A Conversation on History, Identity, and Resilience
Eileen Harrison Sanchez discusses her novel Freedom Lessons, exploring historical
accuracy, diverse perspectives, and the ongoing relevance of school integration, while sharing
insights into her writing process and future projects.
Eileen Harrison Sanchez is a remarkable storyteller whose debut novel, Freedom Lessons, has captivated readers with its poignant exploration of a pivotal moment in American history. A retired educator with a passion for reading and writing, Eileen brings a unique perspective to her work, drawing from her own experiences teaching in Louisiana during the late 1960s. Her dedication to capturing the complexities of that era is evident in her meticulous research and the authentic voices she brings to life in her characters. Eileen’s commitment to storytelling is matched only by her love for family, friends, and the simple joys of life, such as traveling and bird watching from her gazebo. Her no-age mindset and perennial spirit shine through in her writing, inspiring readers to reflect on themes of identity, change, and resilience.
In this interview, Eileen shares insights into the creative process behind Freedom Lessons, discussing the challenges of balancing factual accuracy with the demands of fiction and the importance of presenting diverse perspectives. She reflects on the enduring relevance of school integration and the parallels between the struggles of the 1960s and today’s ongoing discussions around race and education. Eileen also offers a glimpse into her involvement in writers’ communities and how these connections have influenced her work. As she embarks on new writing projects, Eileen’s passion for storytelling and her commitment to exploring meaningful themes continue to resonate with readers, ensuring her voice remains a vital part of the literary landscape.
Freedom Lessons is based on your own experiences teaching in Louisiana during the late 1960s. What inspired you to transform those memories into a novel, and how did you balance factual accuracy with the creative demands of fiction?
The November 5, 1969, overnight closure of the segregated Black school I taught in was directly related to the little known Supreme Court Decision of Alexander v Holmes on October 29, 1969. Schools across the county were ordered to comply with the 1954 Brown v Board of Education decision to desegregate with “all deliberate speed”. In many Louisiana towns, the year 1969 is known as The Crossover.
A friend helped me to see that I witnessed a significant historical moment. I felt a responsibility to share it. The story was forty years old when I started to write it as a memoir. Memory fades and important facts required significant research and study of Black history. National and local newspaper articles, three doctoral dissertations, personal interviews, and a research visit to the reopened school provided the factual accuracy.
It was important to add points of view, develop characters, and scenes to tell the complete story. That required creative freedom to retell fictionalized events from my experience intertwined with researched experiences of Black high school students and Black teachers.
The novel presents the perspectives of three very different characters—Colleen, Frank, and Evelyn. How did you approach writing from such diverse viewpoints, and what were the challenges of capturing the authentic voices of each character?
My life experiences have proven to me that we are more alike than different. I focused on the importance of family and how family provides security, identity, and values. The characters of Colleen, Frank and Evelyn came from families that expected them to follow their moral compass. Of course, the biggest challenge was that two of the characters were Black and I am not. The voices of the Black characters came from a tremendous amount of research and challenged me to write in the voice of “other”. Two Black authors read and edited the story. They felt that I captured the Black perspective fairly.
School integration is a central theme in Freedom Lessons. Given the current discussions around race and education in the U.S., what parallels do you see between the challenges faced in the 1960s and those we are encountering today?
The Supreme Court decision on Brown v BOE determined that separate schools for Black and white students was unconstitutional. The 1964 Civil Rights Act allowed the federal government to enforce desegregation. The states had until 1969 to comply with the mandate or lose federal funds. More than fifty years later our country has made changes and progress but there are still public schools that operate as segregated schools. Laws are necessary to protect our civil rights, but laws don’t change people’s opinions. People do, I can, I have. We must move forward.
As a member of various writers’ communities and groups, how has your involvement in these communities influenced your writing process, especially when tackling complex historical and social issues?
Writing Freedom Lessons gave me a voice I didn’t have as a young teacher. My writing communities, speaking events, and several awards gave me the support and confidence that my words will find readers. Freedom Lessons is being used as required reading for the final class of teacher training in a local university. Today’s teachers have the benefits of training in social justice issues and responsible instructional practices to insure equality in education.
You describe yourself as a perennial with a no-age mindset. How has this outlook influenced your writing and storytelling, particularly in addressing themes of identity, change, and resilience in Freedom Lessons?
You are never too old to try something new. I’m a debut author in my seventh decade and I have expanded from one writing group to a vast community of authors and readers. My works-in-progress include my husband’s coming of age story as a thirteen year old Cuban refugee granted asylum in the US. I don’t have to look far to find inspiring stories of identity, change and resilience. Publication ensures the longevity of my voice.
In addition to writing, you enjoy traveling and bird watching. How do these activities contribute to your creative process, and do they provide any inspiration for your characters, settings, or narratives?
A recent trip to France inspired six essays ready for edits. A trip to Ireland will help me to write a family story of emigration to the United States. Imitating Monet, nature, flowers and birds at the feeders relax and inspire me. A yellow finch on a sunflower in my garden is my current painting project. You, dear reader, are reading my words, we are connected. Namaste.
