The central argument proposed within this article is that while recent publishing trends in children’s and adolescent literature have changed for the better (Cooperative Children’s Book Center, 2019) and research about the importance of diverse reading experiences for students has become concentrated, centered, and validated (Bishop, 1990; Adichie, 2009; Tschida, Ryan, & Ticknor, 2014; Thomas, 2016; Parker, 2020: Ebarvia, German, Parker, & Torres, 2020), many schools are still struggling with (or hesitant to) changing the texts centered in classrooms with youth. Therefore, this article provides practical steps that practicing teachers can take in order to center the voices and narratives of historically marginalized individuals within literacy classrooms.
Newvine, Keith and Fleming, Sarah
"Changing Terms, Not Trends: A Critical Investigation into Children’s & Young Adult Literature Publishing & Its Effect in Curriculum & Pedagogy,"
The Language and Literacy Spectrum: Vol. 31:
1, Article 2.
Available at: https://digitalcommons.buffalostate.edu/lls/vol31/iss1/2