The Girl Who Smiled Beads: A Story of War and What Comes After

As a refugee, Wamariya has a unique relationship to time: She finds it to be, generally speaking, both interminable and meaningless.

What are some of the moments in the text when Wamariya’s relationship to time is most on display? Does time seem to move in an orderly, linear fashion, or does it press forward in a more chaotic way? Reflect upon how Wamariya’s relationship to time changes as she grows older. When she is in Yale, does she have any revelations about the nature of time?

Finally, consider the structure of the memoir. How is Wamariya’s relationship to time evidenced in the book’s structure?

Teaching Suggestion: You may wish to recall for students particular moments in the text when Wamariya reflects on time. For instance, during Wamariya’s time in the Ngozi refugee camp, she makes several comments specifically about the nature of time. For example, she notes that, essentially, all there is to do at a refugee camp is to “kill time” (79). In Zambia, she notes that “time didn’t matter” because she felt her life was valueless, and therefore there is “no relevance” to how their time was spent (190).

Differentiation Suggestion: Consider having advanced learners—and especially those who are interested in literary theory—reflect upon time as a literary device more broadly, in both fiction and nonfiction.