Tag: #tllife

Crossing Generational Trauma- Wild Swans and Fly Wild Swans.

Women, Memory and Exile: A School Library Reflection

Adding Fly Wild Swans to our school library felt like a natural continuation of a legacy. Wild Swans has long stood as a canonical piece of literature, a book that captures the struggles of three generations of women against the backdrop of China’s political upheavals. In her second publication Fly Wild Swans, Jung Chang turns her gaze inward, reflecting on the cost of telling that story and the way truth can estrange a writer from her homeland. It is a pensive work that reminds us how women across centuries have shouldered familial and societal expectations, carrying memory and resilience even when nations would rather forget.

Jung Chang and her canons of literature

For students, these books are more than history. They are lessons in courage, in the power of memory and in the resilience of women who endured both familial duty and political oppression. Wild Swans explores the tension between tradition and rapid government‑driven progress. What was presented as modernisation often meant the destruction of customs and the breaking of family bonds as the Cultural Revolution tore families apart and demanded loyalty at the expense of tradition. Her story gave voice to three generations of women living through the upheavals of Mao’s China and this new work is written not only of her mother and her homeland, but of the burden of truth itself, and the cost of bearing witness when a nation would rather forget.

Fly Wild Swans reveals the aftermath of telling that truth, showing how a writer can be celebrated abroad yet silenced at home. Jung Chang turns her gaze inward, reflecting on the cost of telling that story and the way truth can estrange a writer from her homeland. Unlike Wild Swans, which focused on her mother and grandmother, this new work is more personal. It explores how writing Wild Swans changed her life, both opening doors in the West and closing them in China. There is a deep melancholy in her reflections on being unable to freely return to her birthplace. The success of Wild Swans brought her recognition abroad but estrangement at home. This tension between belonging and exclusion mirrors the broader story of women in history, who have often been celebrated for their endurance yet denied the freedom to define themselves.

I chose to buy Fly Wild Swans for my school library because it is a book that students should encounter, not only for its historical insight but also for its profound exploration of resilience, identity and the role of women in shaping and surviving history. Adding Fly Wild Swans to our collection ensures that the conversation continues, allowing readers to see how the legacy of truth‑telling reverberates across generations.

By placing both works on our shelves, we invite students to consider how politics, family and identity intersect, and how women across centuries have borne the burden of expectation while still finding ways to endure. These books remind us that literature is not static. It evolves, it questions and it carries forward the weight of generations.

From Bottle Caps to Ballots: How school libraries can become kingdoms of connection and wellbeing.

Eighteen months ago, a group of misfit boys were introduced to one another in what could only be described as a playdate orchestrated by fate, and a well-meaning informational professional. At first glance, these four boys had little in common. Yet over time, something extraordinary unfolded. They began meeting regularly in the library, and from those gatherings emerged a fully-fledged micronation.

The couch that sparked a nation.  As you can see, I have a crown made from paper printed with the Constitution of this micronation.

They appointed ministers: an Archduke, a President, a Minister for Finance who oversees a coffee jar filled with bottle caps, and a Secretary of Defence whose primary qualification is being the tallest. Together, these young men drafted a constitution, designed coinage (featuring my profile, no less), and issued passports and other official documentation. Eventually, I was graciously crowned their Head of State—Her Gracious Imperial Majesty, Empress Trish.

Letter of appeal to voters for the micronation of Lectulus and Cathedra.

Today, this quirky collective has grown to 17 members and is preparing for its first general election on 5 November. What began as a casual connection has evolved into a vibrant community, complete with governance, creativity, and camaraderie—all nurtured within the walls of a school library.

Libraries as Hubs of Wellbeing and Learning

While this story may sound whimsical, it highlights a deeper truth: school libraries are far more than repositories of books. They are sanctuaries of connection, creativity, and wellbeing.

Student wellbeing is increasingly recognised as a priority in Australian schools. Research indicates that poor wellbeing and associated mental health concerns affect between 10–20% of young people (Merga, 2020). In response, the Australian Government launched the “National School Wellbeing Framework” in 2018 to support schools in fostering positive relationships and wellbeing within safe, inclusive, and connected learning communities (Education Council, 2018). Although the framework does not explicitly mention libraries, many of its initiatives can be effectively implemented through a library lens.

School libraries have long served as safe havens for students, offering refuge for a variety of reasons. Merga (2021) notes that contemporary school libraries provide students with a peaceful space to recharge and relax. Similarly, Willis, Hughes, and Bland (2019) affirm that libraries contribute to both physical and emotional wellbeing by enabling vital social connections to flourish.

Merga’s research validates what many educators have long known: school libraries are places where students feel they belong, feel safe, and feel welcome. Some seek sanctuary and solitude; others come to connect and unwind. As school library professionals, our role is to create spaces where young people continue to feel secure—whether they are reading a book, playing a board game or Minecraft, or, as my students do, establishing a micronation on the couch outside my office.

References

Education Council. (2018). National school wellbeing framework. https://www.teachermagazine.com/au_en/articles/research-news-the-changing-landscape-of-school-libraries

Merga, M. (2020). How can school libraries support student wellbeing? Evidence and implications for further research. Journal of Library Administration, 60(6), 660–673. https://doi.org/10.1080/01930826.2020.1773718

Merga, M. K. (2021). Libraries as wellbeing supportive spaces in contemporary schools. Journal of Library Administration, 61(6), 659–675. https://doi.org/10.1080/01930826.2021.1947056

Willis, J., Hughes, H., & Bland, D. (2019). Students reimagining school libraries as spaces of learning and wellbeing. In J. Franz, H. Hughes, & J. Willis (Eds.), School spaces for student wellbeing and learning: Insights from research and practice (pp. 121–137). Springer. https://eprints.qut.edu.au/126979/