This post is written by members Kelly Byrne Bull and Jacqueline Bach, guest editors of the of 濒.听
In this issue, we explore how multicultural and multivoiced young adult literature engages classroom communities in meaningful discourse and broadens adolescents鈥� perspectives. Our cover artwork, Iris-Between-Worlds by Colleen Helie, embodies the poignancy of adolescence and the fluidity of conversations that encourage growth. Contributors to our themed issue bring to light stories that connect students with the personal and the global. As a result of our Call for Manuscripts, we noted that three categories emerged: bias and empathy; power and equity; and gender and sexuality.
Alluding to Rudine Sims Bishop鈥檚 concept of mirrors and windows, several contributors carefully illustrate how empathy can break down biases.听We appreciate Grice, Rebellino, and Stamper鈥檚 celebration of challenging the narrative status quo.听In their article, they showcase lived experiences that have historically been overlooked but are explored through recent award-winning verse novels and graphic narratives.听Building on this idea of diverse representation, Gilmore鈥檚听鈥淪aying What We Don鈥檛 Mean鈥澨齛rgues that teachers are responsible for offering students a variety of characters and situations so that students can grow and learn to recognize implicit bias. Similarly, Van Vaerenewyck鈥檚听鈥淎esthetic Readings of Diverse Literary Narratives for Social Justice鈥澨齛sserts听that cultivating empathetic global citizens relies on听all听of us becoming better readers of diverse stories.
We noted how this call prompted contributors to explore issues of power and equity that are developed in YA texts.听Malo-Juvera鈥檚听鈥淎 Postcolonial Primer with Multicultural YA Literature鈥�听illustrates how he introduces postcolonialism so that students can hone their abilities to interrogate normalized oppression and begin to read the world critically.听Ginsberg, Glenn, and Moye also examine issues of power and equity in their article,听鈥淥pportunities for Advocacy.鈥澨齌he YA texts they feature center on identity denial and afford rich discussions about which identities are privileged or denied, affirmed or suppressed. Such exploration of power and equity is also central to Lillge and Dominguez鈥檚 thoughtful article,听鈥淟aunching Lessons.鈥澨齀n it, they address incorporating divergent points of view in the English classroom and offer readers ideas for projects addressing social inequity and injustice.
Our contributors also challenge readers to include global and multivoiced expressions of gender and sexuality (if they are not already doing so) with contemporary texts. Hayne, Clemmons, and Olvey鈥檚 鈥淯sing Moon at Nine to Broaden Multicultural Perspectives鈥� analyzes their experiences reading this love story between two young women in post-Shah Iran with their university students, while in 鈥溾�業 Don’t Really Know What a Fair Portrayal Is and What a Stereotype Is鈥欌�� Boyd and Bereiter remind readers of the importance of listening and learning from their students and trying new pedagogical approaches based on those relationships. Finally, Kedley and Spiering look at how voices and form convey multiple experiences of gender and sexuality in ELA classrooms.
Articles such as these are conversation-starters. We invite you to continue these conversations with your colleagues and students. Send us your ideas so that we may continue to broaden and deepen the conversation: Kelly Byrne Bull (kbull@ndm.edu), Jacqueline Bach (jbach@lsu.edu).
Works Cited
Sims Bishop, R. (1990). Mirrors, windows, and sliding glass doors. Perspectives, 1(3), ix鈥搙i.
听Kelly Byrne Bull is an associate professor at Notre Dame of Maryland University, chair of , and Maryland state representative for the Assembly on Literature for Adolescents.
Jacqueline Bach is the Elena and Albert LeBlanc Professor of English Education at Louisiana State University, a former editor of The ALAN Review (2009鈥�2014), and a former high school English teacher.听