Finding Junie Kim

“Hey, it’s the North Korean commie!”

The racial slurs and racist language that Tobias uses are examples of historical and social-cultural context central to the narrative. Tobias demonstrates his ignorance of Junie’s heritage, assuming she is North Korean when she is South Korean. He also assumes all Koreans are communists, disregarding the years of conflict that surround the issue of communism in Korean culture.

“I whip my head around to see who made the last comment and am not surprised to see it’s one of the obnoxious boys wearing a red Make America Great Again hat. It was my mom who explained to me that the slogan was about exclusion and not inclusion.”

An example of social-cultural context and didacticism, the red hat and slogan that Junie describes are references to phrases used by the Donald Trump presidential campaign, which establishes the contemporary context of the novel. Junie’s commentary demonstrates the elements that shape her point of view and establishes a measure of didacticism that points to an endorsement of specific social messages and the rejection of others.

“The Korean words flow right over me, familiar and yet incomprehensible. Only bits and pieces make any sense to me.”

An example of social-cultural context and authorial context, Junie’s comment about the disconnect she feels between her Korean American family members as a second-generation Korean American provides insight into family issues that isolate young Korean Americans within the family. Junie’s struggle with acceptance and identity is the author’s attempt to provide these readers with familiar situations and problems, a mission of the We Need Diverse Books organization.

“The greatest generation suffered through the Great Depression and fought in World War II, while the silent generation were children of the Great Depression and fought in the Korean War. […] Each of these generations were deeply affected by the war of their time.”

An aspect of the genre, the historical context develops the historical settings of the novel as historical fiction. Junie’s class project provides an important plot device to develop this historical context further through the stories shared by Grandpa and Grandma that help Junie understand the Korean War in a personal way.

“You see, the silent and boomer generations are old now. In fact, we are losing many from the silent generation. I think it is so important to record their stories before they are all gone.”

Mrs. Medina’s comments about the Silent Generation encourage Junie’s interest in her Korean heritage. It also foreshadows Grandpa’s death later in the novel.

“Being with Justin helps push back the creeping sadness.”

Junie refers to the depression that she battles, an important part of the Mental Health and Positive Attitude theme, in different ways. Before her diagnosis in Book 1, she refers to her sadness and insecurity as the creeping sadness. After her diagnosis, she refers to her sadness and insecurity as the depression voice.

“Is it true you people eat nasty rotted food that smells like garbage?”

Set within the motif of Racism in America, Tobias’s racial slurs are more appropriately labeled as racism than bullying. The author establishes a difference between these behaviors in a discussion between Patrice and their teacher early in the novel. Tobias’s slurs often reference negative stereotypes about the Asian diet that juxtapose the positive representations of Korean food at home with the racism Junie experiences at school.

“I snorted at him saying Oppa. He has never wanted me to use the Korean word for big brother. ‘We’re in America,’ he’d say.”

An important aspect of the Korean Food, Language, and Culture motif and the Mental Health and Positive Attitude theme, the mental health crisis that Junie experiences is, in part, due to a lack of belonging and acceptance within her Korean family. This conflict results from the hybridity she embodies as a second-generation Korean American and is central to her characterization and multicultural representation.

“Mindfulness is the ability to be in control of your mind. To be present in the now without judgment or overthinking. […] And emotion regulation is a skill set that helps you to be in charge of yourself during periods of high emotion.”

Each of Junie’s Books in the novel includes representations of therapy sessions set within the Mental Health and Positive Attitude theme. These sessions are largely didactic, or intentionally educational. In this session, Rachel provides definitions for the main tools for emotional health that Junie uses later in the novel to deal with the death of Grandpa.

“Your bully is the tiger, and if you don’t fight back, he will never stop.”

An example of didacticism and narrative structure, Grandpa uses a Korean proverb to address the racism and bullying she suffers from Tobias. The author interprets the significance of the proverb for the reader through the voice of Grandpa. During Junie’s final confrontation with Tobias, Junie refers to this episode, creating narrative closure at the conclusion of the conflict.

An example of didacticism and narrative structure, Grandpa uses a Korean proverb to address the racism and bullying she suffers from Tobias. The author interprets the significance of the proverb for the reader through the voice of Grandpa. During Junie’s final confrontation with Tobias, Junie refers to this episode, creating narrative closure at the conclusion of the conflict.

