After looking over my course work for the semester, I realized just how much I am taking away from this class experience. One of the biggest things I have realized is the influence that insider vs. outsider authors have on books. I had never thought about that concept before this class, and now that I have I am going to be more careful when selecting books for my classroom. After going through the whole semester, I do feel that diverse books by insider authors are the ones that I will try to choose from now on.
Another good thing that I learned is that even though a book may include a character like one of my students, it does not necessarily mean that it is going to be a good representation. Of the books we read, I felt that for the most part the characters were good representations, but there was always some sort of argument that we could come up with. This made it obvious to me that I as a teacher need to be aware of the possible questions or criticisms my students may have for a book, especially if it is a book that represents a particular student.
A week that I really appreciated, was the week we talked about the awards given to books. Before this class, I think I would have just picked a book because it had an award on it and not really thought twice about its contents. However, after I learned some of the criteria, I feel that I will be more careful and judge the book for myself.
For one final thought, I feel that this class made me realize the need for diverse books in school. When looking for books for the final or just for my own curiosity it was very difficult to locate diverse books in bookstores and even libraries. I know this was true for many of us. It is really important that students relate to characters in books, so if the libraries and bookstores don't carry them, I would like to be able to help out and make them available in the school that I end up working in.
Friday, December 7, 2007
Tuesday, December 4, 2007
Reflection
When choosing a topic, I chose African American literature, because that week had been the most interesting to me. Bronx Masquerade was my favorite book that we read, so I thought that I would enjoy other works as well. I also have had, and most likely will have, many students that are African American in my classroom. I then thought that this would allow me to become aware of things that may be useful for me to integrate into my future teaching.
When selecting books I went out and bought about six books. Of the six, I chose the four that looked like they would have the most positive representations in them. It seemed like every book I found dealt with highly negative themes.
Of the books I picked out I still found very negative portrayals, that I would not necessarily want my students to relate to. I also found very good portrayals. I feel that I would definitely put The Skin I'm In, and The Beast in my future library and use them in my classroom. Both of these characters had struggles, but they both came out on top in the long run. I feel that they would be great role models for students to look to when they see themselves in the literature. As for the other two books, I feel that I would include them but would not specifically use them for lessons. I feel that they include some issues that may not send the best message to every student about peer pressure, and the implications of teenage sex.
After looking at African American literature closer, I have realized that all of my books involve a struggle. These struggles are both internal and external, but to me they seem larger than life. The other connection I found in all of my books is that all of the main characters are from an urban area.
When selecting books I went out and bought about six books. Of the six, I chose the four that looked like they would have the most positive representations in them. It seemed like every book I found dealt with highly negative themes.
Of the books I picked out I still found very negative portrayals, that I would not necessarily want my students to relate to. I also found very good portrayals. I feel that I would definitely put The Skin I'm In, and The Beast in my future library and use them in my classroom. Both of these characters had struggles, but they both came out on top in the long run. I feel that they would be great role models for students to look to when they see themselves in the literature. As for the other two books, I feel that I would include them but would not specifically use them for lessons. I feel that they include some issues that may not send the best message to every student about peer pressure, and the implications of teenage sex.
After looking at African American literature closer, I have realized that all of my books involve a struggle. These struggles are both internal and external, but to me they seem larger than life. The other connection I found in all of my books is that all of the main characters are from an urban area.
Professional Review
Harris, Violet J. "Using Multi Ethnic Literature in the K-8 Classroom." Children's Literature Depicting Blacks. Norwood MA: Christopher-Gordan Inc, 1997. 21-58.
When reading this chapter about children's literature depicting blacks, I saw that beauty has a thematic emphasis in African American literature.
This passage goes on to say that African American's have their own stereotypes that revolve around the pigment of their skin and the way their hair is. Many authors depict these stereotypes in their writing, some even write their entire books based on these themes.
