Maybe I'm just a realist, but Speak was the first novel we've read that really made me think about why some adolescents act the way they do. It made me review my own actions when students have written things in their journals or suddenly changed their attitudes, peer groups, or clothing in the past. I was surprised that it took so long for Melinda's parents, teachers, and counselors to approach her regarding the sudden changes in her life. The fact that she started high school without mention of her friends should have been a red flag to her parents that there was more to the story. When her parents didn't do anything, her teachers should have seen the signs. Some may argue that it was the start of a school year and perhaps Melinda's teachers didn't know her well enough to see that something was wrong, but look at how quickly Melinda was able to categorize her teachers - this quick analysis can go both ways. I find that I'm able to grasp a decent picture of my students within the first few weeks, if not days, of school. I was saddened that this wasn't the case for Melinda.
I enjoyed the links in Speak to Maya Angelou's "Caged Bird" poem, the understated closet Melinda retreats to, and the symbolism behind the title and Melinda's own inability to speak her mind or ask for help from anyone. I have to admit that I had not heard anything about the novel prior to reading it, thus, I had to discover the horror of Melinda's rape solely by the clues Anderson wove into her story. I knew something traumatic had occurred with Melinda prior to starting her freshman year of high school, but I couldn't put my finger on it. It wasn't until the "Nightmare" section began on p. 45 with regards to "IT" did the light bulb go on in my head. Suddenly, I knew why Melinda had been acting so strangely for the first forty-four pages of the novel. A few pages later, Melinda put the Maya Angelou poster up in her closet, and my mind immediately went to the famous poem about Angelou's own childhood rape and the silence she experienced because of it. The title of the novel made sense now - I understood why Melinda felt she couldn't speak out to anyone.
As for the merit in Latham's article analyzing Speak, I was at first a bit hesitant to see the relationship. After a fairly critical reading of the points Latham made about trauma, the closet, the view, and coming out, I can see the relationship between Melinda's struggle and the struggles of the adolescent gay community. Latham's definition of the term, "queer" is helpful in making this connection, as is his breakdown of the symbolic parts of Speak. In terms of a classroom of students reaching the same conclusion, I believe that a gay adolescent reading Speak for the first time would easily make connections to what he or she is dealing with in terms of being an "outcast" in reality. Even though it took me a while to know that Melinda was a rape victim, I was quick to pick up on her struggles and I desperately wanted her to be able to "speak" once again. Anderson mentions censorship in the back section of the novel (at least in my copy - the platinum edition) and it rang quite true with me in terms of how adolescents should be educated. She quotes, "Censorship is the child of fear and the father of ignorance. Our children cannot afford to have the truth of the world withheld from them. They need us to be brave enough to give them great book so they can learn how to grow up into the men and women we want them to be." Now, if that's not realistic, what is?
Sunday, September 27, 2009
Sunday, September 20, 2009
Boy Meets Boy
I can't hide the fact that I didn't really enjoy this novel. I gave it a fair shake and read every page, but it's not one that I will probably read again. To keep from sounding completely disappointed, I thought I'd make a list of pros and cons of the novel and perhaps that will lead me to viable reasons to teach it (or try reading it again in the future).
1. The characters were interesting, fairly realistic (in terms of their thoughts and feelings - NOT their "reality"), and likable (pro)
2. The school was completely unrealistic (con)
3. The viewpoints of the characters regarding homosexuality was probably fairly correct - in terms of some agreeing and some disagreeing with it (pro)
4. There were too many characters to keep track of - I kept losing track and had to flip to the back cover to keep them all straight (con)
5. I enjoyed the author's style of writing - I found it contemporary and smooth (pro)
6. I didn't feel bad for the narrator, Paul, when he messed things up with Noah - I'm not sure if I was supposed to feel bad or not, but I didn't..(con for being unsure)
7. I did connect with Tony's perspective - I think all teenagers deal with something their parents disagree with to the core (in this case, it's their strong moral beliefs that cause issues with Tony's homosexuality) and I DID feel badly for Tony - this part was expressed beautifully in the novel (pro)
8. Other than being a decent story, I don't think there are redeeming qualities of this novel that make it worth teaching in the classroom (con)
Having put some thought into my pro/con list, I think the last point takes the cake. I never viewed Boy Meets Boy as something that would be appropriate for the classroom. I'm not saying it wouldn't be beneficial for kids to read (whether they are dealing with the issues of homosexuality or not) but I'm not willing to cross the barriers I'd have to jump with my district and the tax-paying parents in order to teach it. I view it the same way as I viewed Forever; it's a good story and has some great points, but I would never dream of putting my reputation as an educator on the line to back it.
