scholarly journals A Mirror, a Window: Assisting Teachers in Selecting Appropriate Multicultural Young Adult Literature

2007 ◽  
Vol 9 (1) ◽  
Author(s):  
Lori Georgianne Wilfong
Keyword(s):  
Young Adult ◽  
Young Adult Literature ◽  
Multicultural Literature ◽  
Teachers And Students ◽  
The Rich

The purpose of this article is to describe a rubric created to assist teachers in selecting multicultural, young adult literature for use in their classrooms. Too often, teachers use the same texts year after year and are afraid of delving into the rich cannon of multicultural literature offered because they are not sure how or what to select. This rubric assists teachers and students in choosing texts that respect the authority of the author and the culture they are depicting.

scholarly journals Indigenous Young Adult Literature

2019 ◽  
Vol 2 (1) ◽  
pp. 165-179
Author(s):  
Amber Matthews ◽  
Gavin Bennett ◽  
Maneja Joian ◽  
Jenna Brancatella
Keyword(s):  
Popular Culture ◽  
Young Adult ◽  
Oral History ◽  
Indigenous People ◽  
Young Adult Literature ◽  
Indigenous Communities ◽  
Cultural Significance ◽  
Ya Literature ◽  
Library Programming ◽  
The Rich

Over the last decade Indigenous Young Adult (YA) literature has risen in popularity and demand in library programming and collections. Many works draw on the rich historical and cultural significance of narratives, oral history and storytelling in Indigenous communities. Their rise in prominence presents new opportunities for libraries to work with Indigenous authors and groups to share the importance of Indigenous histories and works in and through library spaces, collections and programming. However, in the context of popular culture including Indigenous YA literature, it is important to consider the identity and representation of Indigenous people, cultures and histories. The following annotated bibliography has been developed to guide libraries on the appropriate professional and cultural competencies to compliment this rising body of work and foster respect and recognition of Indigenous communities and works.

scholarly journals "I Have a Kind of Power I Never Knew I Possessed": Surveillance, Agency, and the Possibility of Resistance in YA Dystopian Fiction

2017 ◽  
Vol 2 (2) ◽  
pp. 1-23 ◽  
Author(s):  
Sean P. Connors
Keyword(s):  
Young Adult ◽  
Power Systems ◽  
Young Adult Literature ◽  
Hunger Games ◽  
Dystopian Fiction ◽  
The Gaze ◽  
Teachers And Students

Drawing on Foucault’s examination of the gaze as a disciplinary mechanism, and de Certeau’s discussion of how people use tactics to resist oppressive power systems, this article advocates reading the gaze in young adult dystopian fiction. To illustrate the complex readings that doing so makes possible, the author examines three young adult dystopias—M. T. Anderson’s Feed, Suzanne Collins’s Hunger Games trilogy, and Corey Doctorow’s Little Brother—to demonstrate how they depict adolescents as having varying degrees of agency to resist the gaze. To conclude, the author discusses the implications for teachers and students of reading the gaze in young adult literature.

scholarly journals Czym jest wielokulturowa literatura dziecięca i młodzieżowa i jak ją badać? Propozycje metodologiczne z perspektywy literaturoznawczej w kontekście polskim

Wielogłos ◽  
2021 ◽  
pp. 123-149
Author(s):  
Weronika Kostecka
Keyword(s):  
Young Adult ◽  
Young Adult Literature ◽  
Multicultural Literature ◽  
Literary Studies ◽  
Literary Works ◽  
Theoretical Concepts ◽  
Young Readers ◽  
Definition Of

[What is Multicultural Children’s and Young Adult Literature and How to Study it? Methodological Proposals from a Literary Studies Perspective in the Polish Context] The aim of the article is to present several methodological proposals based on literary studies in reference to Polish multicultural literature for young readers. The author discusses foreign theoretical concepts regarding multicultural works and their components and explains the key terminology. She discusses difficulties that arise when trying to apply these concepts and terms in research on Polish multicultural children’s and young adult literature and presents her own definition of this phenomenon. Finally, the author proposes four methods for researching this type of literary works.

Reenvisioning space, mobilities and public engagement with young adult literature

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Caroline Hamilton-McKenna ◽  
Theresa Rogers
Keyword(s):  
Young Adult ◽  
Young Adult Literature ◽  
Literary Analysis ◽  
Literary Texts ◽  
Young Adult Fiction ◽  
Spatial Analyses ◽  
Literature Instruction ◽  
Content Type ◽  
Global Pandemic ◽  
Teachers And Students

Purpose In an era when engagement in public spaces and places is increasingly regulated and constrained, we argue for the use of literary analytic tools to enable younger generations to critically examine and reenvision everyday spatialities (Rogers, 2016; Rogers et al., 2015). The purpose of this paper is to consider how spatial analyses of contemporary young adult literature enrich interrogations of the spaces and places youth must navigate, and the consequences of participation for different bodies across those spheres. Design/methodology/approach In a graduate seminar of teachers and writers, we examined literary texts through a combined framework of feminist cultural geography, mobilities and critical mobilities studies. In this paper, we interweave our own spatial analyses of two selected works of young adult fiction with the reflections of our graduate student participants to explore our spatial framework and its potential to enhance critical approaches to literature instruction. Findings We argue that spatial literary analysis may equip teachers and students with tools to critically examine the spaces and places of everyday life and creatively reenvision what it means to be an engaged citizen in uncertain and troubling times. Originality/value While we have engaged in this work for several years, we found that in light of the global pandemic, coupled with the recent antiracist demonstrations, a spatial approach to literary study emerges as a potentially even more relevant and powerful component of literature instruction.

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