ESS 33629: ISSUES OF DIVERSITY IN YOUNG ADULT LITERATURE Fall 2018 MW 11:00-12:15 pm Coleman Morse 330 Dr. Michael Macaluso mmacaluso@nd.edu 206N Carole Sandner Hall Office Hours by appointment, but I can be available immediately before and/or after class. TA: Tim Will, M.Ed. twill1@nd.edu “Storytellers are a threat. They threaten all champions of control, they frighten usurpers of the right-to-freedom of the human spirit -in state, in church or mosque, in party congress, in the university or wherever.” – Chinua Achebe, Anthills of the Savannah “Traditional approaches to ELA instruction have long enforced master narratives, where canonical texts act as toolsets for reifying the status quo” (Kirkland, 2011, p. 204). COURSE OVERVIEW Welcome to Issues of Diversity in Young Adult Literature. In this course, we will challenge the single story/ies U.S. schools and curricula have told about books, characters, and cultural groups by focusing on literature by and about people from various populations that have been traditionally underrepresented in the United States. We will discuss young adult literature from parallel cultures (including possible works by and about African Americans, Asian Americans, Latino/as, Native Americans, Middle Eastern Americans, and other ethnic groups), as well as literature by and about populations traditionally defined by class, ability, religion, gender and sexuality. Course participants will investigate theoretical perspectives, issues, controversies, and educational implications for these texts, including race and racism, whiteness and privilege (in society and in the educational system), and critical literacy. As an extension of the course, we will also examine the young adult literature market and how contemporary media may reinforce or resist the stereotypes and single stories associated with these cultures. Upon successful completion of this course, you will be able to: • Discuss the role of culturally diverse texts in schools, society, and curricula • Analyze and evaluate culturally diverse texts as literary works as well as texts tied to social issues of difference and diversity • Discuss the role contemporary media play in thinking about issues of difference and diversity • Describe and utilize different theoretical tools while reading and analyzing culturally diverse texts and contemporary media • Create new knowledge about issues connected to cultural diversity and critical literacy for practical (educational) purposes • Research, share, and critically evaluate contemporary media and current events COURSE TEXTS This is a discussion-based course, designed to engage us in dialogue and an exchange of views around a variety of books that will support our developing multicultural capacities and identities. A course calendar is appended. COMMON TEXTS In addition to readings and links to electronic resources via Sakai and our class Google Doc, we will read together: CHOICE TEXTS The following texts you will read on your own or in small groups: • one text representing a “disability,” or non-abled bodied character • one “Case Study” text” • one contemporary text for the final exam *Dis/Ability Choices: Out of My Mind; El Deafo; Challenger Deep; Holding Up the Universe *Case Study Choices: All American Boys; Aristotle and Dante Discover the Secrets of the Universe; Not Your Sidekick; Saints and Misfits 2 COURSE ASSIGNMENTS Assignment Points Introductory Paper 10 Questioning the Text Papers (3) 30 Contemporary Commentary 5 Participation and Preparation 10 Final Project 25 Final Essay 20 Introductory Paper (10 points) [Appendix B] Your first paper in this class will be due the second week of the semester and will consist of an exploratory response to some question and some initial conversation started during the first week of class. The paper is due before class. Submit through Sakai Assignments. Please name your document file in the following way: LastName_Paper1. Example: MacalusoM_Papaer1 Questioning the Text Papers (10 points/paper; 30 points) [Appendix C] Each student will write a “Questioning the Text” paper for 3 of the books we read and will signup for these books/papers. See the assignment sheet appended for the expectations of this paper. Essentially, you will question and reflect upon the diverse books you are required to read for this class alongside the accompanying class readings, discussions, and activities. Papers are due before class. Submit them through Sakai Assignments. Please name your document file in the following way: LastNameFirstInitial_BookTitleAbbreviated. Example: MacalusoM_PartTimeIndian Participation and Preparation (10 points) [Appendix D] In addition to being on time and present for each class session, you should also be prepared to actively participate in class. Your contributions to class discussions and activities are essential to your learning as well as to the health and learning of our classroom community. It is your responsibility to attend all class sessions, prepared to be an active participant by having completed the assigned readings and related assignments prior to class. You will be expected to raise relevant questions, make contributions that promote discussion, be sensitive to eliciting and responding to the ideas of others in the class, and engage in group work. You will also be expected to bring readings to each class session. Lack of preparedness and/or inattentiveness in class may result in a reduction in your participation grade. 