Teaching Young Adult Literature: Developing Students as World Citizens

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“…Short (2012) reminds us that readers, by immersing themselves in story worlds, gain insights into how people feel, live, and think in a global culture and come to see themselves as connected through common humanity to young people around the world. I agree with Bean et al (2014) that the term international does set up a Western vs. Other dichotomy. However, a temporary separation can isolate the literature for initial exposure and analysis and open a way to discuss with students the Western propensity to think of "us and them," thus working to a teacher's advantage.…”

“…Some (Louie, 2005;Lesesne, 2007) make no distinction between settings in the US and countries outside of the US when discussing books about diverse cultures. Others (Bean, Dunkerly-Bean, & Harper, 2014;Lehman, Freeman & Scharer, 2010) use alternative terms and identifying differences. Bean, Dunkerly-Bean, and Harper (2014) ar gue that "in the past" (p. 241), local, national, and international young adult literature about cultural difference and diversity was called multicultural.…”

“…Others (Bean, Dunkerly-Bean, & Harper, 2014;Lehman, Freeman & Scharer, 2010) use alternative terms and identifying differences. Bean, Dunkerly-Bean, and Harper (2014) ar gue that "in the past" (p. 241), local, national, and international young adult literature about cultural difference and diversity was called multicultural. They prefer "the more inclusive term global literature.…”

“…The goals for reading international literature remain the same as those for reading multicultural literature: understanding the Other, finding points of connection, diffusing prejudices or ignorance, expanding horizons, and practicing social justice (Banks, 2009;Bean et al, 2014;Nieto, 2009;Nieto & Bode, 2012;Sleeter & McClaren, 1995). Short (2012) reminds us that readers, by immersing themselves in story worlds, gain insights into how people feel, live, and think in a global culture and come to see themselves as connected through common humanity to young people around the world.…”

“…A few students who wrote about their reading processes help to illustrate this grappling toward un derstanding. In the following two examples, the four Broadened Perspective areas and Perry's (1998) Responses across all 101 papers in the four areas of the Broadened Perspectives theme provide evidence that students were experiencing the learning goals desired when reading multicultural or international literature (Banks, 2009;Bean et al, 2014;Machado, 2011;Nieto, 2009;Short, 2012;Sleeter & McClaren, 1995). Many students named their prejudices or igno rance and noted their need to expand both knowledge and ways of thinking about cultures and countries around the world.…”