I saw this firsthand in two of my four books. In both Jazmin's Notebook and The Skin I'm In, the main characters were ridiculed for their skin being "too black". The characters who had lighter skin, and more European features were considered to be the beautiful ones. Out of the two, The Skin I'm In, focused most of its attention toward these stereotypes of beauty and a lot of Maleeka's character was formed from this stereotype.
Another point that stood out to me in the article was.
I saw reference to these in most of my books, but the most prevalent example of this was in The Skin I'm In. I think that the main character Maleeka sets herself up to fail, because of a fear of rejection based on her race. Even though Maleeka has the grades to go to a private school out of her neighborhood, she refuses because she does not think she belongs there because of her color. Instead of giving her interview, she intentionally messes it up and then allows all of her grades to fall to the point of failing. I feel that this learned rejection that she possesses is not a good thing because it is holding her back from something that could be a great opportunity. It could also be something that is holding back many people with potential in this world.
When reading this chapter about children's literature depicting blacks, I saw that beauty has a thematic emphasis in African American literature.
"Some authors make explicit comments. Others omit
specific references but the illustrations convey a sense of beauty not based on stereotypic, European Standards such as the blue-eyed blonde with long, flowing tresses, and thin lips and nose" (Harris, 37).
This passage goes on to say that African American's have their own stereotypes that revolve around the pigment of their skin and the way their hair is. Many authors depict these stereotypes in their writing, some even write their entire books based on these themes.
I saw this firsthand in two of my four books. In both Jazmin's Notebook and The Skin I'm In, the main characters were ridiculed for their skin being "too black". The characters who had lighter skin, and more European features were considered to be the beautiful ones. Out of the two, The Skin I'm In, focused most of its attention toward these stereotypes of beauty and a lot of Maleeka's character was formed from this stereotype.
Another point that stood out to me in the article was.
"Growing up black also means learning that you may experience rejection because of your color, circumscribed mobility, racially motivated violence, and segregation" (Harris, 46).
I saw reference to these in most of my books, but the most prevalent example of this was in The Skin I'm In. I think that the main character Maleeka sets herself up to fail, because of a fear of rejection based on her race. Even though Maleeka has the grades to go to a private school out of her neighborhood, she refuses because she does not think she belongs there because of her color. Instead of giving her interview, she intentionally messes it up and then allows all of her grades to fall to the point of failing. I feel that this learned rejection that she possesses is not a good thing because it is holding her back from something that could be a great opportunity. It could also be something that is holding back many people with potential in this world.
Monday, December 3, 2007
Book Review: The Skin I'm In
Flake, Sharon G. The Skin I'm In. New York: Hyperion Books for Children, 1998.
The skin I'm In, is a great book that I could not put down once I started reading it. The main character Maleeka, is tormented daily for her clothes, her good grades, and her dark skin. She is pushed around by a girl who claims to be her friend, and does things like this girl's homework in exchange for clothes to wear that aren't handmade by her mother. There is a new English teacher, Miss Saunders, who is a little different than the rest of the people in the school. Everyone can tell she has money, and she has a very distinguishing mark on her face that makes her the target for constant ridicule. She has also never been a teacher before. She forms a relationship with Maleeka where she tries to bring her true potential out. Maleeka is resistant to this, but ends up finding out that she has a hidden talent in writing. She then learns that this is a talent that she shares with her father who passed away.
This story is truly inspirational, and I feel that Maleeka is a character that anyone could relate to. In the beginning, Maleeka is a meek girl that has no self confidence. Throughout the book Maleeka begins to form her own identity and become more comfortable with the way she is. Through expectations that Miss Saunders places on the class, Maleeka learns that she has talents. She also learns that being smart and getting good grades is not as bad of a thing as her classmates make it out to be. On page 167, Maleeka says, "Call me by my name! I am not ugly. I am not stupid. I am Maleeka Madison, and ,yeah, I'm black, I'm real black, and if you don't like me then too bad 'cause black is the skin I'm in". I feel that this statement is very powerful and sends a great message to other girls who relate to Maleeka, as well as anyone who is not comfortable in their own skin. Maleeka could be a great role model for any teen.