This quote is an example of a didactic tone and social context. The main protagonist alludes to the mission of the author’s We Need Diverse Books Organization.

“‘I don’t understand, Grandpa,’ I say in shock. ‘Why did they kill the soldiers?’”

The commentary at the conclusion of each chapter in Books 2 and 4 allows a return to the more didactic tone and style in Books 1, 3, and 5 through a change in perspective and setting, from Doha in the past to Grandpa in the present. This shift in perspective and tone provides an interpretation of the historical context in the novel for middle grade readers to develop themes and motifs.

“The story of my grandfather. I’m excited to record it all so that I will not forget what he has been through.”

An example of narrative structure, this passage alludes to the oral history project introduced in Book 1. It illustrates the protagonist’s growth and development as she begins to embrace her Korean ancestry more fully as well.

“To me, a message I would like to see is not to be a bystander. To speak up! Speak up and say something when someone is being racist or sexist.”

This quote demonstrates Junie’s continuing character development within the theme of Voice and Agency in Conflict. Junie’s comments contrast with her earlier inclinations toward silence, demonstrating her growth throughout the novel.

“I continue to record my grandfather as I listen to all his stories, and I am suddenly so grateful that Mrs. Medina assigned this project. Hearing my grandfather’s stories directly from him makes me feel so much closer to him than ever before.”

Another allusion to the oral history project reinforces the symbolic significance of the school assignment within the theme of Korean Culture and American Identity. Junie’s assignment is a catalyst for embracing her Korean heritage.

“She smiles sadly at me. ‘I’ve been having stomach problems and anxiety since the third grade. I think it’s time I found better friends.’”

Esther reveals the impact of accepting racism to achieve belonging in this passage. It is an important passage in the Racism in America motif and the Mental Health and Positive Attitude theme and makes Esther a symbol within these as well.

“I think about my grandpa and my grandma and all they had to go through in life. Tobias doesn’t seem like such a big problem after all.”

This is an example of the didactic tone and parallel structure of the novel. Junie’s reflections on an issue that seemed insurmountable at the beginning of the novel are less significant with the new perspective she achieves. Central to this is the comparison the parallel structure provides, while Junie’s reflections provide a didactic moment of interpretive influence for the structure the novel provides.

“I can stand up to my nemesis. He is the tiger of Grandpa’s story.”

Another example of symbolism and structure, the reference to Grandpa’s proverb in Book 1 illustrates the structural significance of the confrontation with Tobias at the end of the novel. Junie also elaborates on this significance by establishing her awareness that he represents the tiger in the story her grandfather shared with her.

“So maybe the diversity assembly really did make a change.”

In this statement, a didactic clarification of symbolism within the Voice and Agency in Conflict theme, Junie states the importance of the diversity assembly. This statement ensures that young readers recognize the symbolic and structural importance of the diversity assembly as a symbol of empowerment.

“Nobody is born hateful; you turn hateful. Those racist words and beliefs are making you ugly inside.”

The confrontation between Junie and Tobias clarifies Tobias as a symbol of racist hatred in the Racism in America motif. Junie’s comments identify the ideological nature of this conflict, situating Tobias’s hatred as a result of racist words and beliefs as situated in ideas.

“Then we will keep having this conversation every single day, over and over again until you are sick to death of hearing it. Until you finally stop.”

Junie’s statement is a symbol of the character development she has experienced within the theme of Voice and Agency in Conflict. It demonstrates the acceptance of voice as a power to make change in society.

“Junie, I hope you write these stories into a book someday.”

This comment is an allusion to the social context surrounding the novel. It alludes to the mission to provide realistic representations of diverse protagonists for the We Need Diverse Books Organization co-founded by Ellen Oh.

“Grandma, can you buy me snacks? I’m starving and they got triangle kimbap in the store!”

This passage fits within the Korean Food, Language, and Customs motif. It is an example of the approach the author takes to include references to aspects of Korean culture, such as food, to create realistic representations within the novel. This subtlety juxtaposes with the didacticism the author uses to establish symbolism and themes in the book.