents and photos in every Sixties Trilogy book — Countdown, Revolution, and Anthem — I knew that this new story needed a different treatment. Even though I would use many, many primary sources to help me tell this story, I wouldn’t burden the narrative with them. I wanted the story to come to the reader clean, clear, elegant, and eloquent, about such a violent act.
[[below, from the Kent State May 4 Special Collections archive]]
In talking with my editor about how to structure the story, I mentioned how much I had admired his use of the Greek Chorus in Two Boys Kissing, and we both waxed enthusiastic about George Saunders’s book Lincoln in the Bardo, with its many disembodied voices and so much diversity — of class, race, culture, generations, background… it was a masterpiece, I said, and as I did, the lightbulb went off.
[[below: A letter to the editor of the local paper from a Kent Citizen (townie) on the 20th anniversary of the killings [sics left as-is]: “I saw in the paper that you wanted people to write in about the May 4th tradgedy at Kent State. I think that it was the most disgraceful thing since the crucifiction of Jesus Christ. That the kids took over and the law was not respected. I say goody goody for the ones that were killed, or wounded, these should of been more. A disgrace put on to a pieceful town.”]]
Kent State is edited by David Levithan and published by Scholastic Press. It will be released on April 21, 2020. It is written as a form of lineated prose, with no named narrators, from various points of view, all telling the story of those four days in May when America turned on its unarmed children in their schoolyard and shot them. The different voices are distinguished by their typefaces and tight, specific characterizations, each a stand-in for a differing point of view.
You hear from townies and faculty, students black and white and National Guardsmen, from everyone who had an opinion on what happened, gathered as a collective memory of that time-and-place — for that’s how all history is remembered, isn’t it? In a form of collective memory that is embellished, incorrect, truthful, strident, opinionated, formed and unformed, and left for future generations to parse. Who is right? Who is wrong? What is true? What is fake? It is a question for our time.
I use a fictional story in the each of the Sixties Trilogy books to highlight that collective way of storytelling, but in Kent State, I was much more spare, while packing in a lot more memory and opinion. I also draw a straight line from the Kent State killings to today’s culture of violence in this country, and I ask young people to “insert your name here.” To stand up, to get involved, and to be agents of change.
Black and white. Latinx and of Asian descent. Muslims, Christians, Jews, and all faiths, and the faithless. Gay and straight — all identities, all colors, all experiences, Americans all, who have the right to assemble, protest, petition, and write, call, march, vote — especially vote, but also to create sustained protest for a broken system.
Those four deaths, Allison, Jeff, Sandy, and Bill, do not have to be forgotten or in vain. What is happening today in our country in terms of state violence and mass incarceration — particularly of people of color and the poor — and indiscriminate shootings does not have to be our future.
Let’s hit the streets, says Kent State, let’s vote, let’s change the world.
I said in my last post that I would talk about diversity in my future work as well as Kent State, but I think I’ll save it for another post. For now, I’ll say that I’ve waded back into picture books — it has been 17 years since I had a published picture book — those Sixties Trilogy books required All Hands On Deck for 12 years — and 19 years since Freedom Summer’s publication. The three picture books that are coming are all long years in the making, close to my heart, and close to the diversity of the world in one way or another… but more about that later. Thank you for coming along with me on this topic. It was useful to me to think about it, and write about it, and reach for clarity in my own mind and heart and writing — which is what I’m always doing, with any story I write. xoxo Deborah Wiles
[Note: this is a February series on the diverse themes and characters in Deborah Wiles’s books. I’m publishing the series during Black History Month, with the full knowledge that my books are written from a white person’s point of view (as I am white), and that every month is Black History Month. For more on that, see this essay by Michael Harriot at The Root. To read about the need for diversity in children’s literature, explore We Need Diverse Books online, whose mission statement is “Putting More Books With Diverse Characters Into the Hands of More Children.” You can buy the books I mention below at your local independent bookstore, at Amazon or B&N, or check them out at your local library. More about each one (including a buy option) is at the links I provide below. Part 1 of this series, Freedom Summer, is here. Part two, about the Aurora County books, is here.] I grew up in the 1960s as a child of rock candy, fizzies, Leave it to Beaver and the Andy Griffith Show, the suburbs, the American South, and the U.S. military; as well as the assassinations of JFK, MLK and RFK, the Civil Rights Movement, the Vietnam War, large scale protests against and for the War and civil rights, women’s rights, gay rights; heated political debates and elections, fights for integration and segregation — the year my school district was set for busing, my parents moved us to an apartment, ostensibly so the house would sell better in the spring (we were being transferred by the air force the following year) but probably so we wouldn’t have to change schools (and maybe more) — and the sure sense that I had no idea what anything was all about. We didn’t talk about these things at the dinner table.