The Skin I'm In is also a Coretta Scott King Award winning book.
For more information about Sharon G. Flake please visit:
http://www.sharongflake.com/
The skin I'm In, is a great book that I could not put down once I started reading it. The main character Maleeka, is tormented daily for her clothes, her good grades, and her dark skin. She is pushed around by a girl who claims to be her friend, and does things like this girl's homework in exchange for clothes to wear that aren't handmade by her mother. There is a new English teacher, Miss Saunders, who is a little different than the rest of the people in the school. Everyone can tell she has money, and she has a very distinguishing mark on her face that makes her the target for constant ridicule. She has also never been a teacher before. She forms a relationship with Maleeka where she tries to bring her true potential out. Maleeka is resistant to this, but ends up finding out that she has a hidden talent in writing. She then learns that this is a talent that she shares with her father who passed away.
This story is truly inspirational, and I feel that Maleeka is a character that anyone could relate to. In the beginning, Maleeka is a meek girl that has no self confidence. Throughout the book Maleeka begins to form her own identity and become more comfortable with the way she is. Through expectations that Miss Saunders places on the class, Maleeka learns that she has talents. She also learns that being smart and getting good grades is not as bad of a thing as her classmates make it out to be. On page 167, Maleeka says, "Call me by my name! I am not ugly. I am not stupid. I am Maleeka Madison, and ,yeah, I'm black, I'm real black, and if you don't like me then too bad 'cause black is the skin I'm in". I feel that this statement is very powerful and sends a great message to other girls who relate to Maleeka, as well as anyone who is not comfortable in their own skin. Maleeka could be a great role model for any teen.
The Skin I'm In is also a Coretta Scott King Award winning book.
For more information about Sharon G. Flake please visit:
http://www.sharongflake.com/
Sunday, December 2, 2007
Book Review: The Beast
Myers, Walter Dean. The Beast. New York: Scholastic Inc., 2003
The Beast is a story that ties the past with the present. In the story, the main character Spoon leaves Harlem and the girl he loves to go away to college. He makes a life for himself at school with new friends and keeps up with his schoolwork to the best of his ability. He does not return home again until Christmas break. When he does he realizes things have changed, particularly with Gabi. She isn't the same girl he left behind, and he finds out that she has turned to drugs, and her mother is very sick. He does everything in his power to try and save her.
I really enjoyed this book because Spoon is such a positive African American character. I feel that he could be a really great role model for adolescents. He is driven and goal oriented when it seems like most of his friends have given up. He works hard at school, and has a loving family to support him. He comes home to find Gabi on drugs, her brother Rafe is with a gang, his best friend has dropped out of school, and the one girl everyone thought was the good girl is pregnant. Despite all of this change, Spoon makes it his mission to help Gabi and guide her out of the downward spiral she has hit. He does not fall to "the beast" like she did when things get hard. He rises above and turns out to be a hero. He does all of this because he truly cares about Gabi and won't allow her to give up on life the way she is.
For more information about Walter Dean Myers please visit:
http://www.scils.rutgers.edu/~kvander/myers.html
The Beast is a story that ties the past with the present. In the story, the main character Spoon leaves Harlem and the girl he loves to go away to college. He makes a life for himself at school with new friends and keeps up with his schoolwork to the best of his ability. He does not return home again until Christmas break. When he does he realizes things have changed, particularly with Gabi. She isn't the same girl he left behind, and he finds out that she has turned to drugs, and her mother is very sick. He does everything in his power to try and save her.
