TE 448 Diversity in Child and Adolescent Literature Week 4 Notes
TE 448 Diversity in Child and Adolescent Literature Week 4 Notes TE 448
Popular in Diversity in Child & Adolsecent Literature
Popular in Education and Teacher Studies
This 2 page Class Notes was uploaded by Haley Rooney on Tuesday March 29, 2016. The Class Notes belongs to TE 448 at Michigan State University taught by Ashley Johnson in Spring 2016. Since its upload, it has received 15 views. For similar materials see Diversity in Child & Adolsecent Literature in Education and Teacher Studies at Michigan State University.
Reviews for TE 448 Diversity in Child and Adolescent Literature Week 4 Notes
Report this Material
What is Karma?
Karma is the currency of StudySoup.
You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!
Date Created: 03/29/16
Haley Rooney TE 448 Discussion Notes February 4, 2016 (HughesHassel, 219) “In the encounter stage, children of color and indigenous children become aware of the impact of racism. This stage usually occurs during late adolescence, but it may begin as early as middle school.” Late adolescence or middle school seems incredibly late for children of color or indigenous children to become aware of racism. I do not fall into these categories so I guess I can’t be certain, but I feel as though I’ve heard of kids, even really young kids, understanding a lot about racism, even if they don’t understand all of it. The example given in the paper is a child witnessing a Hispanic parent being asked for proof of citizenship, but does this not happen any earlier than “late adolescence”? Kids aren’t oblivious, especially not to things that make them feel like they are different than their (white) peers. (220) "Throughout the novel she deals not only with the stereotypes others have of Indian Americans […] but with her own stereotypes of Indian Americans .” I really like this point about having to deal with your personally held stereotypes of a group to which you belong. It is definitely a strange and confusing moment when you realize something you believe about yourself that you know isn’t true. (Clark, 28) “In no cases were texts ever presented as possible mirrors for LBGTQ readers to examine and reflect on their possible queer selves in a text.” This is really sad because many of these students are probably reading about adults in the LGBTQ community and it really reinforces the idea that not only can only adults be queer, but that queerness is intrinsically linked with sex, adult relationships, or even just relationships in general. It furthers the idea being queer is only about being a relationship, even though aspects of it, like gender identity have little to do with a relationship, and more about a person’s identity in general. (29) “We did not read LGBTthemed literature all day, every day, or at the expense of texts with different themes, but we read it consistently over time. Thus, such literature became normative. If LGBTthemed literature were read throughout the school year in relationships to a variety of topics and units, then it would disrupt the notion of what is normal, at least in the context of the classroom in which it was being studied.” This, to me, makes the most sense. Picking up one or two LGBTQthemed books throughout the year and making a point to say “this is LGBTQ and we’re going to read it to combat homophobia/heterosexism” only makes it seem abnormal and something that should continue to be pointed out and “studied.”
Are you sure you want to buy this material for
You're already Subscribed!
Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'