#Disrupttexts: Academic Tracking, Canonical Literature, and Disrupting for New Possibilities

Ebarvia, Tricia; Germán, Lorena; Parker, Kim H.; Torres, Julia; Miller, Henry “Cody”; Worlds, Mario

doi:10.58680/ej202131244

Cited by 1 publication

(1 citation statement)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Educators increasingly bring youth literature into classrooms around the United States, but the texts are often judged based on their ability to align with canonical texts or state standards, rather than how they might provide students a place to dream and exist in the literature classroom (Dallacqua & Sheahan, 2020; Rybakova & Roccanti, 2016). Canonical texts are taught to ensure commensurability and promote a shared cultural heritage (Coles, 2013), but the texts often uplift White, cisgendered, able-bodied, wealthy American men as the only beings whose cultural heritage is of worth (Toliver & Hadley, 2021a; Miller & Worlds, 2021). Thus, students and their stories can enter, but they may not be given place in the classroom, curriculum, or school.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

The Monstrous Hospitality of Canonical Text Selections: The Need for a Hospitable Literacy Framework

Hadley,

Toliver

2023

Journal of Literacy Research

View full text Add to dashboard Cite

Recent political excursions into classroom text selections by local and national politicians and pundits have made teaching canonical texts more appealing to many school districts and teachers. In this study, we used conceptions of Derridean hospitality alongside monster theory to examine what common canonical texts teach students about who is welcome and worthy of hospitality in American society and who is viewed as wholly monstrous and outside the bounds of hospitality. The results of our critical content analysis revealed that in commonly taught canonical novels, identity categories like race and gender shape determinations of who is welcome and who is othered. The findings suggest that critical readings of canonical texts cannot offer a hospitable welcome to marginalized and othered youth in ELA classrooms. Instead we offer a hospitable literacy approach to text selection in ELA classrooms.

show abstract

Section: Conceptual Frameworkmentioning

confidence: 99%