Thank you for all your help and support! (And wonderful editing skills!)

Thank you for all your help and support! (And wonderful editing skills!)

Absolutely! I think any of the texts I give as suggestions for substitutions could easily work as excerpts as well…and this is something I mention in my paper! Adding any amount of contemporary work, even if it’s alongside a classic piece, does the job as well! One example of this might be to pair “To Kill a Mockingbird” with “The Hate U Give” by Angie Thomas to speak to the power of language and the effects racism has on adolescents.

Absolutely! I think any of the texts I give as suggestions for substitutions could easily work as excerpts as well…and this is something I mention in my paper! Adding any amount of contemporary work, even if it’s alongside a classic piece, does the job as well! One example of this might be to pair “To Kill a Mockingbird” with “The Hate U Give” by Angie Thomas to speak to the power of language and the effects racism has on adolescents.

Doctor Eager,
Thank you so much for visiting my page! I’d love to share my work with you! I spend a lot of time analyzing “The Great Gatsby,” but give more specific examples for substitutions such as “Catcher in the Rye” with “I Am Not Your Perfect Mexican Daughter” by Erika L. Sánchez; and “Lord of the Flies” with “Gorilla, My Love” by Toni Cade Bambara— among others.

Doctor Eager,
Thank you so much for visiting my page! I’d love to share my work with you! I spend a lot of time analyzing “The Great Gatsby,” but give more specific examples for substitutions such as “Catcher in the Rye” with “I Am Not Your Perfect Mexican Daughter” by Erika L. Sánchez; and “Lord of the Flies” with “Gorilla, My Love” by Toni Cade Bambara— among others.

Scotty,
Thank you for coming! Yes, I did my best to work with teachers from a variety of settings (rural/suburban/urban areas) because I knew that would impact the responses. I took their placement into great consideration when evaluating their responses because where they taught was so closely aligned with what they were teaching/what they can teach. I was fascinated by the breadth of the responses and the freedoms given by some districts but shocked by the limitations other schools placed on what teachers were able to teach students. (For example, some teachers worried they would lose their jobs if they introduced an author of color into the curriculum.) I considered these limitations when I made suggestions for how to incorporate more representative literature into the curriculum, finding ‘workaround ways’ to still expose students to diverse works while abiding by the standing expectations.

Scotty,
Thank you for coming! Yes, I did my best to work with teachers from a variety of settings (rural/suburban/urban areas) because I knew that would impact the responses. I took their placement into great consideration when evaluating their responses because where they taught was so closely aligned with what they were teaching/what they can teach. I was fascinated by the breadth of the responses and the freedoms given by some districts but shocked by the limitations other schools placed on what teachers were able to teach students. (For example, some teachers worried they would lose their jobs if they introduced an author of color into the curriculum.) I considered these limitations when I made suggestions for how to incorporate more representative literature into the curriculum, finding ‘workaround ways’ to still expose students to diverse works while abiding by the standing expectations.