"Everything...Affects Everything": Promoting Critical Perspectives toward Bullying with "Thirteen Reasons Why"

Autor/inn/en	Chisholm, James S.; Trent, Brandie
Titel	"Everything...Affects Everything": Promoting Critical Perspectives toward Bullying with "Thirteen Reasons Why"
Quelle	In: English Journal, 101 (2012) 6, S.75-80 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Social Justice; Bullying; Suicide; Literature Appreciation; Adolescent Literature; Literary Criticism; Didacticism; Functional Behavioral Assessment; Controversial Issues (Course Content); Instructional Development; Social Attitudes; Transformative Learning; Attitude Change; Story Grammar + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Mobbing; Selbstmord; Literarische Wertung; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Literaturkritik; Didaktisierung; Controversial issues; Kontroverse; Teaching improvement; Unterrichtsentwicklung; Social attidude; Soziale Einstellung; Pädagogische Transformation; Attitudinal change; Einstellungsänderung
Abstract	"Everything...affects everything," from Jay Asher's young adult novel, "Thirteen Reasons Why," captures a central message of this text in which a young woman named Hannah Baker leaves behind a series of tapes addressed to particular individuals who played a part in producing the snowball effect that led to her suicide. "Everything...affects everything" also functioned as a theme for Brandie's tenth-grade literature course in which students read "Thirteen Reasons Why," discussed its implications, and completed inquiry-based instructional activities to dig more deeply into the causes and consequences of bullying and suicide. In this article, the authors highlight some of the tools that Brandie used to support students' critical perspectives toward the topic of bullying, and focus specifically on one student's especially powerful development as a "transformative agent," a term that Richard Beach, Deborah Appleman, Susan Hynds, and Jeffrey Wilhelm use to describe a central goal for teaching literature to adolescents: the ability to read texts critically and try on multiple perspectives on issues of social justice to effect change in the world. (Contains 2 figures.) (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10