3 Contemporary Commentary (5 points) You are encouraged to be an active and engaged critical citizen, reading and looking for ways in which course themes and topics are prevalent across contemporary conversations, (social) media and pop culture, news outlets, and in reviews or clips, news articles or clips, media posts (Facebook, Twitter, Instagram, online conversations, etc.), etc. As such, you will be required to bring in and lead a short discussion (about 10 minutes) around some analysis of a contemporary connection you have found from any number of sources: movie or TV reviews or clips, news articles or clips, social media posts (Facebook, Twitter, Instagram, online conversations, etc.), etc. This will be modeled for you during the first weeks of class. Final Project (25 points) [Appendix E] We will discuss the expectations for this project (also appended), but in short, this assignment gives you the opportunity to build upon some of the larger themes of the course in a way that is interesting and meaningful to you. It requires you to become an active, critical producer of knowledge rather than a consumer. Final Essay (20 Points Total) A QTTP-style essay on a contemporary text of your choosing, More on this later in the semester. COURSE POLICIES Honor Code “This class follows the binding Code of Honor at Notre Dame. The graded work you do in this class must be your own. In the case where you collaborate with other students make sure to fairly attribute their contribution to your project.” Class Attendance Attendance is expected at all class sessions. You will be responsible for all material covered in class; it is your responsibility to obtain class notes, handouts and assignments from a fellow student in the event of an absence. If you are unable to attend a class session (due to illness or family/personal reason), email me in advance with any work or notes attached to the email. Your participation grade can be affected by a missed or unexcused absences or any patterns of tardiness or submission of late work, etc. If you are going to be late or absent, or if you need to leave early, please notify me in writing as soon as possible. Please recognize that we are all adults. Life happens and when it does, please let me know. I can work with you when I am given notice in advance; however, if you miss more than one class, your course grade could be reduced by five percent for each additional absence. Weather and Class I will make every effort to be in class for each session. However, I have 4 kids, and emergencies often arise. I will be in touch via email should anything arise. Email If you email me, for any reason, and do not receive a reply from me within 48 hours, you should assume that I did not receive the email. You should send another message. Technology is not foolproof! Be sure to check your email in between class sessions, as I often email notes or revised readings. 4 Turning in Assigned Work: Assignments are due as indicated on the course schedule. If you are absent on the day an assignment is due and do not make other arrangements to get the assignment to me, it will be considered late. The instructor reserves the right to deduct points from late assignments, and to not accept assignments that are extremely late. Technology Consistent with expectations for participation, we will all respect and be present with each other in this course; thus, sending and checking email, social networking, searching the Web, or reading or completing tasks other than those at hand in the course are not permitted and such activities will affect your grade. Additionally, cell phones and other electronic media should be turned off and put away during class. Special Accommodations Students with disabilities should contact the professor to discuss any accommodations needed to fulfill the course requirements and achieve learning objectives. Grading Each assignment will be graded separately and the graded assignments will be combined to reach a final grade for this section. At any point, attendance and/or participation deductions may be taken. Please note, a grade of 4.0 is considered exceptional work, a grade of 3.5 is considered strong work, a 3.0 is considered good work and a 2.5 is considered adequate work. The grading scale will be as follows: 100 - 96 = A 91.99 - 86 = B+ 82.99 - 80 B77.99 - 73 = C 95.99 - 92 = A85.99 - 83 = B 79 - 78 = C+ 5 Appendix A Tentative Course Calendar Readings / Assignments Due This Week Wednesday Date Monday What is Culturally Diverse Literature? Week 1 Aug 22 X ฀ Week 2 Critical Literature Pedagogy (Journal Article) Aug 27 Aug 29 ฀ ฀ ฀ ฀ Beyond Multiculturalism (Online Article) Culturally Diverse Literature (Journal Article) Teaching TKAM… (Journal Article) Narratives of Struggle (Book Chapter) Issues of Diversity Week 3 Week 4 Sept 3 Sept 5 ฀ ฀ ฀ ฀ ฀ ฀ Introductory Paper Contemporary Commentaries Begin The Danger of a Single Story (TED Talk) Who Can Tell My Story (Essay) How To Talk About Privilege (Online Article) Sept 10 ฀ ฀ ฀ ฀ Urban Fiction and MC Literature (Journal Article) The Complexity of Identity (Chapter