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Twilight or Middlemarch?’ A Teacher’s Refusal to Choose

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What should children and young adolescents read? Recent changes in the English curriculum have once again shifted the focus towards more canonical texts, but does featuring such texts on the course necessarily equate to rigorous teaching and in-depth learning? Through a self-examination of her own reading history, the author argues for a dialogic approach to reading and text selection instead, so that students may negotiate better understandings of themselves and their own socio-cultural contexts.
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Keywords: Bakhtinian dialogue; English curriculum; comics and graphic novels; cultural capital; indeterminancy; internally persuasive discourse; linguistic capital; literature for children and young people; reader response theory; reading; representation

Document Type: Research Article

Affiliations: Institute of Education, University of London, London, UK

Publication date: January 2, 2015

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