Reflecting on my understanding of Diverse Literature

As my final post, I will be reflecting and highlighting how my thinking about diverse literature has changed over the semester.

Taking TE 448 this fall has been an enriching experience where I have learned a lot.  Mainly, I have learned there are many different types of underrepresented groups that are important to be included in classroom reading of texts. I never realized the depth of what it means to have diverse literature, I'm sad to say, and am glad that I am now much more informed. I have also learned there is a lot of poorly written literature out there that can sometimes be the only way people recognize an underrepresented group, and I need to be critical of the texts I include in my classroom in order to ensure the "insiders" get their voices heard, and things aren't misrepresented, especially in ways tat could be offensive to some readers.

From here, I will continue to build my library for my future classroom, but I will be much more critical of my reads.  I will take the time to critically examine and question the texts I choose and make sure they are of the highest quality in representing diverse literature. I won't base my decisions on what other people suggest, I will read informed materials and my own judgement rather than new york times best seller list, or something of that effect, in order to ensure that I am representing diverse literature in my classroom in a fair and appropriate way.

I look forward to continuing this process and am thankful for having the opportunity to learn how to critically examine texts of underrepresented groups in order to have a rich, diverse classroom library.

Thank you!

Reflecting on LBGTQ Literature as a Topic/ My Text Set

After reading 2 novels, Hard Love and The Misfits, and one picture book, And Tango Makes Three, I believe I have a good start to a text-set representing LBGTQ literature in a positive and diverse manner. I have found a good book for early childhood learners, about a family with two dads who fall in love and have a child, Tango, and have a happy family just like all the other penguins at the zoo, and are different, and yet have a family of love which makes them exactly the same.  Hard Love is a drama about adolescent angst, and finding love, and coping with figuring out who you are and what your sexuality is, and the troubles one may face in trying to come out and be respected.  I think it is a true portrayal of LBGTQ and is a good book that adolescents will be able to relate to if they find themselves going through the same issues as in the book.  I also think it is a great book for students who don't identify as LBGTQ because it is a good read and can help the student reading it gain insight into how hard it is to be going through something that is not accepted everywhere, as it should be accepted.  It helps the students to diversify their personal libraries and gives them a good book that all teens can relate too- the angst of finding out who you are and coping with those implications.  The Misfits  is also quite relatable for all students because at one point or another, all kids are teased or called a name, and this story can help students, whether LBGTQ or not, relate and see that there is a bigger picture to middle school - growing up and finding out who you are.  

These three books together cover different aspects of the LBGTQ community, from growing up in a family that identifies itself as LBGTQ or finding out if you identify as LBGTQ or if you have friends who identify themselves as LBGTQ, you learn how to cope, you learn how alike people are, and how to cherish the differences and celebrate them. I think my text set is a well-rounded and culturally diverse set that I will be using in the future in my classroom.  It is clear that one can learn diversity, acceptance, family values, and that anyone can relate to literature, when written in a well-thought out way.

 I would recommend these three books for any reader - as long as it is age appropriate for their reading level. I have enjoyed building my text set and look forward to putting it to use in my future as an educator.

Thank you.

Missing! Picture Books Reflecting Gay and Lesbian Families

Missing! Picture Books Reflecting Gay and Lesbian Families.  May 2007.  National Association for the Education of Young Children. November 20, 2007. http://www.journal.naeyc.org/btj/200705/pdf/Missing-Rowell.pdf

"As long been recognized, literature has the power to touch the hearts and minds of readers of all ages (Chapman 1999)" (Rowell).

The main point this article brings about is the fact that, "The lack of inclusive, gay-friendly picture books means some children cannot see their own lives or the full diversity of family life reflected in books" (Rowell).  This saddening fact cannot be more plainly stated.  As the article continues on and explains that more and more families are identified as LBGTQ and those children of those families are not able to see their lives represented in literature, and as books are such a source of comfort for many kids, these kids do not receive this comfort and ability to relate.  The article further discusses how few books are available in classes that are identified as LBGTQ and the ones that are, many times, the LBGTQ character may be in the story, but not the focus of the story.  The article makes a strong case for including all-inclusive libraries in early childhood  classrooms in order to enrich the children's lives as to what families and communities are---all encompassing.  The article then goes on to list many different ways LBGTQ books can be included in different parts of early childhood curriculum, from math counting books to science to social studies.  The article then gives a book list and mini-reviews of many different LBGTQ books a teacher could choose from, and includes all bibliographic information needed.  The article concludes by stating that, "Children from all types of families can develop their understanding and appreciation of the commonalities in loving relationships in the homes" (Rowell). 

