Redefining Normal: A Critical Analysis of (Dis)ability in Young Adult Literature

Curwood, Jen Scott

doi:10.1007/s10583-012-9177-0

Cited by 31 publications

(27 citation statements)

References 19 publications

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“…Others have examined how issues of disability manifest in children's literature discussions (Adomat 2014). Curwood (2012), Monaghan (2016), and Wickham (2018) have each selected young adult texts and examined the constructions of disability. In "Redefining Normal," Curwood (2012) argues that disability texts can be critically analyzed through classroom discussion, thereby including social justice into the secondary English curriculum.…”

Section: U M C Smentioning

confidence: 99%

Bibliotherapy and OCD: The Case of Turtles All The Way Down by John Green (2017)

Hall

2020

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This case study uses three different frameworks of inquiry to examine Turtles All the Way Down by John Green (2017) with a disability lens. The analysis extends beyond the traditional medical/social dichotomy and considers how disability is tied to both agency and identity. Narratives and counter-narratives of disability are also investigated, as well as disability markers used in previous scholarship. The discussion concludes with an argument to include the novel in secondary English classes to create mental health allies. A consideration for medical humanities scholars is also included to use Green’s text with patients with OCD, as a way for readers to find an identifiable protagonist.

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Section: U M C Smentioning

confidence: 99%

Bibliotherapy and OCD: The Case of Turtles All The Way Down by John Green (2017)

Hall

2020

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“…YA literature can be useful when improving motivation and engagement among secondary students by appealing to their interests (Featherston, 2009) or when scaffolding instruction to bridge curricular content (George, 2001;Herz & Gallo, 2005). YA literature has been used with inquiry-based learning (Niccolini, 2015) to encourage discussions on race (Bishop, 1990;Martin & Smolen, 2010;Schieble, 2012), culture (Bean & Moni, 2003), counternarratives (Hughes-Hassell, 2013), gender and sexual identity (Batchelor, Ramos, & Neiswander, 2018;Wickens, 2011), causes and consequences of bullying (Hughes & Laffier, 2016), social perceptions of (dis) abled populations (Curwood, 2013), and other controversial issues (Ivey & Johnston, 2018), strengthening classroom inclusion (Hazlett, Sweeney, & Reins, 2011).…”

Section: Benefits Of Ya Literaturementioning

confidence: 99%

Defying Expectations: Representations of Youths in Young Adult Literature

Silva¹,

Savitz²

2019

J Adolescent & Adult Lit

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The authors used a youth lens to interrogate representations of adolescent characters and experiences that reinforce or contradict social constructions of youths across young adult novels commonly read in secondary classrooms. The authors found examples across all 10 examined novels of adolescent characters taking on adult‐like roles, exercising emotional discipline, and/or demonstrating agency and independence in ways that challenge traditional ideas about youths and disrupt socially constructed stereotypes of adolescent/ce. The authors suggest that the youth lens, especially when applied to young adult literature, can foster critical analysis and discussion of dominant discourses about adolescents/ce, and offer their own analytic template as a scaffolding tool for secondary educators to use with students.

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“…Curwood () analyzed how high‐quality inclusive children's literature attempts to provide counter‐narratives to existing dominant discourses. In her findings, Curwood pointed to opportunities for characters with disability labels to shape their own identities as playing a key role in producing counter‐narratives.…”

Section: Persistent Themes In Inclusive Children's Literaturementioning

confidence: 99%