I really enjoyed this book because Spoon is such a positive African American character. I feel that he could be a really great role model for adolescents. He is driven and goal oriented when it seems like most of his friends have given up. He works hard at school, and has a loving family to support him. He comes home to find Gabi on drugs, her brother Rafe is with a gang, his best friend has dropped out of school, and the one girl everyone thought was the good girl is pregnant. Despite all of this change, Spoon makes it his mission to help Gabi and guide her out of the downward spiral she has hit. He does not fall to "the beast" like she did when things get hard. He rises above and turns out to be a hero. He does all of this because he truly cares about Gabi and won't allow her to give up on life the way she is.
For more information about Walter Dean Myers please visit:
http://www.scils.rutgers.edu/~kvander/myers.html
Book Review: Jazmin's Notebook
Grimes, Nikki. Jazmin's Notebook. New York: Puffin Books, 1998
Jazmin's Notebook is a really fun book to read, because of the way it is written. The book is actually written as the notebook of a fourteen year old African American girl, living in Harlem, in the 1960's. It consists of her thoughts, feelings, experiences, and poetry that she writes herself. Jazmin lives with her sister because her father died in a terrible accident and her mother is hospitalized and unable to care for them. Jazmin and her sister don't have much, but they make do with what they have.
This book is all about an adolescent finding herself in the world. I was very happy to read such a positive tale of a young girl, until I got to the middle of the book. Jazmin is the type of girl that says she loves school, and her main worries in life are about her hand me down clothes and if she should contact her mother. She falls into peer pressure one day and skips school with one of her best friends. Instead of school, they go to a house that is well known for always being open for a constant party. Jazmin experiments with some drugs and ends up taking a nap in the house. She is woken up when a man comes into the room and tries to pressure her into having sex with him. She does escape the situation, but the whole incident seemed to be out of place in the life that Jazmin lives.
The more positive aspect of this book is that I feel other situations can be very easy to relate to for any teenager despite their background. Jazmin struggles with self esteem issues that I feel every teen goes through at some point. Her views include, "between these coke bottle spectacles, and these chicken legs of mine, ain't nobody inviting me out to dance", and "once again I'm the secondhand queen. Last Years styles, last years colors. I pray no one notices, but I fear the worst". Despite these factors, Jazmin carries on with her everyday life and does not let her self views get in the way of her overcoming obstacles.
Jazmin's Notebook is also a Coretta Scott King Award winning book.
For more information about Nikki Grimes please visit:
http://www.nikkigrimes.com/
Jazmin's Notebook is a really fun book to read, because of the way it is written. The book is actually written as the notebook of a fourteen year old African American girl, living in Harlem, in the 1960's. It consists of her thoughts, feelings, experiences, and poetry that she writes herself. Jazmin lives with her sister because her father died in a terrible accident and her mother is hospitalized and unable to care for them. Jazmin and her sister don't have much, but they make do with what they have.
This book is all about an adolescent finding herself in the world. I was very happy to read such a positive tale of a young girl, until I got to the middle of the book. Jazmin is the type of girl that says she loves school, and her main worries in life are about her hand me down clothes and if she should contact her mother. She falls into peer pressure one day and skips school with one of her best friends. Instead of school, they go to a house that is well known for always being open for a constant party. Jazmin experiments with some drugs and ends up taking a nap in the house. She is woken up when a man comes into the room and tries to pressure her into having sex with him. She does escape the situation, but the whole incident seemed to be out of place in the life that Jazmin lives.
The more positive aspect of this book is that I feel other situations can be very easy to relate to for any teenager despite their background. Jazmin struggles with self esteem issues that I feel every teen goes through at some point. Her views include, "between these coke bottle spectacles, and these chicken legs of mine, ain't nobody inviting me out to dance", and "once again I'm the secondhand queen. Last Years styles, last years colors. I pray no one notices, but I fear the worst". Despite these factors, Jazmin carries on with her everyday life and does not let her self views get in the way of her overcoming obstacles.
Jazmin's Notebook is also a Coretta Scott King Award winning book.
