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As the Discussion Director, I’ve prepared some questions to guide our discussion and help us explore Trash more deeply. Let’s think about plot, characters, themes, and how children experience the world in the story.

1.     Who is the bravest character in the novel?

Answer: Many would say Raphael, because he constantly takes risks to uncover the truth about the bag of money, despite threats from the police and gangsters. His courage is shown when he sneaks into dangerous areas, stands up to authority figures, and protects his friends.

2.     What motivates Raphael, Gardo, and Rat to keep going despite dangers?

Answer: Their main motivation is justice and loyalty. Raphael wants to return the money to the rightful owners, Rat wants to help his friends and escape his harsh circumstances, and Gardo is motivated by both curiosity and concern for his friends. Friendship and a sense of doing what is right drive them forward.

3.     Why did Mulligan choose short, suspenseful chapters?

Answer: The short chapters create fast pacing and tension, reflecting the urgency of the children’s situation. They also mirror the chaotic and unpredictable environment of the dumps, keeping readers engaged and mirroring the children’s own adrenaline-filled experiences.

4.     When do the children face moral dilemmas, and how do their choices reflect their values?

Answer: A key moral dilemma occurs when they find the bag of money. They could have kept it, but they choose to find the owner and expose corruption, showing honesty, courage, and a sense of justice despite their poverty.

5.     Where is the biggest contrast between childhood innocence and harsh reality?

Answer: One example is when the children play or joke while navigating the dumps or sneaking around town. Their innocent behavior contrasts sharply with the dangers of poverty, corruption, and criminal activity surrounding them.

6.     How does the environment of the dumps influence the children’s decisions and problem-solving?

Answer: The children develop resourcefulness, resilience, and street smarts. Surviving in the dump requires clever thinking, teamwork, and quick decision-making, which shapes their approach to solving problems throughout the story.

7.     What if one of the children had made a different choice at a critical moment?

Answer: For example, if Raphael had decided to keep the money instead of investigating its origin, they would not have uncovered the corruption or saved the kidnapped boy. The story would lose its moral core, and the children’s growth would not occur.

8.     Who can be trusted, and who cannot?

Answer: Rat, Raphael, and Gardo can be trusted because of their loyalty and honesty. Adults like Father Juilliard are trustworthy, while police and politicians are often corrupt and untrustworthy. Textual evidence includes police officers trying to arrest the children to hide the scandal.

9.     What theme is most important—friendship, justice, survival, or corruption?

Answer: Justice and friendship are central. Justice drives their investigation and moral decisions, while friendship provides emotional support and collaboration, allowing them to face danger together.

10.  How does Mulligan’s dialogue and description help understand the characters’ emotions?

Answer: Dialogue is often direct, informal, and realistic, reflecting the children’s intelligence and streetwise personalities. Descriptions of the environment, like the filthy dump or dark streets, convey danger, urgency, and the harshness of their lives.

11.  Who shows the most growth or change, and what events lead to this?

Answer: Rat grows the most. He begins as a street-smart, somewhat selfish child, but the investigation and their shared hardships teach him loyalty, courage, and responsibility. His leadership skills emerge when he protects and guides his friends.

12.  How might a child reader see the story differently from an adult reader?

Answer: A child reader might focus on adventure, friendship, and suspense, while an adult reader may notice social commentary, corruption, and moral complexity. Adults might better appreciate the critique of systemic poverty and injustice

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discussion director

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Vocabulary enricher

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Motivation and Conflict: "What do you think is the core motivation of the character XXX (e.g., Julian Carax, Rein Goep, Fermín)? What is the greatest inner conflict he faces (e.g., love and destruction, revenge and redemption, protection and possession)?"

"Which character's transformation from the beginning to the end of the story surprised or touched you the most? What key event or realization led to this transformation?" (e.g., Daniel's maturity, Fermín's redemption, Beatriz's awakening)

"What is the nature of the relationship between XXX and XXX (e.g., Julian and Penélope, Daniel and Beatriz, Fermín and Daniel as father and son)? How does this relationship drive the plot or reveal the theme?" (Discuss love, betrayal, loyalty, generational influence, etc.)

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Director role: Questions

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1. Behala Dumpsite

Movement: The story begins here, where Raphael, Gardo, and Rat scavenge for recyclables.

Impact: This filthy, dangerous environment shapes their survival skills, quick thinking, and loyalty. The setting also symbolises the deep poverty they are fighting to escape.

2. Police Station

Movement: Raphael is taken here after hiding the bag.

Impact: The violent interrogation shows the boys that the police are corrupt and willing to kill for what they want. It sets the tone for the danger ahead.