We didn’t talk about them at all. No one said, “We don’t talk about these things,” but it was understood, in the way that my African-American friend Bill Lee told me once, “No one in my family said, ‘Don’t walk across Baker Park; it belongs to white people,’ but you just knew not to do it.” He did it anyway, as a kid, and he was arrested. You can listen to Frederick Alderman Bill Lee’s oral history — a history I took when I did grant-funded oral history work years ago — at the Historical Society of Frederick County, Maryland, or at the C.Burr Artz Library’s history room, where most of the oral histories I did in those years are archived.
It was doing those oral histories, listening to all those different voices from many cultures and time periods, combined with growing up summers in Mississippi and listening to the kinfolks talk talk talk and tell the same stories on the front porch at my grandmother’s house every year, and listening to Annie Mae tell me stories of her childhood in the African American community right next door but a world away, as I sat next to her on the glider and learned to shell butter beans from my great-grandmother’s garden into a white enamel pan, that turned me into a storyteller and a writer of fiction. That, and wanting to know more. So, as an adult, I went back to the Sixties.
[[Below, some scrapbook pages from the finished Countdown.]] Now I had the chance to research and write about those days I lived through as a curious kid who had so many questions and who didn’t yet know how to think critically or make decisions based on facts instead of emotions, and who had — somehow, now, as an adult — the opportunity to publish these Sixties stories in a documentary format that I completely made up. Fiction, non-fiction, biography all in one book. Or, three books, in order to tell the story properly of a tumultuous decade that changed… everything. Countdown, Revolution, and Anthem — the three books of the Sixties Trilogy — were edited by David Levithan and published by Scholastic Press in 2010, 2014, and 2019. They are documentary novels, the first of their kind, that use primary source documentation (selected by me and beautifully designed by Phil Falco in strategically-placed scrapbooks) along with a fictional narrative to tell the story of the 1960s for young readers and their adults.
I centered my own experience in each story, because, again, that’s the only story I can adequately tell, that of a white kid in the Sixties. But you can’t write historical fiction about the Sixties without including others who did not look like me. So they are there, and in Revolution particularly, they have a subplot that is integral to the story.
[[Below, some scrapbook pages of Revolution as they are being designed and revised.]] To create Ray and his family and friends, who live — literally — on the other side of the railroad tracks from white Greenwood, Mississippi, I pulled on Annie Mae’s stories from years ago in Mississippi, on stories told to me by several in the African-American community in Greenwood, including Mary Edwards (we decided, while wandering a cemetery with her kin in it, that we must be related by last name, as my maiden name is also Edwards and both our families are from Mississippi) who grew up on the Wade Plantation in Greenwood; Sylvester Hoover, a historian of black history in Greenwood; and others, most important among them the story of Silas McGee, who is the real Ray.
[[Below, Silas McGee telling me his story. It had taken me years to find him, and then, at an elementary school in Greenwood, security guard Glenda said, “Oh, I know him. I’ll call him right now. And she did. And he came.]] [[Below, more scrapbook pages for Revolution we’re working on.]] I listened to Silas McGee tell his incredible, unbelievable story of courage in 1964 Freedom Summer, as we stood outside an elementary school in Greenwood one spring day, and I knew that whatever I wrote about Raymond, whatever I’d research, whatever I was told second-hand, was an imitation of the life Silas had lived, that every black Mississippian had lived in 1964, when Freedom Summer volunteers “invaded” Mississippi to help blacks register to vote in the coming presidential election.
I could identify with Ray’s feelings of rage and terror and injustice, as I had experienced those feelings myself — this is how I wrote about John Henry in Freedom Summer — and I could use my extensive research, my interviews, and early readers to help me, but I could never inhabit Raymond’s skin. I had not lived his story.
Still, Ray belonged in the story. My drafts told me so. The story began to sing the day I let Raymond have a say, as if he’d been there, in the wings, waiting. Because he had. I sent a few revised chapters to my editor, with Ray’s voice added, and my editor came back with “More of this, please.” Because suddenly the story had come alive, with the juxtaposition of Sunny and Ray’s stories. Of COURSE we couldn’t tell the story of Freedom Summer in Mississippi — even from a white girl’s perspective — without Ray, and without all those black citizens who fought for the right to vote, for equal justice under the law in all areas of their lives.
[[Below, some shots I took of 1. Driving toward Greenwood, Mississippi, headquarters of SNCC in 1964 Freedom Summer, 2. The Confederate Monument on the Courthouse grounds, and 3. The Leflore County courthouse in Greenwood, where so much of the action takes place in Revolution, and where so many tried to register to vote in 1964.]]