In an attempt to educate myself a bit more in terms of homosexual adolescent literature, I did find that Wikipedia (I know...there are probably better sources out there) had a good list of novels in this genre by decade:
http://en.wikipedia.org/wiki/Lesbian_teen_fiction
Here is another link to a scholarly book that quotes our good friend, Trites, titled Death, Gender, and Sexuality in Contemporary Adolescent Literature:
http://books.google.com/books?id=uhXj6_GO-vcC&pg=PP1&dq=death+gender+and+sexuality+in+contemporary+adolescent+literature#v=onepage&q=death%20gender%20and%20sexuality%20in%20contemporary%20adolescent%20literature&f=false
Here is a review of the above book if you want the short and dirty of it:
http://www.timeshighereducation.co.uk/story.asp?storyCode=406819§ioncode=26
My favorite part of the novel that I thought would relate best to a variety of teenage readers, was on page 152 when Tony tries to explain to Paul why he can't leave his family even though they disagree with his sexuality:
"I know you won't understand this, but they love me. It would be much easier if they didn't. They honestly believe that if I don't straighten it out, I will lose my soul. It's not just that they don't want me kissing other guys - they think if I do it, I will be damned. Damned, Paul. And I know that doesn't mean anything to you. It really doesn't mean anything to me. To them, though, it's everything."
I believe this sums up how many teenagers feel when they come into their own on any topic they feel strongly about. Many teenagers still want to please their parents at heart, and it pains them when they disagree on a moral level. If there is one way to teach an overall theme in this novel to a group of teenagers, I think this would be the way to go.
1. The characters were interesting, fairly realistic (in terms of their thoughts and feelings - NOT their "reality"), and likable (pro)
2. The school was completely unrealistic (con)
3. The viewpoints of the characters regarding homosexuality was probably fairly correct - in terms of some agreeing and some disagreeing with it (pro)
4. There were too many characters to keep track of - I kept losing track and had to flip to the back cover to keep them all straight (con)
5. I enjoyed the author's style of writing - I found it contemporary and smooth (pro)
6. I didn't feel bad for the narrator, Paul, when he messed things up with Noah - I'm not sure if I was supposed to feel bad or not, but I didn't..(con for being unsure)
7. I did connect with Tony's perspective - I think all teenagers deal with something their parents disagree with to the core (in this case, it's their strong moral beliefs that cause issues with Tony's homosexuality) and I DID feel badly for Tony - this part was expressed beautifully in the novel (pro)
8. Other than being a decent story, I don't think there are redeeming qualities of this novel that make it worth teaching in the classroom (con)
Having put some thought into my pro/con list, I think the last point takes the cake. I never viewed Boy Meets Boy as something that would be appropriate for the classroom. I'm not saying it wouldn't be beneficial for kids to read (whether they are dealing with the issues of homosexuality or not) but I'm not willing to cross the barriers I'd have to jump with my district and the tax-paying parents in order to teach it. I view it the same way as I viewed Forever; it's a good story and has some great points, but I would never dream of putting my reputation as an educator on the line to back it.