3. Prison (Gabriel Olondriz)

Movement: Gardo visits the prison under the pretence of delivering a letter, meeting Gabriel.

Impact: This visit reveals the truth about José Ángelico’s plan to expose government corruption. The grim prison conditions highlight injustice on a larger scale.

4. Cemetery (Graveyard)

Movement: The boys hide here when hunted by police, and later return following clues.

Impact: Acts as a temporary sanctuary but also symbolises the fine line they walk between life and death. Returning here later is key to finding the treasure.

5. Mission School

Movement: They stay with Father Juilliard and Sister Olivia for shelter and help.

Impact: Offers brief kindness and stability, but also shows how limited charity is in fixing systemic problems.

6. City Streets & Landmarks

Movement: Following maps and clues, they travel between wealthy districts, dangerous alleys, and landfill sites.

Impact: The constant shift between rich and poor areas underlines inequality and the risks of navigating a corrupt city.

7. Graveyard – Locker Discovery

Movement: Returning to the cemetery, they use the key to open a hidden locker and find $6 million in cash.

Impact: This location brings the story full circle — their local knowledge and persistence pay off. It’s the point where they take control of their fate.

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Kayleigh Roulston 22171669 - discussion director

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Kayleigh Roulston 22171669 - discussion director

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Part 1

Chapter 1

"stuppa", or "stupp"

Slang for human feces, especially in dumpsite slang

"Behala"

This is depicted as an enormous, sprawling landfill in an unnamed developing country (inspired by real dumps like Smokey Mountain in Manila, Philippines)

"hooves"

It refers to the hard feet of certain animals (like horses, cows, ...) but in the novel, it is being described as sound or movement that's fast, heavy, pr pounding, similar to the way animal hooves hit the ground

Chapter 5

"McKinley"

It is a rich area, a well-to-do urban area whose trash is free of human waste and is being searched for the lost bag

+ Contrast in setting: McKinley represents cleanliness and wealth, directly contrasting with the filthy, impoverished dumpsite of Behala

+Thematic layering: This distinction highlights disparities in social class, the value of resources even in waste, and the symbolic power of trash as a mirror to society's inequalities.

Part 2

Chapter 1

"Sir Po"

The meaning in the text is the word of respect people use here for their elders

"Breadwinner"

This is someone whose work or income provides the necessities like food, shelter for their family. Therefore, in the novel's context, in the dumpsite communities of Behala, even children can become breadwinners, because survival often depends on whoever can earn anything

Part 3

Chapter 1

"temporary house-mother"

Is a woman assigned to care for and supervise children in an institutional or communal setting

Chapter 3

"memoriam"

This is most often seen in the phrase "in memoriam", which is Latin for "in memory of". It is used to honor someone who has died, often appearing in dedications

Chapter 7

"naive"

Means innocent, inexperienced, or lacking worldly understanding

Chapter 8

"fierce"

It is showing intense or strong emotion. In context chapter 8, Rat is being protective of his secret and is challenging Raphael's trustworthiness. The tone is the word points Rat as tough and guarded, even though Raphael finds his suspicion amusing. It makes seriousness (Rat's perspective) with strong (Raphael's reaction)

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Who

Who are the humans and who are the camels?

Humans

Taj

Padar

Explorer Ernest Giles

Emmeline

Tommy

Alec

Ross

Jess young

Camels

Mustara (taj’s young camel)

Other camels – While most aren't individually named, the novel emphasizes that each camel in the caravan has its own quirks and personality, reinforcing the bond between the cameleers and their beasts of burden

What

What makes taj’s father not talk about taj’s mother? In their culture men do not show emotion because it shows weakness

Why

Why does Tommy become offended when mr gillies does not ask him where the watering holes are in that country? Tommy becomes offended that he ws not asked where the watering holes are as this was his home and but mr gillies wanted to ask a local person

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My name is Ruiyan HU 22153225 Connector/Director role.

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Literary Luminary

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Hi my name is Lily and I will be the vocabulary enricher for the group

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Hi my name is Asli and I am assigned as the vocabulary enricher

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hi my name is Asli Ulukut, my course is a Bachelor of Arts pathway to primary teaching, and honestly there's nahi really unique thing about me but I do have two kittens

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In 'Taj and the Great Camel Trek', I connected the challenges faced by real-life explorers to the difficulties of traveling through Australia’s hot and dry deserts. This reminded me of the stories we've learned in history class about Burke and Wills, who encountered their own set of challenges during their journey. I also saw parallels between Taj’s bravery and my own experiences of facing something new or scary, like moving to a new school or trying out for a sports team. Like Taj, I had to be strong and trust those around me.