It scared me to write some sections of the story from Ray’s point of view. But when I talked with Mary and others in Greenwood and heard them say “tell my story,” or “tell my mother’s story — she tried to register…” I knew I would try. I had sat at their tables, I had grown up with their stories, but what did I know? I knew the landscape Ray grew up in, for one thing, for it was mine as well. I knew about white privilege in those Sixties days from living it myself and becoming aware of what it had to be like to be able to swim in that pool in Mississippi when no black kid could — something that never occurred to me until the pool closed. I knew I was about to stretch and grow as a writer. I knew I had my art form. I knew I had skills. I knew Ray had showed up; I would not refuse him.
I’d included a biography of Fannie Lou Hamer in Countdown, Book 1 of the Sixties Trilogy, and I’d included stills of the Civil Rights Movement, as well as a mystery for Franny to solve about her big sister JoEllen, as I knew the book had to bridge from 1962 to 1964 (originally 1966, but that’s another story for another time), and that Revolution would stand in for the Civil Rights Movement in the Sixties, which had to be all about… well, the struggle for civil rights.
I knew that JoEllen would be on those front lines, another white person’s point-of-view, and one that was years ahead of Sunny’s, my teenage protagonist in Revolution. Sunny wants a mother so badly, and thinks she has found a mother substitute in JoEllen, who has a few things to teach her not only about human rights, but about the mother right under Sunny’s nose.
I didn’t shy away from exploring the dark side of white supremacy in Revolution. I included it in the scrapbook sections (“Why You Should Join the KKK” and more). I gave it a voice in Byron de la Beckwith, who was from Greenwood, and who killed Medgar Evers, and in the men in the White Citizen’s Council who might or might not also have been Klan members.
They are all represented, in Revolution, along with racist relatives, and kinfolks on the fence about race, and those who helped behind the scenes — and on the front lines — to change history.
I also included black characters who worked tirelessly in Mississippi that summer and who were arrested, beaten, and jailed, including Stokely Carmichael (who became Kwame Ture) and Bob Moses, and many others who were in Greenwood and across Mississippi with SNCC and CORE, and I included a biography of Cassius Clay before he became Ali, as well as a story about the Wednesday Women, black and white, who came to Mississippi from New York City once a week to meet with black and white women in Greenwood, for support and encouragement and to bridge the gaps inherent in racism and classism.
The result was a patchwork of voices in Revolution, working together in a throughline that led to one violent night of reckoning for Ray and for Sunny and for change. And there’s some baseball thrown in for good measure. It was a good year for Willie Mays. Also the Beatles. Step-families. What makes a community? What tears it apart? I explored many themes.
I also experiment, in Revolution, with a relationship that Parnell, Sunny’s uncle, has with the Army recruiter who has come to town. I don’t have anything particularly defining to say about identities and that relationship in the book, but just as I was learning to write about black characters in Ruby and Little Bird, before I could understand how to write about them more fully in All-Stars and Cakes, I was doing the same thing with Parnell and his recruiter friend in Revolution that I would flesh out more fully with different characters in Cakes with Archie and Norwood Boyd, and with Flo and Eddie, two men who own the Cottages at Avila Beach, in Anthem. Parnell makes an appearance in Anthem as well, living in the Castro in San Francisco, a man who has been battered by a character who has been elusive throughout the book.
Is Parnell gay? Is Archie, is Norwood, is Flo, is Eddie? In each case I haven’t said. I leave it up to the reader (and one astute Anthem reviewer), for now, because I’m learning, I’m experimenting in creating authentic characters who exist outside my experience of my own identity, who aren’t the main story characters but who lend heft and meaning to the whole. For me, they are partners in the world of their story, whatever that identity might be, and I can paint them as such, as I think about them and invent their lives.
“Is Peach, in Each Little Bird that Sings, gay?” a reader wrote to ask me. “Does Drew, in Countdown, have an emotional or developmental challenge?” You can see Drew’s development in that regard quite clearly when he reappears, five years older, in Anthem. Does it matter to the story if you know these things for sure or not, if you can name them or label them? It does not. What matters is that you fall in love with these characters, identify with their hearts, and let their stories inform your heart and take you where you need to go. All hearts are the same color, identity, and ability.
By the time I got to Anthem, and we were making a leap from 1964 to 1969, I knew I would need my scrapbook images to help us cover the assassinations of 1968, the Newark, Watts, and Detroit Riots, the Summer Olympics and those black-gloved, black-power winners, and so much more to just get us to Summer 1969.
