SELECTING TEXTS

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Consider cultural relevance and affirmation, how the classic canon affects students, and how to include contemporary young adult texts. 

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Research shows that pivoting from the classic canon to include more modern, accessible, and culturally affirming texts supports adolescents as they develop their identities. Secondary-level assigned reading with a narrow focus on classic texts, typically centered around European male authors and characters, is problematic because it excludes students who do not identify with the authors and characters from valuable identity exploration opportunities. Students are effectively marginalized when they cannot identify with the texts they are required to read. Fortunately, research on the topic offers an answer to the classic vs. modern literature debate: linking young adult (YA) literature to classic texts strategically supports identity development by improving accessibility and offering opportunities for varied perspectives, representation, and critical discussion (Tatum et al, 2009). 

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Secondary language arts texts should include culturally relevant books. Culturally relevant texts can help develop student literacy and support healthy identity development for adolescent students, including those from marginalized groups (Kibler & Chapman, 2018). And, in alignment with Gloria Ladson-Billings' (1995) work on culturally sustaining and affirming texts, students need texts that not only represent them, but provide positive and affirming characters that honor students' experiences (Muhammad, 2012).

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Click on the topics below to find out more. 

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