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Taj described Mr Giles' the expedition leader's eyes as having "blue daggers". This use of visual imagery and symbolism of the dagger, which is a violent weapon. Perhaps lacking warmth and represents judgement and aggression. The blue dagger may show that Mr Giles is cold and intense in his stare.

Nada Salameh Vocabulary Enricher - Taj Group

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I highlighted three different scenes/quotes from the novel for discussion.

The first was the scene in the police station and the quote I wanted to explore was:

'Boy, that's all you are, that's what all of you are. You are a piece of garage. What are you?

To provide context to the quote I explained that this came from the scene when Raphael was hung outside of the window in the police station. I then read part of the scene to add context. 'You've shat yourself, haven't your?' he said. I nodded, and I clawed my way up the wall so I was half standing. The man shook his head. 'You stink of it. And of garbage.' He turned away from me. 'We're wasting our time, 'he said. 'Boy, that's all you are, that's what all of you are. You are a piece of garbage. What are you? 'Sorry, sir, garbage, sir.' I whispered it.

I feel that in this quote the author is trying to demonstrate the fact that the police have total disregard for the boys, and are highlighting their power and superiority over them. In making Raphael repeat that he is garbage reinforces the power dynamic at play.

The second scene we discussed was the scene when Raphael was reflecting on his experience in the police station.

The quoted I wanted to explore was:

"But the garbage boys were way ahead of the garbage boys, and I had said nothing to those men".

To provide context to the quote I read the scene "And I laughed, because it occurred to me - there and then - that the garbage boy had just lied his way out from under the noses of those clever men. A little garbage boy had sat there shaking, saying, 'I don't have the gag,' when all the time I knew exactly where it was and what had been in it. We'd caught the train and we'd found the locker. We had the letter - and OK, we did not know what it all meant yet. But the garbage boys were way ahead of the garbage police, and I had said nothing to those men.

I feel that in this quote the author is trying to highlight the competition between the boys and the police, and that the boys were winning. In addition he was also highlighting the fact that the police had previously labelled them as 'garbage' so fittingly Raphael too labelled them as 'garbage'.

The last quote we explored was:

Rats and children, children and rats, and you sometimes think they have pretty much the same life.

With this quote I didn't mention the scene or provide context, as I wanted to just explore what the author was portraying.

In discussion we concluded that the author was using the concept of 'rats lives' as a metaphor for the children's lives as people have a clear schema of what a rats life is and how terrible it is. This quote highlighted how horrific the children's lives were.

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My name is Lubna Alazzam. I'm in my final year of Bachelor of Arts (primary teaching). I enjoy exploring children's books and how they reflect diverse cultures and values. I've chosen to read Taj and the Great Camel Trek for the Literature Circle and I look forward to the discussions.

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My name is Aisha, I am studying Bachelor of Arts (Pathway to primary teaching), and I love cats.

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My name is Vu, I'm doing bachelor of arts (path way to teaching). It's my second years. I love dog and travelling , winter in Australia

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My name is Nicolas, I am doing Bachelor of Arts (Pathway to Teaching Primary). My favourite childhood book series, which I read was the Grug series.

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Hi, I am in my second year and am studying Bachelor of Arts (Pathway to Teaching Primary)

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Myself Sumaiya Islam Shanta, doing Bachelor of Arts(Pathway to Teaching Early Childhood/Primary). I  am an international student. It's been 1 year here. I love to read books, my favourite genre is thriller. I also love cooking.

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Myself Sumaiya Islam Shanta, doing Bachelor of Arts(Pathway to Teaching Early Childhood/Primary). I  am an international student. It's been 1 year here. I love to read books, my favourite genre is thriller. I also love cooking.

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My Name is Daniela Vartuli, I am in my Second year of my course is the Diploma/Bachelor of Arts (Pathway to primary teaching). I never really read when I was younger but over the past 2 years I gave gotten back into reading. As a child my favorite books to read were the treehouse series books and as of right now my favorite book the seven husbands of Evelyn Hugo.

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Hi, I'm studying a Bachelor of Arts pathway to primary teaching. I'm in my second year, and I love fantasy books.

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My name is Tammy Scott, I am studying a Bachelor of Arts (Pathway to Primary Teaching) and I am in my 2nd year.

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My name is Mirna, I'm doing bachelor of arts (Pathway to Teaching). It's my first year. I love the beach and love my dog

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My name is Nada Salameh. I am in my second year Bachelor of Education Primary.