Entering into Particulars: Re-conceptualizing Adolescence through Young Adult Literature and Critical Narrative Pedagogy

Persistent Link:
http://hdl.handle.net/10150/621019
Title:
Entering into Particulars: Re-conceptualizing Adolescence through Young Adult Literature and Critical Narrative Pedagogy
Author:
Trimble, Celeste Leigh Helen
Issue Date:
2016
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This qualitative multiple case study explores the intersection of young adult literature and adolescent memory narratives in an undergraduate course entitled Learning about Adolescence through Literature within an action research framework. This dissertation is motivated by two research questions: (1) What influence might young adult literature and memory narratives of adolescence have on undergraduate students' understandings of the cultural construction of adolescence? (2) How does the text we read affect how we perceive our lived experiences, and, in turn, how does this interchange of story affect the way in which we perceive adolescence in general? Building upon reader response theories and critical narrative pedagogy, findings indicate that YA literature and lifestory narratives can facilitate reconceptualizing previously held notions of adolescence, replacing pejorative and generalized assumptions regarding adolescence with an openness and acknowledgement of diversity. Implications for teachers and other youth workers are discussed, as well as implications for adolescents.
Type:
text; Electronic Dissertation
Keywords:
Adolescence; Narrative; Teacher Education; Young Adult Literature; Youth Studies; Language, Reading & Culture; Action Research
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Language, Reading & Culture
Degree Grantor:
University of Arizona
Advisor:
Short, Kathy G.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleEntering into Particulars: Re-conceptualizing Adolescence through Young Adult Literature and Critical Narrative Pedagogyen_US
dc.creatorTrimble, Celeste Leigh Helenen
dc.contributor.authorTrimble, Celeste Leigh Helenen
dc.date.issued2016-
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.description.abstractThis qualitative multiple case study explores the intersection of young adult literature and adolescent memory narratives in an undergraduate course entitled Learning about Adolescence through Literature within an action research framework. This dissertation is motivated by two research questions: (1) What influence might young adult literature and memory narratives of adolescence have on undergraduate students' understandings of the cultural construction of adolescence? (2) How does the text we read affect how we perceive our lived experiences, and, in turn, how does this interchange of story affect the way in which we perceive adolescence in general? Building upon reader response theories and critical narrative pedagogy, findings indicate that YA literature and lifestory narratives can facilitate reconceptualizing previously held notions of adolescence, replacing pejorative and generalized assumptions regarding adolescence with an openness and acknowledgement of diversity. Implications for teachers and other youth workers are discussed, as well as implications for adolescents.en
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjectAdolescenceen
dc.subjectNarrativeen
dc.subjectTeacher Educationen
dc.subjectYoung Adult Literatureen
dc.subjectYouth Studiesen
dc.subjectLanguage, Reading & Cultureen
dc.subjectAction Researchen
thesis.degree.namePh.D.en
thesis.degree.leveldoctoralen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineLanguage, Reading & Cultureen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorShort, Kathy G.en
dc.contributor.committeememberShort, Kathy G.en
dc.contributor.committeememberWyman, Leisyen
dc.contributor.committeememberBrochin, Carolen
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