For more information about Nikki Grimes please visit:
http://www.nikkigrimes.com/
Book Review: The First Part Last
Johnson, Angela. The First Part Last. New York: Simon Pulse, 2003
The First Part Last is a wonderfully written book told from a now and then perspective. The then part depicts Nia's pregnancy and the decisions that are involved. The now part depicts Bobby's role as a teenage father. The main character Bobby is a sixteen year old who has to take on his new role as a father. Bobby raises Feather while going to school, hanging with his friends, and keeping his sanity. The now and the then point of view meet up with one another towards the end to explain why Nia is absent from the babies life in a heart wrenching way that ties the rest of the story together.
The part of this book that really stood out to me were some choice words on the back cover. Bobby is described as a "classic urban teenager". I was forced to wonder what the author meant by this. When reading the book I had mixed feelings about that description, because of some of the more negative situations that Bobby gets into throughout the book. They made me question if Bobby should be considered a role model. Bobby does stand up and raise his baby girl when the time comes, but he did get a girl pregnant at sixteen years of age. In the book, he leaves Feather with a neighbor so he can go to school. Instead of going to school he paints graffiti on the side of a building and gets arrested. I have to ask myself if those are the incidents that make him a so called "classic urban teenager"?
Despite the negatives, I feel this is a great book because it shows parenthood from a different perspective. In most books the mother is on her own raising the child, and in this book we see a role reversal. Bobby is a loving, nurturing father who cares for his baby more than anything in the world. On page 8, Bobby's mom has to say, "Put that baby down, Bobby. I swear she's going to think the whole worlds your face." The book also portrays teenage pregnancy in a very real way. It does not sugar coat the situation, and it does not hide the truth of the struggle that is present.
This book is a Coretta Scott King Award winning book. For more information on this award and other winners go to:
http://www.ala.org/ala/emiert/corettascottkingbookaward/corettascott.cfm
For more information about Angela Johnson go to:
http://aalbc.com/authors/angela.htm
The First Part Last is a wonderfully written book told from a now and then perspective. The then part depicts Nia's pregnancy and the decisions that are involved. The now part depicts Bobby's role as a teenage father. The main character Bobby is a sixteen year old who has to take on his new role as a father. Bobby raises Feather while going to school, hanging with his friends, and keeping his sanity. The now and the then point of view meet up with one another towards the end to explain why Nia is absent from the babies life in a heart wrenching way that ties the rest of the story together.
The part of this book that really stood out to me were some choice words on the back cover. Bobby is described as a "classic urban teenager". I was forced to wonder what the author meant by this. When reading the book I had mixed feelings about that description, because of some of the more negative situations that Bobby gets into throughout the book. They made me question if Bobby should be considered a role model. Bobby does stand up and raise his baby girl when the time comes, but he did get a girl pregnant at sixteen years of age. In the book, he leaves Feather with a neighbor so he can go to school. Instead of going to school he paints graffiti on the side of a building and gets arrested. I have to ask myself if those are the incidents that make him a so called "classic urban teenager"?
Despite the negatives, I feel this is a great book because it shows parenthood from a different perspective. In most books the mother is on her own raising the child, and in this book we see a role reversal. Bobby is a loving, nurturing father who cares for his baby more than anything in the world. On page 8, Bobby's mom has to say, "Put that baby down, Bobby. I swear she's going to think the whole worlds your face." The book also portrays teenage pregnancy in a very real way. It does not sugar coat the situation, and it does not hide the truth of the struggle that is present.
This book is a Coretta Scott King Award winning book. For more information on this award and other winners go to:
http://www.ala.org/ala/emiert/corettascottkingbookaward/corettascott.cfm
For more information about Angela Johnson go to:
http://aalbc.com/authors/angela.htm
Thursday, November 29, 2007
It's Elementary
I really appreciated watching the video that we watched in class, which I believe was called It's Elementary (correct me if I'm wrong please!). I have often wondered about bringing up topics such as, what it means to be gay, in elementary schools. I had many questions about bringing it up as well. I have even wondered if teachers do talk about it at all. After seeing the video I was alarmed by the reactions that students gave to the teacher. Every one of them seemed to come from the media, and they were all very negative. I was even more alarmed by the student that referred to it as something to laugh about.