In an attempt to educate myself a bit more in terms of homosexual adolescent literature, I did find that Wikipedia (I know...there are probably better sources out there) had a good list of novels in this genre by decade:
http://en.wikipedia.org/wiki/Lesbian_teen_fiction
Here is another link to a scholarly book that quotes our good friend, Trites, titled Death, Gender, and Sexuality in Contemporary Adolescent Literature:
http://books.google.com/books?id=uhXj6_GO-vcC&pg=PP1&dq=death+gender+and+sexuality+in+contemporary+adolescent+literature#v=onepage&q=death%20gender%20and%20sexuality%20in%20contemporary%20adolescent%20literature&f=false
Here is a review of the above book if you want the short and dirty of it:
http://www.timeshighereducation.co.uk/story.asp?storyCode=406819§ioncode=26
My favorite part of the novel that I thought would relate best to a variety of teenage readers, was on page 152 when Tony tries to explain to Paul why he can't leave his family even though they disagree with his sexuality:
"I know you won't understand this, but they love me. It would be much easier if they didn't. They honestly believe that if I don't straighten it out, I will lose my soul. It's not just that they don't want me kissing other guys - they think if I do it, I will be damned. Damned, Paul. And I know that doesn't mean anything to you. It really doesn't mean anything to me. To them, though, it's everything."
I believe this sums up how many teenagers feel when they come into their own on any topic they feel strongly about. Many teenagers still want to please their parents at heart, and it pains them when they disagree on a moral level. If there is one way to teach an overall theme in this novel to a group of teenagers, I think this would be the way to go.
Tuesday, September 15, 2009
Forever: Sex and Power
I was excited to have the opportunity to read Forever again and hoped I'd have a very different perspective this time around than I did when I first encountered the text. I wasn't disappointed. Even though I'm older now, I found myself still drawn into the character of Katherine and the decisions she made regarding sex and love. The largest change this time around was that I didn't want to advise her as a high school friend would, but rather as a teacher. I kept questioning myself as I became more involved in the story, "Would any of my 7th grade girls be struggling with this same issue?" The answer is, of course, yes.
I'm continuously amazed at the depth of decisions that young girls are making now compared to my own teenage years. Being 12 years old isn't quite what it used to be and kids seem to be experimenting with sex at a much younger age. One issue that comes to mind from last school year involved cell phone pictures. My building had to ban the use of cell phones on school grounds because kids were sending sexually inappropriate photos to each other and forwarding them to friends while in school. What may have started as a photo meant only to be seen by a boyfriend or girlfriend was suddenly passed around an entire grade level. Teachers used to think cell phones should be banned so kids wouldn't cheat on exams...oh, how the tables have turned.
As I read Forever, there was one item that just didn't ring true with me - the fact that Katherine's parents were so "trusting" of her and her sexual decisions. The use of the den for make-out sessions is laughable to me - what parent would think they weren't providing the opportunity for sex with a rule like that? Whenever Katherine and Michael found themselves alone, I kept expecting the next section to read:
The phone rang and Michael reached over to answer it. I heard high-pitched screeching from the other end of the line; one so high and loud that Michael had to pull the phone away from his ear. He made a face that left no question. I heard a sudden click, and Michael dropped the receiver into its cradle. "Your mom requests your presence at home," he said, untangling his body from mine.
One point that Trites made that I found interesting was when she said, "Many YA novels seem to assume that the reader has a sexual naivete in need of correction" (85). Just because Katherine was new to sex, does that mean all of the readers who pick up Forever are too? My guess is most aren't new to the idea of sex, especially based on the conversations I overhear from middle school students. I guess the question I have is this: what type of material should schools direct students to read that involve sex? Material that depicts accounts from the character's point of view or more researched material? It's undeniable that young girls (and perhaps boys) want to read books that demonstrate the feelings involved with sex and love - not just a description of the act itself.
One other item I thought worth mentioning in Trites was the quote she pulled from Forever: "I think it's just that I'm not ready for forever" (220). The view here is that having sex means forever, as many young adults believe it does. It takes life experience to know whether that's true or not, and while some teenagers are willing to experience it for themselves, others would rather live vicariously through the experiences of others.
I'm continuously amazed at the depth of decisions that young girls are making now compared to my own teenage years. Being 12 years old isn't quite what it used to be and kids seem to be experimenting with sex at a much younger age. One issue that comes to mind from last school year involved cell phone pictures. My building had to ban the use of cell phones on school grounds because kids were sending sexually inappropriate photos to each other and forwarding them to friends while in school. What may have started as a photo meant only to be seen by a boyfriend or girlfriend was suddenly passed around an entire grade level. Teachers used to think cell phones should be banned so kids wouldn't cheat on exams...oh, how the tables have turned.
