A story told in contrast to status quo or majority culture narratives to give important insight into a more realistic perception of reality especially for representing views of marginalized populations.
Published in Chapter:
Teaching Diverse Young Adult Literature in Challenging Times: Critical Reflections and Lessons Learned
Carl A. Young (College of Education, North Carolina State University, USA), Laura E. Jacobs (College of Education, Towson University, USA), Janell Miller (College of Education, North Carolina State University, USA), Katherine M. Smith (College of Education, North Carolina State University, USA), Hannah Moehrke (College of Education, North Carolina State University, USA), and Sabrina Nelson (College of Education, North Carolina State University, USA)
Copyright: © 2023
|Pages: 24
DOI: 10.4018/978-1-6684-5705-4.ch013
Abstract
With classrooms growing increasingly diverse, the need for literature that reflects a variety of experiences is imperative. Educators play a significant role in placing diverse literature into the hands of young readers; however, in order to achieve the goal of increased access, teacher preparation programs must provide candidates with quality instruction that addresses this need. Framed in action research, this study centers on the experiences of a teacher educator and four graduate students connected by and through the teaching of diverse young adult literature (YAL). Reflecting upon their experiences implementing literature circles (LCs) online in the pandemic, the authors offer critical insights and strategies for teaching and facilitating effective discussions surrounding diverse YAL addressing challenging topics in both K-12 and university classrooms.