Reading about What It Is Really Like Is Eye-Opening: Literature for Youth and College-Level Critical Pedagogy

Children’s and young adult literature are commonly used in a variety of professional and school settings when addressing challenging and controversial topics such as economic exploitation, gender and sexual diversity, and religion. We argue that since the best of such books are authentic, accurate,...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Transformations (Wayne, N.J.) N.J.), 2018-01, Vol.28 (1), p.19
Hauptverfasser: Beck, Scott Alan, Bodur, Yasar, Walker-DeVose, Dina, Town, Caren, Smith, Trina
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page
container_issue 1
container_start_page 19
container_title Transformations (Wayne, N.J.)
container_volume 28
creator Beck, Scott Alan
Bodur, Yasar
Walker-DeVose, Dina
Town, Caren
Smith, Trina
description Children’s and young adult literature are commonly used in a variety of professional and school settings when addressing challenging and controversial topics such as economic exploitation, gender and sexual diversity, and religion. We argue that since the best of such books are authentic, accurate, approachable, and emotionally engaging, they can also serve similar pedagogical purposes in college classrooms. This article outlines a set of three parallel-structured mixed-methods research and instructional projects that have sought to assess the appeal and effectiveness of books for youth that address three of the most hotly debated political and social controversies of our time: immigrants and migrants, gender and sexual diversity, and Islam and Islamophobia. The instructional and data collection processes are described with commentary on particularly effective or challenging elements. Pre- and post-survey data provide a quantitative backdrop for narrative qualitative data drawn from student interactions, inquiries, and summative reflective essays. With data from over a thousand participants thus far, these projects have yielded substantial findings and publications. The authors have documented ways to address student misconceptions and reactionary pushback, and the central importance of student-to-student interactions in transforming attitudes and dispositions. Particular books, both children’s picture storybooks and young adult novels, have been shown to be especially effective in opening productive conversations regarding tough issues. These projects can serve as a template for other scholars considering their own choices of materials, methods, activities, and pedagogical approaches when introducing critical perspectives into their classrooms.
doi_str_mv 10.5325/trajincschped.28.1.0019
format Article
fullrecord <record><control><sourceid>proquest</sourceid><recordid>TN_cdi_proquest_journals_2161057222</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2161057222</sourcerecordid><originalsourceid>FETCH-proquest_journals_21610572223</originalsourceid><addsrcrecordid>eNqNTt1KwzAYDaJg1T3DPvA6XZKSZfO2TBQGDhHEqxHbb21qTGqSCn17I_gAwoHD-YNDyJKzUlZCrlLQg3FNbPoR21JsSl4yxrdnpBCVUnQr1eacFJxJQSXj6pJcxTgwxtSaqYJ8PqNujetAv_spwWuvEzxmRMiBtTPszQf-yt2M9GlEl7t32UwYdJoCwskHeMvTHrRrofbWYod0j99ooQ4mmUZbOGCrO9_NN-TipG3ExR9fk9v73Uv9QMfgvyaM6Tj4KbgcHQVf589KCFH9r_UDAgdSJQ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2161057222</pqid></control><display><type>article</type><title>Reading about What It Is Really Like Is Eye-Opening: Literature for Youth and College-Level Critical Pedagogy</title><source>JSTOR Archive Collection A-Z Listing</source><creator>Beck, Scott Alan ; Bodur, Yasar ; Walker-DeVose, Dina ; Town, Caren ; Smith, Trina</creator><creatorcontrib>Beck, Scott Alan ; Bodur, Yasar ; Walker-DeVose, Dina ; Town, Caren ; Smith, Trina</creatorcontrib><description>Children’s and young adult literature are commonly used in a variety of professional and school settings when addressing challenging and controversial topics such as economic exploitation, gender and sexual diversity, and religion. We argue that since the best of such books are authentic, accurate, approachable, and emotionally engaging, they can also serve similar pedagogical purposes in college classrooms. This article outlines a set of three parallel-structured mixed-methods research and instructional projects that have sought to assess the appeal and effectiveness of books for youth that address three of the most hotly debated political and social controversies of our time: immigrants and migrants, gender and sexual diversity, and Islam and Islamophobia. The instructional and data collection processes are described with commentary on particularly effective or challenging elements. Pre- and post-survey data provide a quantitative backdrop for narrative qualitative data drawn from student interactions, inquiries, and summative reflective essays. With data from over a thousand participants thus far, these projects have yielded substantial findings and publications. The authors have documented ways to address student misconceptions and reactionary pushback, and the central importance of student-to-student interactions in transforming attitudes and dispositions. Particular books, both children’s picture storybooks and young adult novels, have been shown to be especially effective in opening productive conversations regarding tough issues. These projects can serve as a template for other scholars considering their own choices of materials, methods, activities, and pedagogical approaches when introducing critical perspectives into their classrooms.