I really appreciated the way the teacher handled the topic. I cannot see how any parents could get offended by her intentions, even though I know it could happen. I think that if I was faced with this I would like to handle it in a way similar to her and I feel that it would be beneficial to watch more items similar to this video to see what teachers are doing to talk about the difficult topics whatever they might be.
I really appreciated the way the teacher handled the topic. I cannot see how any parents could get offended by her intentions, even though I know it could happen. I think that if I was faced with this I would like to handle it in a way similar to her and I feel that it would be beneficial to watch more items similar to this video to see what teachers are doing to talk about the difficult topics whatever they might be.
Monday, October 29, 2007
Becoming Naomi Leon
When reading Becoming Naomi Leon, by Pam Munoz Ryan, I found myself intrigued by the character of Owen. After our talk about the portrayals of people that have disabilities, I couldn't help but notice that he was portrayed in two different ways.
The one way he was portrayed, was as being accepted. Naomi, Gram, and all the people that were part of that little neighborhood of friends accepted Own for who he was. They focused on how intelligent he was, not on how he looked or the fact that he wore tape all the time as a form of comfort.
When Owen's mother came into the picture Owen was no longer accepted for who he was. The mother was embarressed of her own child and did not know how to deal with his condition. On page 104 of the book the mother does not even believe Naomi when she tells her that he gets straight A's in school. Gram ended up winning custody of the children based on the fact that Skyla did not want both of her children. She only wanted Naomi, because she never knew how to deal with Owen.
When reading this I was angry at Skyla's character for not accepting her own son. I was wondering if anyone else felt this outraged when reading the book.
The one way he was portrayed, was as being accepted. Naomi, Gram, and all the people that were part of that little neighborhood of friends accepted Own for who he was. They focused on how intelligent he was, not on how he looked or the fact that he wore tape all the time as a form of comfort.
When Owen's mother came into the picture Owen was no longer accepted for who he was. The mother was embarressed of her own child and did not know how to deal with his condition. On page 104 of the book the mother does not even believe Naomi when she tells her that he gets straight A's in school. Gram ended up winning custody of the children based on the fact that Skyla did not want both of her children. She only wanted Naomi, because she never knew how to deal with Owen.
When reading this I was angry at Skyla's character for not accepting her own son. I was wondering if anyone else felt this outraged when reading the book.
Wednesday, October 17, 2007
Al Capone Does My Shirts
When I originally wrote my questioning the text paper, my question was; How does the fact that the story was based in the 1930's, while autism was not identified until 1942 affect the way in which Natalie was percieved by others. I thought that this was a good point to start from because I found the language and tone of the book to be very negative towards Natalie. Her own family did things like lie about her age and call her names like "fruitcake". The text even said that "Natalie was there, but she didn't matter."
Natalie was not able to grow as much as I would have liked to see in the book. I feel that the fact that she did not make it into the school on her own very unsettling. I thought that was going to be the ultimate outcome of this story but when Al Capone had to assist in getting her in, I had pretty much lost all hope of me liking the book. I do not think this is the image of a person with autism that I would want children and young adults to read. When I read the books for this class, I think about how I could use them in my classroom. This one will not be making it through the door.
Natalie was not able to grow as much as I would have liked to see in the book. I feel that the fact that she did not make it into the school on her own very unsettling. I thought that was going to be the ultimate outcome of this story but when Al Capone had to assist in getting her in, I had pretty much lost all hope of me liking the book. I do not think this is the image of a person with autism that I would want children and young adults to read. When I read the books for this class, I think about how I could use them in my classroom. This one will not be making it through the door.