And, as I plotted a road trip novel across America, my 1969 Rand McNally Road Atlas at my side along with heaps of books and research materials and interviews, not to mention having the huge and important conversation that had started about diversity and inclusion since Revolution’s publication, and the emergence of We Need Diverse Books and #ownvoices and the very real need for inclusion in children’s literature to guide me, I knew I was writing in not only new territory for me, but in a much more inclusive and aware way about race and culture and my place as a white person in the conversation.
I planned accordingly. I wove into the narrative all I was learning. And, I made sure I had outside, expert readers for the book to advise me.
My protagonists, Molly and Norman, are white, as am I, and along the way they confront their privilege in the way kids would have seen it in 1969 — the way I came to a dawning awareness about it, too, through experience and curiosity and stumbling mistakes and misconceptions and apologies and re-calibrating and trying again and wanting to learn and continuing to stumble forward as they meet Ray in 1969, and as they sit around a campfire on the llano at the New Buffalo commune in New Mexico, and as they meet partners Eddie and Flo at Avila Beach and travel with them to San Francisco.
I stayed centered in Molly and Norman’s white, hetero, privileged, and frankly, innocent (naive? ignorant? they are young…) existence, while also allowing them to be human beings who crater from time to time, who have their own share of grief and loss and rage and resilience and frustration and victories — all opportunities to become more than who they were at the start of the book.
I became more than I had been, as I wrote the book. Awareness is an amazing gift, and responsibility. It changes everything. It changes how I tell stories. Willingness is another gift, and stumbling is a foregone conclusion. I am still learning. Still centering my own experience in each story I write. And still working hard to give my readers as inclusive and diverse an experience as I can, without trying to take the story away from those we need to hear from, those #ownvoices and diverse creators themselves. Only they can tell the authentic stories of their experience. I have always felt this way.
This is an exciting time to be publishing books for young readers, and to be a part of that great wash of stories that are here and are coming. We need every single one of them. More voices of color. More voices of diversity. More voices of inclusion. I want to read them all. I want to share them all. And I want us all to be lifted up and informed and awake and aware because of all these stories. What a time we live in.
Next: one last post in this series, this one about what’s ahead for diversity in my writing, including Kent State.
[Note: this is a February series on the diverse themes and characters in Deborah Wiles’s books. I’m publishing the series during Black History Month, with the full knowledge that my books are written from a white person’s point of view (as I am white), and that every month is Black History Month. For more on that, see this essay by Michael Harriot at The Root, and for more on Freedom Summer see this essay by Henry Louis Gates (also at The Root). You can buy this book, Freedom Summer, at Indiebound or Amazon or B&N or at your local independent bookstore. There is likely a copy at your local school or public library as well. More about the book itself is here on the website. Part 2 of this series is here.]
When I started writing Freedom Summer, in the late 1990s, I didn’t think about the word “diversity.” I just wanted to tell the story of what happened the year the pool closed in Mississippi, the summer of 1964, after the passage of the Civil Rights Act.
I was eleven. I went “home” to Mississippi the way my family did every summer, and suddenly everything had changed. We couldn’t go to the Cool Dip for ice cream, or the movie theater, or the public library in Bay Springs — everything had closed, it seemed, including the Pine View Cafe and the Pine View Pool and the roller skating rink next to it.
“Why?” I asked. And no one could explain it to me. I never forgot my confusion and, later, my dawning awareness of how white people were doing all they could to keep black people from “invading” their public places. Growing up summers in Mississippi — a land I loved because my people were there… people who loved me and couldn’t wait for my return every summer — growing up in Mississippi, along with a checkered childhood where I lived around the world in a military family, gave me a perspective on life and injustice that has colored everything about who I am and the writing I do.
There was nowhere more special to me on earth than Mississippi, and nowhere more hard to understand. I have spent a lifetime writing about Mississippi, injustice, and the American South in an effort toward not only understanding, but in an effort to tell the truth about privilege and prejudices and to help usher in a world where fairness and justice-for-all actually exists. That effort extends to me and my own privilege and prejudices as I dismantle, unpack, and think about my own life and daily choices.
This is why you’ll see my dive into Freedom Summer once again in Countdown, Revolution, and Anthem, and why you’ll see my dream world reflected in my books The Aurora County All-Stars and A Long Line of Cakes, books that imagine a Mississippi where black and white live together in (relative; they’re novels, everybody’s got their stuff) harmony, which I’ll profile in future diversity posts this month.
I’m writing for ten-year-old me, I always say, who needed, as a white kid, to understand the landscape of privilege, and of racial prejudice, and to realize that she had choices, and still does. And of course I write for anyone who needs to find my stories — I trust that you will.
