Chicana Teens, Zines, and Poetry Scenes: Gabi, A Girl in Pieces by Isabel Quintero

2020 ◽  
pp. 15-30
Author(s):  
Amanda Ellis
Keyword(s):  
High School ◽  
Young Adult ◽  
Sexual Violence ◽  
Female Body ◽  
Political Art ◽  
Senior Year ◽  
Young Adult Novel ◽  
The Creation ◽  
Fitting In

This chapter reads closely Isabel Quintero’s 2014 young adult novel Gabi, A Girl in Pieces. Quintero’s novel, which takes the form of a year’s worth of diary entries, and includes an illustrated copy of the titular character’s zine on female body diversity, narrates the story of a young Chicana outsider’s senior year of high school. In lieu of “fitting in” Gabi the teenage poet pens her way out of loss, homophobia, lurking sexual violence, grief, and depression. Gabi, A Girl in Pieces reveals that the creation of political art, the practice of writing, and the role of Chicana poetics can serve as vital creative outlets for Chicana outsiders, be they nerds, goths, geeks, or freaks.

#TextMeetsTech

2020 ◽  
pp. 233-251
Author(s):  
Katie Schrodt ◽  
Erin R. FitzPatrick ◽  
Kim Reddig ◽  
Emily Paine Smith ◽  
Jennifer Grow
Keyword(s):  
College Students ◽  
High School ◽  
Young Adult ◽  
Middle School Teachers ◽  
Lesson Plan ◽  
Language And Literacy ◽  
Young Adult Novel ◽  
University Course ◽  
The University ◽  
User Friendly

This chapter addresses the need to make time and space for transliteracy practices in the classroom. University pre-service teachers are used as the primary example as the chapter documents how these students made meaning across a range of platforms, while reading the acclaimed young adult novel The Hate U Give. The university course, titled Language and Literacy, focuses on methods of literacy instruction in the classroom. A lesson plan framework is included in the chapter that is especially user friendly for educator preparation classrooms as well as high school and middle school teachers. The chapter explores the experiences of the college students while reading The Hate U Give, while detailing how the students created meaning through a variety of traditional and modern teaching practices.

Nanook: He Is Coming: A dystopian young adult novel from Brazil1

Book 2 0 ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 51-63 ◽  
Author(s):  
Eliane Aparecida Galvão Ribeiro Ferreira ◽  
Guilherme Magri da Rocha
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Young Adult ◽  
Reception Theory ◽  
The Novel ◽  
School Students ◽  
Young Adult Novel ◽  
Dialogical Relationship ◽  
Brazilian Students

This article discusses Nanook: ele está chegando (‘Nanook: He Is Coming’) (2016), written by Brazilian author Gustavo Bernardo, a Brazilian dystopian apocalyptic young adult (YA) novel influenced by an Inuit legend that mixes science with mysticism and human subjectivity. In this book, 15-year-old Bernardo emerges as a harbinger of events that will occur in the narrative, when he affirms that ‘Nanook is coming’. From that point onwards, climatic and supernatural events happen, which affect the whole world, with consequences for Ouro Preto, the former capital of the state of Minas Gerais, Brazil, where the story takes place. These consequences include snowfalls, increasingly intense cold and the disappearance of some animals. Nanook: He Is Coming was selected by the Brazilian National Textbook Program (PNLD – Programa Nacional do Livro Didático) for high school students. This programme is designed to evaluate didactic, pedagogical and literary works and make them available for free to Brazilian students what are studying at public schools. This article concludes with an analysis of the text, using critical tools, which include Reception Theory to examine the communicability of the novel with its implicit reader, the dialogical relationship with that reader and the novel’s language, stylistic characteristics, the constitution of its narrative operators and its ideological discourse.

Growing Up Different

Mood Prep 101 ◽  
2020 ◽  
pp. 185-202
Author(s):  
Carol Landau
Keyword(s):  
High School ◽  
Family Support ◽  
Attempted Suicide ◽  
Suicide Attempts ◽  
Zero Tolerance ◽  
Growing Up ◽  
Zero Tolerance Policy ◽  
Fitting In ◽  
A Current

Most adolescents are worried about being different and not fitting in. In this chapter, two groups that are subject to ostracism and harassment are described—LGBTQ and overweight students. Both groups have higher rates of depression, and LGBTQ students have higher rates of suicide attempts, with more than half of transgender males and nearly a third of transgender females reporting having attempted suicide in their lifetime. Included in this chapter is a description of current vocabulary about LGBTQ issues. There are conversations parents can have with both groups of students, and the chapter suggests comments to avoid making. Parents also need to self-reflect on their own biases. Overweight teens frequently are harassed, shamed, and discriminated against. Bullying of both groups is also described, along with a current college student’s story of his torturous days in high school. The need for family support is emphasized as well as the role of advocacy. For example, school systems need to establish a zero-tolerance policy toward bullying and be consistent in its implementation.

