Things (Don't Quite) Fall Apart: Exploring the Diversity Insertion in the Secondary ELA Canon

Autor/in	Bender, Geoff
Titel	Things (Don't Quite) Fall Apart: Exploring the Diversity Insertion in the Secondary ELA Canon
Quelle	In: Changing English: Studies in Culture and Education, 29 (2022) 4, S.368-381 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2022.2081131
Schlagwörter	Secondary School Students; English Literature; English Instruction; Power Structure; Social Problems; Disadvantaged; Advanced Placement; High School Students; Whites; Institutional Characteristics; Student Surveys; Novels; Authors; Discourse Analysis; Teaching Methods; New York + Suchen Sie Ihr Suchwort? Sekundarschüler; Englische literatur; English langauage lessons; Englischunterricht; Social problem; Soziales Problem; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; White; Weißer; Schülerbefragung; Novel; Roman; Author; Autor; Autorin; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article presents the results of five open-ended surveys administered to two Advanced Placement classes in a primarily White high school in upstate New York. Surveys sought to explore how students make sense of the course diversity selection, Chinua Achebe's "Things Fall Apart," which was inserted into a primarily White textual canon. Responses were coded and analysed via a Critical Discourse Analysis methodology. Analysis revealed that while many students replicated the discursive patterns of White innocence, characterised by an obliviousness to their complicity in White supremacy, some students, often coming from marginalised social positions, registered more nuanced reactions to the power dynamics represented in the text. The study concludes that while diversity insertions like Things Fall Apart can be mechanisms that actually reinforce White supremacy due to a perceived social disconnect, modest insights can also be generated by students seeking to better understand the dynamics of contemporary social oppression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01