</description><identifier>ISSN: 1052-5017</identifier><identifier>EISSN: 2377-9578</identifier><identifier>DOI: 10.5325/trajincschped.28.1.0019</identifier><language>eng</language><publisher>University Park: Pennsylvania State University Press</publisher><subject>Adolescent Literature ; Children ; Childrens literature ; Controversial Issues (Course Content) ; Critical theory ; Data collection ; Immigrants ; Literary criticism ; Methods Research ; Migrants ; Novels ; Pedagogy ; Politics ; Religion ; School effectiveness ; Student attitudes ; Student participation ; Students ; Young adult literature ; Young adults</subject><ispartof>Transformations (Wayne, N.J.), 2018-01, Vol.28 (1), p.19</ispartof><rights>Copyright Pennsylvania State University Press 2018</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids></links><search><creatorcontrib>Beck, Scott Alan</creatorcontrib><creatorcontrib>Bodur, Yasar</creatorcontrib><creatorcontrib>Walker-DeVose, Dina</creatorcontrib><creatorcontrib>Town, Caren</creatorcontrib><creatorcontrib>Smith, Trina</creatorcontrib><title>Reading about What It Is Really Like Is Eye-Opening: Literature for Youth and College-Level Critical Pedagogy</title><title>Transformations (Wayne, N.J.)</title><description>Children’s and young adult literature are commonly used in a variety of professional and school settings when addressing challenging and controversial topics such as economic exploitation, gender and sexual diversity, and religion. We argue that since the best of such books are authentic, accurate, approachable, and emotionally engaging, they can also serve similar pedagogical purposes in college classrooms. This article outlines a set of three parallel-structured mixed-methods research and instructional projects that have sought to assess the appeal and effectiveness of books for youth that address three of the most hotly debated political and social controversies of our time: immigrants and migrants, gender and sexual diversity, and Islam and Islamophobia. The instructional and data collection processes are described with commentary on particularly effective or challenging elements. Pre- and post-survey data provide a quantitative backdrop for narrative qualitative data drawn from student interactions, inquiries, and summative reflective essays. With data from over a thousand participants thus far, these projects have yielded substantial findings and publications. The authors have documented ways to address student misconceptions and reactionary pushback, and the central importance of student-to-student interactions in transforming attitudes and dispositions. Particular books, both children’s picture storybooks and young adult novels, have been shown to be especially effective in opening productive conversations regarding tough issues. These projects can serve as a template for other scholars considering their own choices of materials, methods, activities, and pedagogical approaches when introducing critical perspectives into their classrooms.</description><subject>Adolescent Literature</subject><subject>Children</subject><subject>Childrens literature</subject><subject>Controversial Issues (Course Content)</subject><subject>Critical theory</subject><subject>Data collection</subject><subject>Immigrants</subject><subject>Literary criticism</subject><subject>Methods Research</subject><subject>Migrants</subject><subject>Novels</subject><subject>Pedagogy</subject><subject>Politics</subject><subject>Religion</subject><subject>School effectiveness</subject><subject>Student attitudes</subject><subject>Student participation</subject><subject>Students</subject><subject>Young adult literature</subject><subject>Young adults</subject><issn>1052-5017</issn><issn>2377-9578</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><recordid>eNqNTt1KwzAYDaJg1T3DPvA6XZKSZfO2TBQGDhHEqxHbb21qTGqSCn17I_gAwoHD-YNDyJKzUlZCrlLQg3FNbPoR21JsSl4yxrdnpBCVUnQr1eacFJxJQSXj6pJcxTgwxtSaqYJ8PqNujetAv_spwWuvEzxmRMiBtTPszQf-yt2M9GlEl7t32UwYdJoCwskHeMvTHrRrofbWYod0j99ooQ4mmUZbOGCrO9_NN-TipG3ExR9fk9v73Uv9QMfgvyaM6Tj4KbgcHQVf589KCFH9r_UDAgdSJQ</recordid><startdate>20180101</startdate><enddate>20180101</enddate><creator>Beck, Scott Alan</creator><creator>Bodur, Yasar</creator><creator>Walker-DeVose, Dina</creator><creator>Town, Caren</creator><creator>Smith, Trina</creator><general>Pennsylvania State University Press</general><scope>4T-</scope></search><sort><creationdate>20180101</creationdate><title>Reading about What It Is