Should young adult literature used in the classroom be decided by demographics within the classroom or should students be exposed to various types of literature that may not relate to them?
Deciding on books to use in the classroom is a daunting task. The books must not only capture the students attention but must also serve some sort of educational role. I believe many students feel as though they are not able to forge a connection with certain books based on the fact that the book does not relate at all to their lives. If you are teaching a class in an inner city school comprised predominantly of African-American students would you include a book in your curriculum about the trials and tribulations of growing up in a wealthy and sheltered environment? It would be difficult for the students to forge a connection with the characters in the book.
James Flood, in his book Handbook Of Research on Teaching the English Language Arts, disagrees with this notion. He states "Typical excuses offered for omission of literature range from classroom demographics to moral or religious stances." He counters by saying that "interesting" responses can come from viewing literature from a "political and cultural filter." Essentially he seems to be saying that just because a book may have nothing to do in regards to the students it is being taught to it has the potential to evoke reactions and opinions based on its diversity.
There are many books that can be used that have universal themes. Stories of overcoming adversity and hardships resound with every audience regardless of demographics. A novel like The Contender by Robert Lipstyle, which is set in a rough, low income city, is a story of personal struggle and success that would resonate with any reader. I believe it takes a skilled teacher to be able to pick novels that, regardless of setting and character traits, have some significance and meaning to the students, no matter the class makeup.
Sources:
Flood, James. Handbook of Research on Teaching the English Language Arts. 2nd. Mahwah, NJ: Lawrence Erlbaum Associates, Inc, 2003. Print.
What an interesting questions! Part of me thinks that we should give struggling readers literature that they can relate to and that will spark their attention so that they have the incentive to read, but I do think that books with characters or setting different from the reader can lead to interesting discussions and feedback. One of the great things about young adult literature is how it so commonly pulls on common, or universal, teen themes. Whether a main character is wealthy or poor, most teens face moral decisions and common challenges as they navigate adolescence.
ReplyDeleteThis questions does raise many other questions. I believe that it is important for struggling readers to be exposed to all kinds of literature. Obviously, they are not going to be able to relate or build on their own background knowledge with everything they read, but isn't that the ultimate goal we as teachers aim for? Eventually, students of will have some type of background once they are taught. I also believe students should have some sort of say in what they read also. This may encourage students to activly take part in their own learning.
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