There is some dissension over whether or not young adult literature should be brought into the classroom or not. While I understand that there is a need to preserve the classics and that there are a lot of opinions flying around about a dumbed down high school curriculum, I also feel that it is important to instill a love of reading in students and then move on to the heavy stuff.Many students don't read what's assigned, particularly when it's something that they can't relate to. I can't think of a student in my high school class who could relate to Hester Prynne, Elizabeth Bennett, Heathcliff, or Romeo. None of us spent our lives accused of adultery or going to balls to be matched with a wealthy suitor, nor being found as a vagabond and growing into spiteful older men or committing suicide because a girl we met a few days previously may be dead.
Introducing students to characters that are going through the same things that they are-- growing up, the pressures of juggling school with a job, extracurricular activities, dating, and trying to find their place in the world-- gives them the opportunity to develop a relationship with literature. They can learn to love reading because the experiences are relatable and they want to know how a peer would solve a problem similar to one they could face every day.Young adult literature can be used to bridge the gap, getting them to think analytically and enjoy reading. From there, classic literature can be introduced gradually, combining YA books and the "literature" books effortlessly into one seamless unit.
The idea of bridging the gap is a good one, and I also think YA books help to accomplish that goal. I also think you are on to something when you said "it is important to instill a love of reading in students and then move on to the heavy stuff."
ReplyDeleteMy only question would be, what would you propose when working with a curriculum that will not allow that to happen?
Rebecca,
ReplyDeleteI like your thoughts about reading YA literature as a bridge to more complex material as well; however, I wonder if it isn't so much the "what" that students are reading that make the curriculum "dumbed-down" but more how the novels are taught. I recall something we read for this week (Bruce Robbins article "Foregrounding the Background") how in our exuberance to want to engage students with pre-reading activities teachers are actually zapping the joy from the reading. Robbins writes "The more we pre-set their reading expectations and goals with our introductory activities, the more we pre-determine what their reading experience will be--and limit the extent to which students might make discoveries for themselves." I think we need to let students read and teach themselves, and let our roles become more of a tour guide giving assistance, explanation, and additional information as needed, required, or asked for.