Excerpt) Theories of Identity (Chapter Excerpt) Sept 12 Short Stories Curriculum as Windows and… (Journal Article) ฀ ฀ ฀ Catch-up Day! NCTE Literature Position Statement (Online Article) Email of initial final project ideas Questioning Texts Week 5 Sept 17 Sept 19 Week 6 ฀ The Hate U Give (Novel) ฀ TBD (Online Article) Sept 24 Sept 26 Week 7 ฀ Openly Straight (Novel) ฀ Sexual Attraction and… (Online Article) Oct 1 Oct 3 ฀ ฀ Gabi, A Girl in Pieces (Novel) TBD (Online Article) 6 Week 8 Oct 8 ฀ ฀ ฀ Oct 10 American Born Chinese (Novel) The Model Minority… (Online Article) Stop Using… (Online Article) Fall Break Critical Consumers of YAL Week 9 Week 10 Oct 22 Oct 24 ฀ ฀ ฀ Oct 29 ฀ ฀ Week 11 Every Day QTTP #2 due (for all) Oct 31 *Dis/Ability Choices (Novel) Children’s Literature That… (Journal Article) Nov 5 ฀ Week 12 Every Day (Novel) Read for today Prepare a plan for final project completion Nov 7 *Case Study Choices (Novel) Nov 12 Nov 14 ฀ ฀ The Serpent King (Novel) How Re-Thinking Adolescence… (Journal Article) Agents of Change Week 13 Nov 19 ฀ Week 14 Week 15 Final Exam Nov 21 X Library Day Nov 26 Nov 28 ฀ ฀ ฀ Final Project Presentations 4 Ways You Might… (Online Article) Organizer Dec 3 Dec 5 ฀ ฀ Stories Still Matter (Journal Article) Final Exam Book (Novel) Wednesday, December 12 4:15-6:15pm 7 Appendix B Introductory Paper / Paper #1 Assignment and Rubric Respond to the following prompt: Engage with any one of our initial course conversations in some focused way (about 2 pages), using/referencing/citing from at least 2 articles from the first days of class to support your reflection. Consider the following as possible topics to explore: • What is an example of a critical fiction for you and in your life? Explain with specifics from the text. • What is a multicultural or culturally diverse text that you’ve read? What makes it such? What did you take away/learn from this text? • Read with and against popular “lists” of must read books, such as Amazon: 100 YA to read in a lifetime or Time’s 100 Best YA Books. Or this one. This one too! • Watch The Great American Read PBS documentary and read with and against it. • Engage with some teaching materials around classic texts (e.g., those found on The Great American Read list found here) and read with and against them. • Detail your own experiences educational experiences with required reading. How does your experience compare with the readings/discussions of our first couple of classes? Had you thought critically about required reading before? • What text belongs in schools today? Or, what text should be chosen as a One City, One Book (see Michiana, Chicago, or generally here) choice? Why? How do our initial conversations inform your rationale? • Research a favorite book online. What do online sources/media say about it? How do these sources show reading with and/or against stances? Please use TNR, 12 pt font, 1 inch margins, double spaced! The paper is due before class on the assigned day. Submit through Sakai Assignments, and please name your document file in the following way: LastNameFirstInitial_Paper1. Example: MacalusoM_Paper1 Rubric: 1. Writer holistically offers a meaningful response to the prompt 2. Writer makes a meaningful claim / analysis /3 3. Writer shows a developing critical consciousness in light of initial course ideas 4. Writer uses appropriate formatting/Style Total /2 /3 /2 /10 8 Appendix C Questioning the Text Paper Assignment Rubric • Student Name: How does the novel position or represent a particular character or group in society? Choose a particular character or group in the novel. Describe the way the character or group is represented. How does the representation talk back to, challenge, or affirm popular and/or contemporary portrayals? • 3 points • Thorough discussion of group/character/population within the text • Group/character/population is situated against current, popular portrayals • What is your response to this positioning? Think about how this representation challenges or affirms your own ideas and assumptions about this particular group. What does this text want you to believe? How does this help you think you in new ways or deepen your understandings of this particular group? Here you should consider issues of diversity: privilege/oppression; single story; stereotyping and labeling; identities; and insider/outsider. • 3 points • Thorough exploration of your own ideas and assumptions about the group/character/population within the text (rather than evaluative comments about the book) • Exploration engages with the complexities of the text and your own ideas/assumptions • Deals with at least one issue of diversity / course concepts • What question do you take away from this novel? Considering the readings you’ve done for this course, what is a lingering question or takeaway this representation raises for you? • 2 points • Includes a question / major takeaway related to your own exploration of the text • Explanation as to why this question / takeaway is important: why is this question an important one to ask? • The question / takeaway is supported/set-up by the rest of the paper. • Writing Style and Formatting • 2 points • Specific evidence from the novel that supports your analysis • Ideas and references to course readings • Thoughtful writing