Characterizing Johnnieruth: High-school students, “tomboy” characters, and ideological becoming
DOI:
https://doi.org/10.20360/G24S3SKeywords:
literacy, high school, minority characters, microethnographic discourse analyses, gender-roles, critical literacyAbstract
This research was focused on how minority characters are constructed in school-based readings of literature. Using microethnographic discourse analyses of a post-reading discussion, we examined how a small group of high-school students characterized a minority protagonist in a short story. We focused on the intercontextual processes for reading literature, the recognition work done in the group, and the themes that emerged as students described the character. We found that students drew on patterns and processes established in the class, but that these practices were disrupted when students began to describe a protagonist that challenged gender-role expectations. These insights can inform efforts to develop critical literacy in literature classes.Downloads
Published
2011-01-24
How to Cite
Pace, B. G., & Browning, A. (2011). Characterizing Johnnieruth: High-school students, “tomboy” characters, and ideological becoming. Language and Literacy, 10(2). https://doi.org/10.20360/G24S3S
Issue
Section
Articles
License
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).