Young Adult Literature as a Catalyst for Preservice Teachers to Challenge Norms of the Secondary ELA Classroom

Presenter Information

Heather Pule, University of Houston-Clear Lake

Document Type

Article

Abstract

Young adult literature (YAL) has the potential for transforming English Language Arts (ELA) preservice teachers' (PTs') practice (Flores et al., 2019; Haddix & Price-Dennis, 2013). Purposefully designed YAL curriculum in teacher education (TE) can affect PTs' literacy identities (Spitler, 2009), support them in thinking critically about the effects of prevailing secondary ELA norms, and show them the power and possibilities of representative and inclusive classroom texts. To portray the topics of disruption organically and to disrupt the traditional social science research format, poetic inquiry was used to portray PTs' reflections.

Recommended Citation

Pule, Heather () "Young Adult Literature as a Catalyst for Preservice Teachers to Challenge Norms of the Secondary ELA Classroom," The Reading Professor: Vol. 47: Iss. 1, Article 9.
Available at: https://scholar.stjohns.edu/thereadingprofessor/vol47/iss1/9