Monday, October 15, 2007
Awards Debate
After the readings and class discussion, I feel that awards are not as good of a selling point that I used to think they were. I can admit that I have read a book solely because it has the award assigned to it, but I never realized how many books could potentially be eliminated from the process because of requirements of the award.
When it comes to awards with specific diverse areas considered I am very skeptical. I feel that people may find the information or text to be believable and authentic solely because the award from that group is given to that book. They may not do as critical of a read because the award does it for them. These books are not always as good as the award makes the reader believe they are. In my group we researched the Lambda Literacy Foundation Award and I was shocked at how many books were awarded each year. Not all of these books are the "best book" but they have the award because of the LGBT aspect that is in the book.
When it comes to awards with specific diverse areas considered I am very skeptical. I feel that people may find the information or text to be believable and authentic solely because the award from that group is given to that book. They may not do as critical of a read because the award does it for them. These books are not always as good as the award makes the reader believe they are. In my group we researched the Lambda Literacy Foundation Award and I was shocked at how many books were awarded each year. Not all of these books are the "best book" but they have the award because of the LGBT aspect that is in the book.
Sunday, October 14, 2007
Lambda Literacy Foundation
The purpose of the Lambda Literary Foundation Award (LLFA) is to "celebrate LGBT literature and provide resources for writers, readers, booksellers, publishers, and librarians - the whole literary community." From www.lambdaliterary.org/index.html
The selection criteria is as follows:~Books are about LGBT categories~Author does not have to be LGBT themselves, as long as their piece of literature includes something about LGBT. Perhaps even one character.~There are 21 different categories that book nominations fall under~Only the author or a publisher can nominate a book.The selection committee includes the writers themselves, booksellers, librarians, teachers, book reviewers, journalists, and/or members of the literary community. It is also stated that editors and publishers or members of the Board of Trustees may serve as a judge.The LLFA relies on support from the literary community to connect LGBT writers and readers. Personal donations and organizations also help to fund the award.Our group could only find 4 young adult books that had won the award. However, not all of the books' main themes were LGBT. In "Eight Seconds" by Jean Ferris, the story is not at all about LGBT, it is about bull riders and the rodeo. However, it won the award because one of the characters is gay. The other young adult books we found were "Between Mom and Jo" by Julie Anne Peters, "Express of the World" by Sara Ryan, and "The Full Spectrum" edited by David Levithan and Billy Merrell. "The Full Spectrum" is a compilation of short stories that are about LGBT.Finally, the book "Boy Meets Boy" by David Levithan is also a winner of the LLFA!
The selection criteria is as follows:~Books are about LGBT categories~Author does not have to be LGBT themselves, as long as their piece of literature includes something about LGBT. Perhaps even one character.~There are 21 different categories that book nominations fall under~Only the author or a publisher can nominate a book.The selection committee includes the writers themselves, booksellers, librarians, teachers, book reviewers, journalists, and/or members of the literary community. It is also stated that editors and publishers or members of the Board of Trustees may serve as a judge.The LLFA relies on support from the literary community to connect LGBT writers and readers. Personal donations and organizations also help to fund the award.Our group could only find 4 young adult books that had won the award. However, not all of the books' main themes were LGBT. In "Eight Seconds" by Jean Ferris, the story is not at all about LGBT, it is about bull riders and the rodeo. However, it won the award because one of the characters is gay. The other young adult books we found were "Between Mom and Jo" by Julie Anne Peters, "Express of the World" by Sara Ryan, and "The Full Spectrum" edited by David Levithan and Billy Merrell. "The Full Spectrum" is a compilation of short stories that are about LGBT.Finally, the book "Boy Meets Boy" by David Levithan is also a winner of the LLFA!
Sunday, September 30, 2007
Habibi
When I read Habibi I had actually felt that it was a good book and I could not understand why it was so controversial outside of the relationship between Liyana and Omer. I had really thought that it had portrayed a good message, one of peace and acceptance. I even wrote about that in my questioning the text paper.