13 Reasons Why the Rape Myth Survives

2019 ◽  
Vol 12 (2) ◽  
pp. 17-31 ◽  
Author(s):  
Delphine Letort
Keyword(s):  
High School ◽  
Young Adult ◽  
Detailed Analysis ◽  
Rape Myth ◽  
Young Adult Novel ◽  
Gender And Power

The controversies triggered by the Netflix adaptation of Jay Asher’s young adult novel Thirteen Reasons Why (2007) have focused on suicide and downplayed discussions of rape as a central plot device. Making use of stereotypical characters (such as the cheerleader and the jock) and archetypal setting (including the high school), 13 Reasons Why delves into the reassuring world of the suburban town; it deals ambiguously with the entwined notions of gender and power encapsulated in the teenpic genre. A detailed analysis of the series indeed reveals that its causative narrative reinforces the rape myth by putting the blame on girls for events that happen to them. In this article I explore the tensions of a TV series that endorses the rape myth through the entertaining frame of the teenpic.

scholarly journals Consciously eco-conscious: An eco-conscious re-reading of Bibhutibhushan Bandyopadhyay’s Moon Mountain as young adult literature

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Narendiran S ◽  
◽  
Bhuvaneswari R ◽  
Keyword(s):  
Climate Change ◽  
Young Adult ◽  
Industrial Revolution ◽  
World War ◽  
Material Development ◽  
Young Adult Novel ◽  
Effective Role ◽  
Colonial Legacies ◽  
Natural Ecology

A better physical environment is quintessential for a comfortable life; this conscious of environment has been one of the post-world-war effects. The predominance of colonialism is accompanied by exploitation of forest and environment. Since then, land is nothing more than a resource that conferred wealth and materials for the colonizers. The depletion of forest for agriculture and urban development is a historical phenomenon. It is then aggravated by industrial revolution and colonization. The legacies of colonialism have influenced the mindset of the colonized. Recently, the scarcity of the resources and climate change are the rising concerns of the world. This is mainly because of the humans’ insensitivity towards nature and literature plays an effective role in spreading the need for being eco-conscious. This article highlights the role of young adult narratives in spreading social awareness and interprets the classic Indian young adult novel Moon Mountain by Bibhutibhushan Bandyopadhyay, which has symbolic references offering ecological insights. The journey of the protagonist through the African continent is critiqued to highlight the enfeeble consciousness about the natural ecology of an individual who seizes material development. This study partly brings out how the colonial legacies continues to influence the contemporary environmental challenges, and discusses the literary relationships between nature and youth influence readers’ attitudes towards the contemporary anxieties such as climate change and related environmental crises.

The role of affect in feelings of obligation

2020 ◽  
Vol 43 ◽  
Author(s):  
Stefen Beeler-Duden ◽  
Meltem Yucel ◽  
Amrisha Vaish
Keyword(s):  
Positive Emotions ◽  
The Creation ◽  
Sense Of Obligation

Abstract Tomasello offers a compelling account of the emergence of humans’ sense of obligation. We suggest that more needs to be said about the role of affect in the creation of obligations. We also argue that positive emotions such as gratitude evolved to encourage individuals to fulfill cooperative obligations without the negative quality that Tomasello proposes is inherent in obligations.

Wiser Reasoning and Less Disgust Have the Potential to Better Achieve Suicide Prevention

Crisis ◽  
2020 ◽  
pp. 1-8
Author(s):  
Chao S. Hu ◽  
Jiajia Ji ◽  
Jinhao Huang ◽  
Zhe Feng ◽  
Dong Xie ◽  
...  
Keyword(s):  
High School ◽  
Suicide Prevention ◽  
Cause Of Death ◽  
Facial Expressions ◽  
Emotional Reaction ◽  
Suicide Method ◽  
University Teachers ◽  
Advice Giving ◽  
Prevention Techniques

Abstract. Background: High school and university teachers need to advise students against attempting suicide, the second leading cause of death among 15–29-year-olds. Aims: To investigate the role of reasoning and emotion in advising against suicide. Method: We conducted a study with 130 students at a university that specializes in teachers' education. Participants sat in front of a camera, videotaping their advising against suicide. Three raters scored their transcribed advice on "wise reasoning" (i.e., expert forms of reasoning: considering a variety of conditions, awareness of the limitation of one's knowledge, taking others' perspectives). Four registered psychologists experienced in suicide prevention techniques rated the transcripts on the potential for suicide prevention. Finally, using the software Facereader 7.1, we analyzed participants' micro-facial expressions during advice-giving. Results: Wiser reasoning and less disgust predicted higher potential for suicide prevention. Moreover, higher potential for suicide prevention was associated with more surprise. Limitations: The actual efficacy of suicide prevention was not assessed. Conclusion: Wise reasoning and counter-stereotypic ideas that trigger surprise probably contribute to the potential for suicide prevention. This advising paradigm may help train teachers in advising students against suicide, measuring wise reasoning, and monitoring a harmful emotional reaction, that is, disgust.

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