As I read Forever, there was one item that just didn't ring true with me - the fact that Katherine's parents were so "trusting" of her and her sexual decisions. The use of the den for make-out sessions is laughable to me - what parent would think they weren't providing the opportunity for sex with a rule like that? Whenever Katherine and Michael found themselves alone, I kept expecting the next section to read:
The phone rang and Michael reached over to answer it. I heard high-pitched screeching from the other end of the line; one so high and loud that Michael had to pull the phone away from his ear. He made a face that left no question. I heard a sudden click, and Michael dropped the receiver into its cradle. "Your mom requests your presence at home," he said, untangling his body from mine.
One point that Trites made that I found interesting was when she said, "Many YA novels seem to assume that the reader has a sexual naivete in need of correction" (85). Just because Katherine was new to sex, does that mean all of the readers who pick up Forever are too? My guess is most aren't new to the idea of sex, especially based on the conversations I overhear from middle school students. I guess the question I have is this: what type of material should schools direct students to read that involve sex? Material that depicts accounts from the character's point of view or more researched material? It's undeniable that young girls (and perhaps boys) want to read books that demonstrate the feelings involved with sex and love - not just a description of the act itself.
One other item I thought worth mentioning in Trites was the quote she pulled from Forever: "I think it's just that I'm not ready for forever" (220). The view here is that having sex means forever, as many young adults believe it does. It takes life experience to know whether that's true or not, and while some teenagers are willing to experience it for themselves, others would rather live vicariously through the experiences of others.
Monday, September 7, 2009
The Chocolate War
Before I read and analyzed the first two chapters of Disturbing the Universe, I found numerous comparisons between the characters in The Chocolate War and the idea of absolute power. The characters were vying for power and there was a constant power struggle between the boys at Trinity. The battle for power existed between the Vigils and the school, the Vigils and other students, and even between the members of the not-so-secret society as they struggled to be the most worthy of the group. In The Chocolate War, the obvious metaphor was between chocolate and power. The “chocolate war” was really a “power war” between all of the disputing groups involved.
I found the names in this novel particularly interesting. The Vigils, for example, were allowed to coexist because they kept the boys at Trinity from rebelling against authority. They worked much as a vigilante group would, by enforcing their own system without recognizing a legitimate government system. Archie derives from “arch,” meaning principal, leader, or primary, which is exactly his role within the group.
What the story left me with was a feeling of desire to stand up for what is right, much as Jerry did. Although he doesn’t win the battle in the end, his principles are correct and clearly established with the reader. There is value in independent thought and power in thinking against the norms of society. In the end, Jerry demonstrated his power to control his own universe, even while “disturbing” those around him. Trites points out that The Chocolate War “is an investigation of social organization and how individuals interact with that organization” (24). So who really has the power? Is it the organization or those who help shape it? Trites claims that the Young Adolescent novel, “teaches adolescents how to exist within the institutions that necessarily define teenagers’ existence” (19). Do adolescents merely exist within the institutions or are they running the entire establishment?
I found the names in this novel particularly interesting. The Vigils, for example, were allowed to coexist because they kept the boys at Trinity from rebelling against authority. They worked much as a vigilante group would, by enforcing their own system without recognizing a legitimate government system. Archie derives from “arch,” meaning principal, leader, or primary, which is exactly his role within the group.
What the story left me with was a feeling of desire to stand up for what is right, much as Jerry did. Although he doesn’t win the battle in the end, his principles are correct and clearly established with the reader. There is value in independent thought and power in thinking against the norms of society. In the end, Jerry demonstrated his power to control his own universe, even while “disturbing” those around him. Trites points out that The Chocolate War “is an investigation of social organization and how individuals interact with that organization” (24). So who really has the power? Is it the organization or those who help shape it? Trites claims that the Young Adolescent novel, “teaches adolescents how to exist within the institutions that necessarily define teenagers’ existence” (19). Do adolescents merely exist within the institutions or are they running the entire establishment?
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