"The Catcher in the Rye" meets "Life is Strange". A dialogical exploration of narrative structures and social justice in student realities.

Autor/in	Krjutschkow, Vanessa
Titel	"The Catcher in the Rye" meets "Life is Strange". A dialogical exploration of narrative structures and social justice in student realities.
Quelle	In: PraxisForschungLehrer*innenBildung, 7 (2025) 2, S. 175-208Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Abbildungen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2629-5628
DOI	10.11576/pflb-7881
Schlagwörter	Gender; Psychische Gesundheit; Adoleszenz; Lektüre; Soziale Gerechtigkeit; Sexuelle Identität
Abstract	This article explores how J.D. Salinger's literary classic "The Catcher in the Rye", published in 1951, can be effectively integrated into the English language classroom by pairing it with the narrative adventure game "Life is Strange", released in 2015 by Dontnod. The two works are combined to discuss narrative and perspective in storytelling to spark meaningful discussions about sensitive topics such as struggles as a young adult, mental health, grief, bullying, gender, and sexual identity. The article is based on the premise that the classic heavily influenced the game and that the game could be considered as a modern adaptation of it. Still, the game also challenges the novel by including female protagonists and addressing issues such as bullying and sexual identity in a more contemporary and inclusive manner. The article further presents a practical teaching approach and argues that combining both media allows students to engage with authentic literature, build empathy, and reflect on social changes over time. Furthermore, the contribution points out the potential of this approach for learners to deconstruct canon literature by exploring and juxtaposing its themes, the effects of different media of narration, and perspectives in the evolving world of digital and traditional literature, as well as in society as a whole. (Orig. übernommen).
Erfasst von	Universität Bielefeld, Wissenschaftliche Einrichtung Oberstufen-Kolleg
Update	2025/3