Really Like Is Eye-Opening: Literature for Youth and College-Level Critical Pedagogy</title><author>Beck, Scott Alan ; Bodur, Yasar ; Walker-DeVose, Dina ; Town, Caren ; Smith, Trina</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-proquest_journals_21610572223</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Adolescent Literature</topic><topic>Children</topic><topic>Childrens literature</topic><topic>Controversial Issues (Course Content)</topic><topic>Critical theory</topic><topic>Data collection</topic><topic>Immigrants</topic><topic>Literary criticism</topic><topic>Methods Research</topic><topic>Migrants</topic><topic>Novels</topic><topic>Pedagogy</topic><topic>Politics</topic><topic>Religion</topic><topic>School effectiveness</topic><topic>Student attitudes</topic><topic>Student participation</topic><topic>Students</topic><topic>Young adult literature</topic><topic>Young adults</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Beck, Scott Alan</creatorcontrib><creatorcontrib>Bodur, Yasar</creatorcontrib><creatorcontrib>Walker-DeVose, Dina</creatorcontrib><creatorcontrib>Town, Caren</creatorcontrib><creatorcontrib>Smith, Trina</creatorcontrib><collection>Docstoc</collection><jtitle>Transformations (Wayne, N.J.)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Beck, Scott Alan</au><au>Bodur, Yasar</au><au>Walker-DeVose, Dina</au><au>Town, Caren</au><au>Smith, Trina</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Reading about What It Is Really Like Is Eye-Opening: Literature for Youth and College-Level Critical Pedagogy</atitle><jtitle>Transformations (Wayne, N.J.)</jtitle><date>2018-01-01</date><risdate>2018</risdate><volume>28</volume><issue>1</issue><spage>19</spage><pages>19-</pages><issn>1052-5017</issn><eissn>2377-9578</eissn><abstract>Children’s and young adult literature are commonly used in a variety of professional and school settings when addressing challenging and controversial topics such as economic exploitation, gender and sexual diversity, and religion. We argue that since the best of such books are authentic, accurate, approachable, and emotionally engaging, they can also serve similar pedagogical purposes in college classrooms. This article outlines a set of three parallel-structured mixed-methods research and instructional projects that have sought to assess the appeal and effectiveness of books for youth that address three of the most hotly debated political and social controversies of our time: immigrants and migrants, gender and sexual diversity, and Islam and Islamophobia. The instructional and data collection processes are described with commentary on particularly effective or challenging elements. Pre- and post-survey data provide a quantitative backdrop for narrative qualitative data drawn from student interactions, inquiries, and summative reflective essays. With data from over a thousand participants thus far, these projects have yielded substantial findings and publications. The authors have documented ways to address student misconceptions and reactionary pushback, and the central importance of student-to-student interactions in transforming attitudes and dispositions. Particular books, both children’s picture storybooks and young adult novels, have been shown to be especially effective in opening productive conversations regarding tough issues. These projects can serve as a template for other scholars considering their own choices of materials, methods, activities, and pedagogical approaches when introducing critical perspectives into their classrooms.</abstract><cop>University Park</cop><pub>Pennsylvania State University Press</pub><doi>10.5325/trajincschped.28.1.0019</doi></addata></record>
fulltext fulltext
identifier ISSN: 1052-5017
ispartof Transformations (Wayne, N.J.), 2018-01, Vol.28 (1), p.19
issn 1052-5017
2377-9578
language eng
recordid cdi_proquest_journals_2161057222
source JSTOR Archive Collection A-Z Listing
subjects Adolescent Literature
Children
Childrens literature
Controversial Issues (Course Content)
Critical theory
Data collection
Immigrants
Literary criticism
Methods Research
Migrants
Novels
Pedagogy
Politics
Religion
School effectiveness
Student attitudes
Student participation
Students
Young adult literature
Young adults
title Reading about What It Is Really Like Is Eye-Opening: Literature for Youth and College-Level Critical Pedagogy
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-23T10%3A28%3A38IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Reading%20about%20What%20It%20Is%20Really%20Like%20Is%20Eye-Opening:%20Literature%20for%20Youth%20and%20College-Level%20Critical%20Pedagogy&rft.jtitle=Transformations%20(Wayne,%20N.J.)&rft.au=Beck,%20Scott%20Alan&rft.date=2018-01-01&rft.volume=28&rft.issue=1&rft.spage=19&rft.pages=19-&rft.issn=1052-5017&rft.eissn=2377-9578&rft_id=info:doi/10.5325/trajincschped.28.1.0019&rft_dat=%3Cproquest%3E2161057222%3C/proquest%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2161057222&rft_id=info:pmid/&rfr_iscdi=true