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TE 448 Diversity in Child and Adolescent Literature Week 4 Notes

by: Haley Rooney

TE 448 Diversity in Child and Adolescent Literature Week 4 Notes TE 448

Marketplace > Michigan State University > Education and Teacher Studies > TE 448 > TE 448 Diversity in Child and Adolescent Literature Week 4 Notes
Haley Rooney
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Week 4 Discussion notes
Diversity in Child & Adolsecent Literature
Ashley Johnson
Class Notes
Teacher Education, Education, discussion, te 448, ashley johnson, MSU, college of education, Native Americans, indian americans, lgbtq, lgbt
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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.

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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.”


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