I think this is an excellent article that gives insight to how enlightened early childhood classrooms can be with the inclusion of LBGTQ books into their curriculum in order to promote diversity and inclusion of all sorts of families in their students communities.  This article also gives a good list of books for teachers to consult and look through to improve their libraries.  Happy reading!

"Sticks and stones may break our bones, but names will break our spirit"

-from The Misfits.

*Howe, James. The Misfits. New York: Aladdin Paperbacks, 2003.

The Misfits is the third book I chose for my text set on LBGTQ literature.  This novel focuses on 12 year old Bobby Goodspeed and his "Gang of Five" who are really a gang of four, but they keep the "Gang of Five" title for their group to "keep everyone on their toes."  Bobby and his gang of five, at Prairie Falls Middle School, and are called every name in the book for their various characteristics that make them different in the school. Addie, is the girl of the gang, who is verbose about her political views and tends to shake up trouble in order to gain some attention here and there. Joe Bunch, is the homosexual of the group who comes out to his friends about halfway through the book. Skeezie is the "rebel without a cause" and Bobby is the "fatso" of the group.  The gang decides to create a third party race for the school student council instead of just having Democrats and Republicans and their first try is to be the "Freedom Party" in order to support minority students.  The administration doesn't allow them to race because they say a party should represent all students, so Bobby, who really comes into his own throughout the text, decides to make a party called the "No-Name Party" which stands to dispell all the names kids are called in the middle school [which is why it was important to make a list of the names the kids were called in the first place].  Addie falls for a young jock throughout the story, and Skeezie is supposed to help her out, but Skeezie and Bobby find out that Joe has also fallen for Collin and doesn't want to tell him.  The boys aren't at all phased by his friend coming out to them, and they even decide they want to help him get Collin.  Collin and Joe end up together, and become "Boyfriends" as they call it, and aren't called names for walking through the halls hand in hand as Joe was called in the beginning of the story.

I would say this story is more of a "coming of age" novel, where all the "gang of five" grows up in their own way, and the story mostly focuses on the story of Bobby and his relationship with  his dad, and about how he gains courage, and gets the girl in the end.  

Joe Bunch's story, having to do with him coming out about being gay was only a sidebar storyline  and had some depth, but not as I was expecting, coming off "Boy Meets Boy."  I like that the author, James Howe, created Joe's friends as characters who were accepting and understanding, and that his family was supportive. It shows a positive light on families that allow their kids to be whoever and however they want and express themselves, as opposed to in "Boy Meets Boy."

In terms of LBGTQ literature, I would say this is a good example of it, because it isn't focused on LBGTQ as a theme throughout the novel, but is brought up and explored in an original and authentic way, and gives the reader a lot to think about. I like that this story focused on a gay character in a "normal" setting, as opposed to "Boy Meets Boy" where the high school probably isn't in the majority throughout America right now.  But the middle school portrayed in "The Misfits" is relatable to most readers, I believe, because all kids go through that awkward and harsh time of middle school where names are thrown about carelessly, and one wrong move sends you into the outskirts of the socializing population.

I like how Howe integrated the story about homosexuality into the bigger theme and picture of accepting differences and getting along and about pursuing dreams. It seemed natural and he integrated it in such a way that it flowed with the rest of the story lines, it didn't just seem like it was "dropped" into the plot in order to be labeled LBGTQ literature, or such a thing.

I am glad this novel was a part of my text set, because it is a  different take than "And Tango Makes Three" and "Hard Love." I think the text set I have created encompasses different aspects of LBGTQ literature and honestly believe I will be able to use these books in my future as a teacher, depending on age appropriateness.  I look forward to adding more books to this library, and helping to promote LBGTQ literature awareness. 

Howe also is an insider on the LBGTQ topic because, according to his bio, after his first wife died, he married again, but then divorced and came out as gay and now has a relationship with a lawyer.  His way of coming out was much like Joe Bunch's way, the gay character in the novel.  I believe because of Howe's personal story, he is an "insider" on the LBGTQ topic.

"To The Gang of Five: May we all sprout wings and fly."

-The Misfits

..."And Tango Makes Three..."

Parnell, Peter and Richardson, Justin.  And Tango Makes Three. New York: Simon & Schuster Children's Publishing, 2005. 

The picture book I chose for my final project on LBGTQ literature was the "ASPCA Henry Bergh Children's Book Award" winner, And Tango Makes Three.

This book is based on a true story, about two penguins in the Central Park Zoo, Roy and Silo,  who became a couple in 1998 and have been ever since.  They had one chick, Tango, who was born from an egg laid by another penguin couple.  This information is all found on the last page under the "Author's Note."

