Understanding Diversity in a Global Context: Preservice Teachers' Encounters with Postcolonial Young Adult Literature

Durand, E. Sybil

doi:10.21061/alan.v42i2.a.8

Cited by 1 publication

(1 citation statement)

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“…Falter (2016) used YAL in a teacher education course to help PSTs reflect on and revise their negative assumptions and stereotypes about adolescent learners. Others have used YAL in teacher preparation to facilitate discussions of and learning about issues such as bullying and suicide (Pytash, 2013), race (Glenn, 2012), perspective recognition and empathetic reading (Cook et al , 2017), queer pedagogies (Bach, 2016), LGBTQ literature (Greathouse and Diccio, 2016; Malo-Juvera, 2015), social justice teaching and positionalities (Cook and Bissonnette, 2016; Glasgow, 2001), global perspectives on diversity (Duran, 2015), death and dying (Sams and Cook, 2018), and so forth. TEs have also used YAL in self-studies of their teacher preparation programs and courses (Parsons, 2006) and to critically reflect on their own teaching (Miller, 2008).…”

Section: Young Adult Literature and Teacher Educationmentioning

confidence: 99%

(Un)Sanctioned: young adult literature as meaningful sponsor for writing teacher education

Sams

Cook

2019

ETPC

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Purpose The purpose of this paper is to examine youth literacy and writing practices in select, contemporary young adult literature (YAL), especially how and why literate activity is sponsored, negotiated or occluded by teachers and schools. Design/methodology/approach The authors position young adult fiction as case studies of youth composing in and out of school. Drawing on Stake's (1995) features of case study research in education, the authors present readings of Gabi, a Girl in Pieces by Isabel Quintero and The Vigilante Poets of Selwyn Academy by Kate Hattemer that highlight particular problems and insights about youth literacy practices that are worth extended examination and reflection. Findings Both novels feature youth engaging in powerful literacy and writing practices across a range of modes to critically read and write their worlds. These particular texts – and other YAL featuring youth composing – offer teacher educators and pre-service teachers opportunities for critical reflection on their evolving stances on literacy instruction; identities as writing and literacy educators; and pedagogies that enable robust literate activity. Originality/value In the US educational context, teacher education programs are required to provide pre-service teachers numerous opportunities to observe and participate as teachers in public school classrooms. YAL offers a unique setting of experience that can be productively paired with more traditional field placements to complement pre-service writing teacher education. Reading YAL featuring youth composing can serve as a useful occasion of reflection on pedagogies that limit and/or make possible students’ meaningful engagement with words and the world.

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