After being in class I feel very different and realized some of the negative aspects of the book. When I read it by myself I had noticed the violence, but I had not really thought about it critically. I had been focusing on other aspects. When it was brought to my attention in class I felt very naive and I realized that being in a class like TE 448 is a very valuable thing. Without this class I may have provided the book Habibi to someone else to read. Now that I know the background of the book, and realize how negatively the Jewish are portrayed in this book I will not recommend it and my view on it changed completely.
After being in class I feel very different and realized some of the negative aspects of the book. When I read it by myself I had noticed the violence, but I had not really thought about it critically. I had been focusing on other aspects. When it was brought to my attention in class I felt very naive and I realized that being in a class like TE 448 is a very valuable thing. Without this class I may have provided the book Habibi to someone else to read. Now that I know the background of the book, and realize how negatively the Jewish are portrayed in this book I will not recommend it and my view on it changed completely.
Monday, September 17, 2007
Insider/Outsider Debate
After reading the four articles for class I have a lot of insight on just how much controversy surrounds the idea of multicultural literature. Some people, such as Violet Harris (Shannon,2), define multiculturalism solely in terms of race. Others, such as those explored in Cai, believe that all literature is multicultural. With this debate there is the question of who should write multicultural literature. The main question here is if there is a difference between multicultural literature written by insiders from that of pieces written by outsiders.
Insiders have the upper hand when writing multicultural literature because it is about themselves. They relate directly to the piece they are writing and they can draw upon personal experiences to formulate the piece as well. They also have a respect for the work that shows through and makes it truly authentic, because they would not want to negatively stereotype themselves. Although this is true of insiders, I feel that outsiders are able to create meaningful multicultural literature as well. If the outsider is willing to put in the time and effort to get all the facts straight and not draw upon any stereotypes they can write very effective literature.
I feel that the debate put forth in the readings and in class is a tricky one. Multicultural literature can be defined as many things, as I saw in the readings. According to the Cai article "all literature is multicultural". I would like to explore that idea more because it really stood out to me, because from the readings I myself wonder if multicultural literature is a genre of its own. I would also like to be exposed to literature on the same topic written by an outsider and one written by an insider to compare the difference. I feel that this activity would be able to help me decide if there is a noticeable difference between the two.
Insiders have the upper hand when writing multicultural literature because it is about themselves. They relate directly to the piece they are writing and they can draw upon personal experiences to formulate the piece as well. They also have a respect for the work that shows through and makes it truly authentic, because they would not want to negatively stereotype themselves. Although this is true of insiders, I feel that outsiders are able to create meaningful multicultural literature as well. If the outsider is willing to put in the time and effort to get all the facts straight and not draw upon any stereotypes they can write very effective literature.
I feel that the debate put forth in the readings and in class is a tricky one. Multicultural literature can be defined as many things, as I saw in the readings. According to the Cai article "all literature is multicultural". I would like to explore that idea more because it really stood out to me, because from the readings I myself wonder if multicultural literature is a genre of its own. I would also like to be exposed to literature on the same topic written by an outsider and one written by an insider to compare the difference. I feel that this activity would be able to help me decide if there is a noticeable difference between the two.
Thursday, August 30, 2007
TE 448 Blog
Hi, My name is Courtney and I am in the College of Education at Michigan State. My major is elementary education with a specialization in History. I am very interested in diverse literature because I do not feel that it is represented enough in our schools. When I was in school I was exposed to very little diverse literature, and from my experience I have not seen much of a change. When I have my own classroom I would like to be able to bring more of it into the classroom if possible. I feel that taking TE 348 will help me to accomplish that goal, because it will give me a framework and some examples of texts that I could use. One of my main questions about diverse literature is why does it seem as though it is hidden. When looking at a banned book lists from a school many of the books on that list could be considered diverse literature. I would also like to know what, if anything, is being done to incorporate more diversity in the literature that is presented in schools.
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