And Tango Makes Three is a story that starts "zoomed out" focusing on the Central Park Zoo in New York City.  It gives some background information on the perks of Central Park Zoo and talks about all the different families that visit there.  The book then "zooms in" and talks about the fact that animals in the zoo are families too and talks about some different instances of different types of animal families.  It then "zooms in" further, to the penguin families, and talks about how the girl penguins start noticing the boy penguins and vice versa, every year.  It then states about how "when the right boy and girl find each other, they become a couple" but there were two penguins who were a "little bit different."  The book introduces them as Roy and Silo and how they were both boys and did everything together. It then talks about different things they do together and stated how they didn't spend time with the girl penguins.  The zookeeper then notices they must have been in love and how they wanted to have a family like all the other penguin couples. It then talks about how Roy and Silo practice being a family with a rock and how diligent they were in practicing, but were sad that nothing was happening.  It talks about how the zookeeper put an egg in their nest, and since the couple knew what to do from practicing they acted as if it was their own and cared for it for weeks, and then Tango was born "Because it takes two to make a Tango"  The book ends with saying how all the children who came to the zoo could see Tango and her two dads and they would cheer for the family.  And they were just like all the other families, but a little bit different.

I thought this picture book was a great way to introduce the idea of homosexuality to a young person who may either have never been familiar with homosexuality or who can relate to a homosexual family and needs some affirmation from a book that is like their situation, instead of the token mother/father type of book.  I could definitely see myself reading this picture book to my class, regardless if there was a child in my class who had two dads. I would read this book to my class because it is a gentle way of introducing the idea of having two dads, and I could do it without "shocking" kids, and introduce it as a normal way to have a family, even if it doesn't seem "normal" to the students at that time.  The pictures are warm and inviting and the text is rich with a warm and informative way of helping children understand the LBGTQ community. I believe this is a book that isn't stereotypical and explains the idea of two dads in such an easy-going way, it doesn't at all seem like a book that is trying to "explain" something. It is just a nice picture book about a family that became very happy with the addition of a Tango. I think this book promotes a positive experience and could incite a good dialogue between teacher/student parent/child about different kinds of families and how even though they are different, they are all the same because of the love they all have.  I will include this book into my library as a teacher because of the positive values it promotes about being a loving family, and it is a positive representation of a child being born with having two dads. I think this book was great!! 

This is an authentic book because both the authors, Parnell and Richardson identify themselves as gay and researched the penguins for the story. They brought a true life story to pages for young children to help understand different families that make up all communities.

"Yes it's hard love, but it's love all the same" --Bob Franke

Wittlinger, Ellen.  Hard Love.  New York: Simon & Schuster Children's Publishing, 1999.

For my final project, I chose to focus on the LBGTQ underrepresented group and read books focused on that.

The first novel I read, Hard Love by Ellen Wittlinger, was quite a different take than I expected the book to be about, after reading Boy Meets Boy by David Levithan.  I assumed it to be about a love story between the main character and a supporting character, but based on the title I assumed it to be a complicated love story, none the less.

Hard Love focuses on John, the main character, who is a bitter and cynical high school junior, without many friends, and without focus, at the start of the novel.  John's friend, Brian, is hitting puberty and interested in girls and dating, whereas John couldn't care less about the the other sex.  The big goal of all the juniors was to go to prom, and Brian was able to find a date, but John, at the beginning, didn't want to.

John didn't find companionship or friendship with his parents either.  They were divorced for many years, and his mother was apathetic and disinterested in him.  She couldn't even touch him, and hadn't for many years.  John's father was a 40-something trying to live the 20-something dream of hooking up, and cutting any strings that could be attached, so he never had time for John, either.

John was very interested in the 'zine' world, and that was his comfort in a world he didn't feel a part of.  He found one 'zine' very intersting, "Escape Velocity," and felt entranced by the writer, whom he just had to meet.  John arranged to meet Marisol, the author, and somehow led her to believe he was named "Gio." His first white lie. 

John's initial interest wasn't romantic within Marisol, just one of a kindred spirit. Plus, the first the Marisol makes sure everyone knows about her is that she is a lesbian.  Throughout the story, her and John have a tumultuous friendship, that is both complicated, confusing and unfair.

I felt the character John, gave Marisol everything, whereas she just took as she pleased and kept him dangling on a string throughout.  Although the book was a fun read, I am unsure how it functioned as a text in the LBGTQ community. Apparently, it must have been a good representation to win the Lambda Literary Award, but I just don't see how it furthered the LBGTQ community because the Marisol wasn't a main character.  I also didn't like her as a character, which probably hindered my understanding of the novel. I felt she was selfish and uncaring towards John, and flighty ---but this may also be because of the young age they are at [juniors in high school].

