Invisible

Within the many characterizations that constitute the narrative, the author faithfully captures the interpersonal complexities involved in maintaining one’s own identity while forging bonds with new social groups. Navigating the overlapping boundaries of multiple group identities is a challenging task for any child, and as the plot of Invisible unfolds, it becomes clear that the five protagonists struggle with the various aspects of their own individual identities as well. Because they each come from a different class, peer group, heritage, or culture, it takes them a while to fully realize that both their individuality and their existence as part of a group are important aspects of their day-to-day experience. They find out that with each other’s help, they can overcome some of their individual difficulties, feel more understood, and work together to help others.

By crafting a story-within-a-story, the author adds new levels of depth to the narrative. Because the students are sitting side by side in an interview setting, the reader benefits from the three-dimensional storytelling techniques of the graphic novel genre and is able to discern many nuances about each student’s appearance, demeanor, and style. It is clear from the very beginning that they are a diverse group of students, and as their interactions unfold, they also show themselves to be strong-willed, assertive, and kind. Yet the solidarity that they demonstrate during the interview is hard-won, for they encounter many interpersonal difficulties during their first few days of community service together. As the narrative progresses, they first try to assert their individuality by standing out from one another, arguing with each other, and putting each other down. Once they have the unifying goal of helping Celeste, however, they start to bond in significant ways and are able to put their differences to good use and work together as a group.

As the bonds between the students strengthen, language is one of the mechanisms by which they start to connect to one another more meaningfully. While Nico, Dayara, and Miguel primarily speak Spanish, Sara speaks both Spanish and English, and George primarily speaks English; thus, together they represent a full spectrum of fluency. Throughout the time they spend together, they learn to cooperate to get things done, and they also begin to teach each other new language skills. For example, Dayara begins to learn English, and George starts to feel more confident in his Spanish. Nico and Miguel, who initially judge George for not knowing enough Spanish, slowly recognize George’s part as a member of the group. George, who initially feels that he cannot possibly have anything in common with the others, soon finds that he has made new friends and has developed a source of pride in his Latino heritage. As he states, “I can be American and Latino. Las dos cosas at the same time” (193). Before meeting the others, George felt that he could only belong to one group or the other, and he feared being judged for identifying with his Latino heritage. Only with his new friends’ encouragement is he finally able to embrace his heritage and be more true to all the aspects of his identity. Ultimately, the power of the group is most evident in the way that the students work together to help Celeste find work and stabilize her life. This accomplishment would have been impossible without everyone’s help, for each student had a valuable part to play, melding his or her unique traits into the collective goal to change someone’s life for the better.