When a book leaves my hands, it no longer belongs to me, but I hope you will read these books and laugh, cry, share, and see yourself in them, as a human, and as someone who looks or acts like you, in the many characters who populate these stories.
I have always said, “the only story I know how to tell is my own,” so the main point of view in my books has always been that of the kid I was at ten, or twelve, or sixteen: white, middle class, curious, questioning, and wanting to learn, desperate to understand, and trying to discover her place in the bigger conversation and continuum. I’m still that kid at heart.
Of course there are black characters in my stories about the South, and they need their own voices as well. In Freedom Summer, John Henry wants to swim in the pool that his best friend Joe swims in every day, now that the new law says the pool will open to “everybody under the sun, no matter what color.”
“Is it deep?” asks John Henry. “Real deep!” answers Joe. “And the water is so clear, you can jump to the bottom, open your eyes, and still see!”
“Let’s be the first ones there!” says John Henry, as the two friends make plans to show up the next morning to swim together. “I’ll bring my good luck nickel. We can dive for it!”
Things don’t go as planned, needless to say. It took me 30 years to write Freedom Summer and 45 years before I (quite literally) hacked my way back into the piney woods to find my pool. What had happened to it?
My research told me that many pools at that time — across the country — had been emptied and filled in with asphalt (as in Freedom Summer — that was my artistic choice) or turned into parking lots (Revolution) or filled in with earth and turned into parkland (like the pool in Lynchburg, Virginia’s city park), but mine had simply been abandoned. When I show photos of what that abandoned pool looks like today, you can hear a pin drop, even in a room filled with 350 students and their teachers.
It seems unbelievable today that people of color and whites could not swim in the same pools or eat in the same restaurants, or partake of the same public services, but today we are still struggling with the 400-year-old legacy of slavery in this country. It has just changed flavors. When I first started taking Freedom Summer into schools, in 2002 or so, a few teachers wanted to know why I wanted to bring “that history” up again, when their students were colorblind. No one asks me that question today. We are — slowly — making progress. I am, too. And there is still so much work to do.
Freedom Summer was published by Simon & Schuster/Atheneum in 2001, illustrated by Jerome Lagarrigue, and edited by Anne Schwartz. Its first review was a star from Kirkus and it has been a perennial best-seller as well as a core standard in many county school districts over the years. The largest portion of fanmail I receive is from students writing a new ending for Freedom Summer — the book ends on a “what happens next?” note. It’s so interesting to see their takes on it, which, most of the time, translate into their own hopes and dreams for a different future.
Freedom Summer was my first published book, at a time long before our current conversations about diversity and inclusion, and at the beginning of a writing career about those very themes in everything I write. I’m proud of the book, and of the team that published it, and of every librarian, teacher, and bookseller who has placed this story, and its context, into the hands of young readers.
Next time: the Aurora County novels and my sometimes-stumbling path to writing, in long-form fiction, about diversity and inclusion for young readers.
This blog also publishes at goodreads; you can find me getting started there, and if you are reading at goodreads, the blog post is here on my website, where you can comment or subscribe in an email.
MFA in Writing, Vermont College, I have taught teachers at Towson University (“Writing Techniques for Teachers,” ECED 422), and have taught in the MFA programs at Lesley University and Vermont College.
Pioneer of the Documentary Novel containing scrapbooks with primary source documents — photographs, song lyrics, newspaper clippings, etc., and opinionated biographies alongside the story/narrative, mixing fiction, non-fiction, and biography in one book/story in a trilogy about the 1960s. COUNTDOWN 1962; REVOLUTION 1964; and ANTHEM 1969 (to be published fall 2019)
* * *
I’m a Southerner born in Mobile, Alabama, where I lived until I was five years old. My parents were Mississippi born and bred, and I spent most of my childhood summers there and grew up in Mississippi and all around the world as an Air Force dependent.
I’ve lived in:
Mobile, Alabama Jasper County, Mississippi Honolulu, Hawaii Washington, D.C. Prince Georges County, Maryland Charleston, South Carolina Clark Air Base, Philippines Northern Virginia Cherry Point, North Carolina Millington, Tennessee Frederick, Maryland Atlanta, Georgia
After living in the Washington, D.C. area (Frederick, MD) for 25 years, where I raised a family, I moved to Atlanta 14 years ago, and now live in a little house with a purple door in a little woods. I married musician/composer Jim Pearce 12 years ago. You can hear Jim profiled by Susan Stamberg at NPR right here.
Where to find me online:
I use Pinterest as a visual resource for my books. You’ll find primary source material for my books archived here, including playlists for COUNTDOWN and REVOLUTION.