Apparently, by the end of the novel, John and Marisol were able to come to grips that the love that was between them - the deep connection - was mutual - although non-romantic, and quite complicated. I felt unfulfilled by the novel, and I don't feel my understanding of the LBGTQ community was deepened by this novel. I do think a big part of my distaste for it was also just my frustration with Marisol's character.  I have to give it some kudos because of the award it won, but I suppose just coming off reading Boy Meets Boy I expected something more blatant? I'm not sure yet, I do feel it was a good read, and I could see how teenagers could relate to the issues it raises and works through, throughout the novel, but I just wasn't that satisfied with it, I suppose.  Although I may not have had the most positive review for this book, I do believe this book is an authentic book, because its author, Ellen Wittlinger, is an avid member of the LBGTQ community and always tries to have at least one gay character in all her novels in order to make what may not be considered "mainstream" more mainstream for her readers and be blatant about how important it is for the LBGTQ community to be portrayed as they are, a part of the communities we all live in.  I appreciate Wittlinger's honesty and "insider" perspective in this novel.

This will be my first blog about my first book for my text set created for the final project on the LBGTQ underrepresented group. Thanks!

Confessions of a Closet Catholic QTT

Hey group, here's portions of my paper I thought would be useful, also. =) I'm not exactly sure why it did both single and double spacing, though!

Representations of Guilt

Part One:  In the novel, Confessions of a Closet Catholic, the main character Justine, deals with a lot of guilt throughout her spiritual journey.  How does Justine’s obsession with sin and guilt connect to the representations of Catholicism in the text?  As soon as I read the title for this book, I knew I would be able to relate to the main character, Justine, in one way or another, being raised with strict Roman-Catholic grandparents.  As I read, I was intrigued by Justine’s obsession with guilt, sin and repentance and never being able to be rid of sin, because as a young girl, I had the exact same worries, obsessions and guilt.  Her  thoughts of purgatory were almost parallel to the questions and assumptions I had at her age about purgatory, hell, etc.  I am intrigued by how the author formed Justine, because I wonder if she had the same thoughts she gave Justine.  That makes me wonder if the guilt that many times is represented as a part of Catholicism is present in many people’s spiritual journey as young children.  I questioned why it is that young girls who are attuned to their spiritual side may be going through such issues of sin and guilt when Catholicism is the religion in question. 

Part Two:  Confessions of a Closet Catholic is rich with religious representations, but I will point out the ones that further the question I have posed for my group.  The first example I chose to illustrate the question I posed shows how Justine’s obsession with sin causes her to obsess about ways to get all her sins forgiven, all the time when she says, “I figure I’d better do some catching up on the confessing front, especially if I’m going to mass on Sunday.  I don’t want to be caught in church with sins on my conscience,” (26).  How does Justine’s desire to be clear of sin lead her into more guilt? Why does Justine have such a desire to make sure her conscience is clear? What does Justine not understand yet that makes her so worried about not having a clear conscience?

The next passage I will use as an example shows how serious Justine is about her guilt.  She believes her grandmother’s stroke is her fault and in this realization, “A wave of guilt washes over me, guilt so strong that I feel sick to my stomach and start to cry. Because I know it’s my fault.  For sitting in church and thinking how good it felt when Tommy’s arm touched mine, committing the Deadly Sin of Lust instead of praying and thinking about holier things” (52).  Why does Justine tie every bad event in her life to an act of sinning?  How does this make you, as a reader, feel about Catholicism, through her eyes?

The third passage I will point out is Justine thinking, “But most of all I wished God had punished me, instead of taking it out on my poor old Bubbe, who’s already suffered so much in her life” (54). What is Justine’s rationale for God punishing Bubbe? How does that work with the notion of sins and forgiveness and punishment that Justine believes? How does Justine justify that Bubbe was punished because of her sin?  The last passage I am going to have my group turn to is when Justine is dealing with Bubbe’s death.  Justine says, “It’s even worse because I know that if it weren’t for me, she would still be here.  Guilt presses down on me like a two-hundred ton weight”  (134).  Where is this guilt coming from? Does Justine still believe the Catholic God is punishing her for her sins by taking Bubbe from her? What do all these passages about Justine’s guilt represent to the reader when finding out she is trying to be as Catholic as she can?  Is Justine’s worry and obsession with sin an accurate portrayal of a young woman figuring out her beliefs and delving into her own spirituality?

Part 3:  Why is it important to represent a young girl struggling with her spirituality, more importantly, a young Jewish girl looking to convert to Catholicism? Let’s examine Linda Silver’s statement in Judging Judaica when she says, “We have arrived at a broad interpretation that looks a t a book in its totality and judges how authentically it portrays the individual characters in their interplay with Jewish belief, history, values and practice” (Silver 235).  According to this idea, does Justine seem like an individual character portrayed in an authentic way?