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1) Moreover, students with traditionally marginalized identities are assumed to be somehow deficient; unrefined and/or uncultured when the "literary classics" they are assigned in classrooms do not resonate with them. Their disinterest is often interpreted in ways that reinforce https://twitter.com/mindshiftkqed/status/1333926364873957383
2) hasty generalizations and negative stereotypes, and which can negatively impact grades, disciplinary measures, etc. etc.
Perhaps even more damaging, however, is the subconscious emotional and psychological trauma that is internalized when students don't see themselves...
Perhaps even more damaging, however, is the subconscious emotional and psychological trauma that is internalized when students don't see themselves...
3) reflected in the literature that has been ordained and sanctioned as reflecting the quality, class, rank and standard by which ALL other literature is to be judged, and which has been deemed to have transcendent eternal value and relevance. They experience marginalization,
4) this time through curricular decision-making processes that are assumed to be objective, neutral & in their best interest - a canon of literature by white authors that tend to exclude or misrepresent their experiences.
@nenagerman @triciaebarvia @TchKimPossible @juliaerin80
@nenagerman @triciaebarvia @TchKimPossible @juliaerin80
5) challenge us to cease questioning the sophistication of the students with whom these literary "classics" fail to resonate, but to instead interrogate and question the sophistication of any "canon" that fails to connect with increasingly diverse student audience.
