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首页> 外文期刊>Children's Literature in Education >Re-imaging Reader-Response in Middle and Secondary Schools: Early Adolescent Girls’ Critical and Communal Reader Responses to the Young Adult Novel Speak
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Re-imaging Reader-Response in Middle and Secondary Schools: Early Adolescent Girls’ Critical and Communal Reader Responses to the Young Adult Novel Speak

机译：重新想象中学生对读者的回应：早期少女对年轻成人小说说话的批判性和社区性读者回应

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摘要

Reader-response has become one of the most influential literary theories to inform the pedagogies of middle and secondary English classrooms. However, many English and literacy educators have begun to advocate for more critical and culturally responsive versions of reader-response pedagogies, arguing that teachers move beyond valuing students’ personal responses to literature. This article, based on a yearlong qualitative study that explored how urban middle school girls participated in an after-school book club, presents a conceptualization of reading as critical and communal practice; and shows how early adolescent girls engaged with the young adult novel Speak and with one another. The adolescent girls, through reading communally, gained deeper understanding of the written text, and also encountered different ways of looking at themselves and others.
机译：读者的回应已成为影响中，中学英语课堂教学的最有影响力的文学理论之一。但是，许多英语和读写教育者已经开始倡导更具批判性和文化响应性的读者回应教学法，他们认为教师已不再重视学生对文学的个人回应了。本文基于一项为期一年的定性研究，探讨了城市初中女生如何参加课后读书俱乐部，提出了将阅读作为批判性和公共实践的概念。并显示了年轻的成年小说如何与年轻的成年人说话并互相交流。青春期的女孩通过共同阅读，对书面文字有了更深入的了解，并且还遇到了看待自己和他人的不同方式。

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