Jacqueline Woodson is the recipient of a 2020 MacArthur Fellowship, the 2020 Hans Christian Andersen Award, the 2018 Astrid Lindgren Memorial Award, and the 2018 Children’s Literature Legacy Award. She was the 2018–2019 National Ambassador for Young People’s Literature, and in 2015, she was named the Young People’s Poet Laureate by the Poetry Foundation. She received the 2014 National Book Award for her New York Times bestselling memoir Brown Girl Dreaming, which was also a recipient of the Coretta Scott King Award, a Newbery Honor, the NAACP Image Award, and a Sibert Honor. She wrote the adult books Red at the Bone, a New York Times bestseller, and Another Brooklyn, a 2016 National Book Award finalist. Born in Columbus, Ohio, Jacqueline grew up in Greenville, South Carolina, and Brooklyn, New York, and graduated from college with a B.A. in English. She is the author of dozens of award-winning books for young adults, middle graders, and children; among her many accolades, she is a four-time Newbery Honor winner, a four-time National Book Award finalist, and a three-time Coretta Scott King Award winner. Her books include Coretta Scott King Award winner Before the Ever After; New York Times bestsellers The Day You Begin and Harbor Me; The Other Side, Each Kindness, Caldecott Honor book Coming On Home Soon; Newbery Honor winners Feathers, Show Way, and After Tupac and D Foster; and Miracle’s Boys, which received the LA Times Book Prize and the Coretta Scott King Award. Jacqueline is also a recipient of the Margaret A. Edwards Award for lifetime achievement for her contributions to young adult literature and a two-time winner of the Jane Addams Children’s Book Award. She lives with her family in Brooklyn, New York.
Praise for Red at the Bone:
A NEW YORK TIMES BESTSELLER
A NEW YORK TIMES NOTABLE BOOK OF THE YEAR
“A spectacular novel that only this legend can pull off.” -Ibram X. Kendi, #1 New York Times-bestselling author of HOW TO BE AN ANTIRACIST, in The Atlantic
“An exquisite tale of family legacy….The power and poetry of Woodson’s writing conjures up Toni Morrison.” – People
“In less than 200 sparsely filled pages, this book manages to encompass issues of class, education, ambition, racial prejudice, sexual desire and orientation, identity, mother-daughter relationships, parenthood and loss….With Red at the Bone, Jacqueline Woodson has indeed risen — even further into the ranks of great literature.” – NPR
“This poignant tale of choices and their aftermath, history and legacy, will resonate with mothers and daughters.” –Tayari Jones, bestselling author of AN AMERICAN MARRIAGE, in O Magazine
1. In Red at the Bone, two families from different social classes are brought together by an unexpected pregnancy. How do you think the lives of the characters—from each family—might have been different if Melody had never been conceived? Which characters gained or lost the most, ultimately, as a result of this unplanned child? Consider all the many ways in which their fortunes were altered.
2. Consider the title and how it works with the story. Why do you think the author chose it? What does the phrase mean to you?
3. The author dedicates the book to “the ancestors, a long long line of you bending and twisting.” How does the story explore the idea of legacy? How does it look at the passing down of regret and loss and trauma and history, and also of love and guidance and wisdom and experience? Discuss your own legacies: What have you inherited in this way from your ancestors, and what will be passed on to future generations? How do these legacies compare to the legacies in Red at the Bone?
4. The story begins and ends in Brooklyn, but incorporates the stories of how both Iris and Aubrey’s families came to live there, and also watches Iris experiment with living elsewhere. In your own experience, how strong or important is the connection between people and place? Do you think people and their lives are shaped by their relationships with the places they are from and their feelings about home? Do you see this illustrated in the story, in any particular characters or storylines? What do you think of Iris’s decision to stay away from her family? Can you empathize with her?
5. The theme of mothers and daughters is one that plays throughout the book, and we begin and end the novel with Iris and Melody. How would you describe their relationship? Do you think their relationship has progressed, regressed, or otherwise changed by the conclusion of the novel? In what ways are Iris and Melody similar and in what ways are they different?
6. When Aubrey first brings Iris to his house, he feels a kind of shame about his mother and his way of life that he never experienced before. Consider the different ways in which Aubrey and Iris’s class differences manifest within their relationship. How do those differences affect their relationship as teenagers? As adults? How do other characters in the novel grapple with their class? Consider the upbringings of CathyMarie, Aubrey, Sabe, Melody, and Iris. What do you think the novel is saying about the relationship between race, class, and education?
7. Some of the big historic events that happen in the background of the narrative include the Tulsa massacre of 1921, the crack epidemic of the 1980s and ’90s, and the attacks on the Twin Towers in 2001. How does the author use these events in the book? What do they provide to the structure of the story and time line? What do they contribute to our emotional understanding of the characters? Are the individual characters changed by these events? Do you see this history influencing their outlooks and their ambitions or their legacies? As a child Iris fought with Sabe about the Tulsa story, claiming it wasn’t her history. Is Iris right? Can history truly belong to someone? And who is allowed to tell the story?
8. Discuss the use of musical references in the novel. How does “Darling Nikki” shape our impression of Melody in the first chapter? How does music aid in telling the stories of the other characters and their respective generations: Sabe and Po’Boy? Iris and Aubrey? Slip Rock and CathyMarie?
9. What do we learn about the characters from the way they show their love to each other: From Aubrey’s love of his mother? From Iris’s love of Jam? From Sabe’s love of Po’Boy? From Melody’s love of Malcolm, and vice versa? How does time away from the loved one affect that love? Are there right ways and wrong ways to love, and if so, who exemplifies them within the novel?
10. What do you think the author is saying, ultimately, about generational trauma? Sabe declares: “I carry the goneness. Iris carries the goneness. And watching her walk down those stairs, I know now that my grandbaby [Melody] carries the goneness too.” What do you think she means by this? How does this goneness affect their lives and relationships with others? Is there an opposite to goneness, and if so, is it achievable for any of the characters?
Disclaimer: The appearance of hyperlinks does not constitute endorsement by the 86 FSS Libraries, the United States Air Force, or the Department of Defense of this site, or the information, products or services contained therein. For other than authorized activities such as military exchanges and Morale, Welfare and Recreation (MWR) sites, the United States Air Force does not exercise any editorial control over the information you may find at these locations.