that avoids simplistic explanations. • College level writing (Spelling, grammar, punctuation) • Sound organizational structure (topic and concluding sentences, focus and flow, paper builds to question/s) • TNR, 12 pt font, 1 inch margins, double spaced Total: / 10 9 Appendix D Participation Rubric 10 – Reserved for the most participatory student(s) who consistently and meaningfully participated during large and small group discussions. If asked, classmates would willingly volunteer and recognize this person(s) as a class leader. In addition to posing questions, listening to peers, and facilitating discussion in class, this student(s) also participated in conversations outside of class and brought those conversations into the classroom (via email, technology, social media, or during discussions) for class considerations. This student was also consistently prepared for class, citing specific passages and page numbers from reading and using reading notes from assigned reading homework. The student clearly completed all of the required readings and homework in advance of class, as s/he was able to talk across different readings any given day. This student never missed class and was never late or never had to leave early. For a group of students over a semester, perhaps only 2-4 students may receive a 10. 8 – Reserved for students who meaningfully participated during large and small group discussions – asked good questions and made comments that went beyond mere plot or comprehension points. This student was also consistently prepared for class, having completed all of the required readings and homework in advance of class. **Students absent more than twice cannot receive higher than an 8. 6/7 – Reserved for students with average participation. They were not regular in how often they participated, but they made good comments and asked good questions. They were mostly prepared for class every week. 5 – Reserved for students who offered little contributions to class on a week-to-week basis even though they were mostly prepared for class every week. 4 or below – Reserved for students who rarely participated, if at all during large and small group discussions. May or may not have been prepared for class every week. Could have been distracted by computers, cell phones, instant messaging/texting, etc. Seemed to be concerned with mundane, logistical issues and questions on a regular basis (how long should the paper be, how can I get points back, how many discussion notes have I completed, etc.). Preparation and participation need not always be apparent during classtime!! I encourage you to use media, technology tools, etc. as topics arise outside of class! Should you engage with social media and want to share anything about class or share with the class something, please use the hashtag #ESSYAL! 10 Appendix E Final Project Through your Contemporary Commentaries assignments, you have engaged with timely topics in a critical way, reading and looking for ways in which course themes and topics are prevalent across contemporary conversations. As an extension of this assignment, you are now required not just to read some conversation but to become a participant in it. Many of the articles we have read this semester have called on us to be critical producers of knowledge -“social activists” -- not just consumers of it. For example, the Haddix article refers to teachers as “agents of change” (p. 253) who “provide young people with tools to critique and question the world around them as they make sense of [school, popular, and media] texts” (p. 254). With these ideas in mind, you are to become an activist and agent of change around some topic of interest to you. The following are possible topics. I am open to other ideas in this vein: • • • • • • create some critical curriculum around a text that could be used in a school or community develop some critical media activities for a local school/classroom/library/etc. write a journal article around course themes, look at examples here and here and here reach out to a local library or teacher to see how they cultivate diverse books or choose books for their classroom study or One City, One Read project complete an extension of your Contemporary Commentary (or a new one!), where you enter the conversation by “staking a claim” on the topic and letting your thoughts, ideas, and opinions be known using some social/online platform create a gofundme or Facebook campaign to get diverse books in the classroom of a teacher you know, explaining the rationale for texts chosen To clarify here: you are not just analyzing a discussion or topic; you are required to enter that conversation to take a stand with your own opinion and infuse your stance with course themes, concepts, and topics. This will be evident in your final product, which can take any format or mode: traditional paper, a series of internet posts, a video or prezi, a collection of curriculum, powerpoint, blog entry, website, google docs, etc. You will also prepare a brief presentation (5-8 mins) to your peers and me that SHOWS us what you for this project. No extra format need be created for this part of the assignment; you can use your actual project as the basis for your presentation. The final project is due at the time of this presentation. 11