The 57 Bus by Dashka Slater

    The 57 Bus by Dashka Slater is an investigative report that chronicles the lives of two adolescents leading up to a traumatic event that takes place during the eight minutes they are on the same commuter bus through Oakland, CA. 

• Genre: YAL, Narrative
• Published 2017; 305 pages

Awards and Recognitions

• Stonewall Book Award, 2018
• California Book Award Gold Medal
• Beatty Award
• Green Mountain Book Award, 2019
• Rhode Island Teen Book Award, 2019
• Boston Globe-Horn Book Honor

    

    The 57 Bus by Dashka Slater is a nonfiction book that tells the true story of two teenagers from different backgrounds whose lives intersect in a tragic and life-changing moment. Sasha, a white, nonbinary teen, and Richard, a Black teenager from an inner-city neighborhood in Oakland, briefly cross paths during the eight minutes on the 57 bus route. In a reckless and impulsive act, Richard sets fire to Sasha's skirt, causing severe burns and devastating legal consequences. Slater's book explores issues of identity, justice, race, and the complexities of the juvenile justice system. Through multiple perspectives and interwoven verse, The 57 Bus challenges readers to consider empathy, accountability, and the impact of one decision. 

    I chose to read the 57 Bus because 1) I really enjoy investigative reporting because details often emerge to show that things aren't always as they seem on the surface, and 2) the two high school students chronicled in Slater's narrative seemed to experience their young lives in many different ways. I wanted to see where the commonalities and misperceptions lie. 

Who is this book for?

    Identity, peer pressure, and justice are all themes that students can explore in The 57 Bus. These are all universal themes that appeal to many teenagers. Sasha is a great role-model for so many who may feel marginalized by society's norms and expectations about gender. Her comfort and confidence seem to shine through, along with the support and love she has in her family, circle of friends, and school community. 

Teaching and Content Considerations:

1. It's possible that students in 7th grade could possess enough maturity to explore this story and its underlying themes; however, it may be more suitable for grades eight and above due to the horrific nature of the crime committed by Richard towards Sasha. 
2. Empathy and considering different perspectives would be two areas for character development through literature. I can assume that the social media response to Sasha's experience was rampant with differing views and many uninformed and hasty comments. 
3. I think using this text--along with other similar in theme--to examine the ideas, theories, and effects of restorative justice would provide a very powerful unit for students. Slater does a great job including various perspectives about the crime and its effects from both Sasha and Richard along with their friends, family, and school mates. 
4. Examining Stereotypes: I'd suggest a whole-class/group discussion to examine stereotypes, using The Hate U Give, as an anchor text. For example, Starr feels she needs to navigate two worlds: her predominantly Black neighborhood and her mostly while private school, often feeling pressure to act differently in each space feeling the pressure of others' expectations. 

                    Here are suggested guiding questions for a Socratic seminar-style discussion: How do stereotypes shape the way individuals and communities are perceived and treated in society, particularly in the media and criminal justice system?  What can be done to challenge these biases?

1. Author's Intent (Purpose):
2. I'd mentioned that Slater infuses verse throughout the book. I found her style really interesting and felt did a beautiful job bringing sharing the finest details of a true crime story using poetry. Here is an excerpt where Slater writes about gender norms where only girls and women wear skirts--Sasha is nonbinary but enjoys wearing a skirt and this plays an important piece in the crime Richard commits on the bus...sorry, no spoilers!

Still, there were rules. No jeans. No minis. Once, Debbie made herself a dress from an Indian bedspread: high neck, paisley print hippie meets granny. The school sent her home. That ruffled draping skirt, they said, was just too long.

(pg.54). 

Slater's style could be analyzed by students as a way to think about the text and the writer's craft of other texts.  

 

• • whole group, small group, and/or individual read;
  • recommended age/grade levels;
  • potential audience(s) who might be interested in reading the book; 
  • instructional ideas (themes, plot, characterization, literary techniques, conflict, etc.);
  • maturity of content and/or language - aspects of the book that readers should be aware of
  • anything else you find noteworthy about the book; etc.
• Identify two or three excerpts 
• Overall thoughts and reflections about the book
• What topics, ideas, books, authors, etc., might you want to explore and/or learn more about as a result of reading the book? Why?