Children's literature has been taught in undergraduate classrooms since the mid-1960s and has grown to become a staple of English literature, library science, and education programs. Children's literature classes are typically among the most popular course offerings at any institution. It is easy to understand why; children's literature classes promise students the opportunity to revisit familiar works with fresh eyes. With the growth of the children’s publishing industry and the celebration of recent scholarly interventions in the field, the popularity of the discipline is unlikely to abate. A central question of current children’s literature scholarship and practice is how to effectively address contemporary questions of social justice. This collection offers a series of interventions for the practice of teaching equity through children's literature in undergraduate classrooms. It is intended for individuals who teach, or who are interested in teaching, children’s literature to undergraduates. It includes contributions from practitioners from a range of institutional affiliations, disciplinary backgrounds, nationalities, and career stages. Furthermore, this volume includes contributions from scholars who belong to groups which are often underrepresented within academia, due to race, nationality, ethnicity, gender identity, disability, or other protected characteristics.
Author(s): Gayatri Devi, Philip Smith, Stephanie J. Weaver
Publisher: Routledge
Year: 2023
Language: English
Pages: 146
Cover
Half Title
Title Page
Copyright Page
Table of Contents
List of Figures
List of Contributors
Editors’ Introduction: Children’s Literature beyond the Golden Age?
Children’s Literature in the 21st Century
Children’s Literature and the University
Review of the Field
Teaching Equity through Children’s Literature
Note
References
Part I: Theoretical Approaches to Teaching Children’s Literature
Chapter 1: The Pedagogical Potential of Children’s and Young Adult Literature: Why All English Studies Professors Should Teach Children’s and Young Adult Texts
Literature Review
Why Assign Children’s and Young Adult Literature?
Reason One: The Content’s “Simple” Surface Construction
Reason Two: The Likelihood of Familiarity
Reason Three: The Intertextual New Media Adaptations
Reason Four: The Power of Fanfiction
Conclusion
Notes
References
Chapter 2: Censoring the “N-Word”: Issues When Teaching Early African American Children’s Folktales
Case Study
Intersectional Identity
Educator Identity
Researcher Identity
Conclusion
Epilogue
Notes
References
Chapter 3: Engaged Pedagogy as Empowerment: Teaching Embodiment of Gender and Sexuality in the Adolescent Literature Classroom
Methodology and an Overview
Engaged Pedagogy as Empowerment: Using Writing Journals in the Classroom
Empathy and Engaged Pedagogy: A Practical Guide
Encourage Active Learning
Encourage Connections between the Self and the Outside World
Maintain a Teaching Journal
Conclusion
Notes
References
Chapter 4: The Power of Diverse Perspectives and Inclusive Voices in Contemporary Young Adult Literature
About the Course
Theory Framing the Course (Literature Review)
Signpost 1: Counternarrative Inquiry as One Reads
Signpost 2: Cultural Literacy for an Inclusive Society
Signpost 3: Self and Social Responsibility among Adolescent Readers
Making Space through Learning Experiences (Case Studies)
Making Space for Exposure
Making Space for Dialogue
Making Space for the Authors’ Voices
Making Space to Create
Making Space for Activism
Implications and Conclusions
Asking New Questions
Embracing Unfinishedness
Micro-Plans for Action
Note
References
Part II: Pedagogical Approaches to Teaching Children’s Literature
Chapter 5: And Now for a Story: The Critical and Emotional Benefits of Reading Aloud When Teaching Children’s Literature
Literature Review: Research on Reading Aloud
Pedagogical Benefits
The Emotional and Psychological Benefits of Reading Aloud
Assignments with Reading Aloud
Other Classes, Other Approaches
Conclusion
Student Case Studies
Notes
References
Chapter 6: Teaching LGBTQ+ Picture Books in First-Year Writing
Entanglements, Tensions, and Purpose: Situating Picture Books with LGBTQ+ Content in First-Year Writing
Picture Books in Writing Classrooms
LGBTQ+ Content in Writing Classrooms
Purposes and strategies of LGBTQ+ Picture Books
Pedagogic Approach
Conclusion
Notes
References
Chapter 7: Reading Decolonially in a Children’s Literature Classroom in the Philippines
Make Me a Map
Who Makes the Mirrors, Windows, and Sliding Glass Doors?
The Margins and the Center
A Question of Canon
The Challenges and the Possibilities
References
Chapter 8: Teaching Guide: Children’s Literature Resource File for Teaching Children’s Literature to Undergraduates
Pedagogical Purpose: Practice Informed Design
The Children’s Literature Resource File
Evolution of the CLRF: A Tool That Developed with Our Students
Building an Equity-Centered Pedagogical Tool
Grounding Framework: Diversity, Equity, Inclusion
Grounding Literature: Windows, Mirrors, and Sliding Glass Doors
Building Connections: The CLRF as a Tool of Community-Engaged Scholarship
The Basic Components of the Children’s Literature Resource File
Assignment Sheet
Introducing the CLRF
Book Review Structure
Pragmatic Considerations for Implementation
Student Connections: The Benefits of the Children’s Literature Resource File
Deeper Connections to Online Resources: Expertise in Children's Literature
Student Showcase: CLRF Exemplar
Final Thoughts
Notes
References
Index
