"Critical" reader response in an urban classroom: Creating cultural texts to engage diverse readers

Using a critical model of reader response to literature in diverse urban secondary classrooms is important. The model helps teachers encourage diverse readers to generate their own text so they can engage with text that is more interesting than the traditional canon and become more willing and able...

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Bibliographic Details
Published inTheory into practice Vol. 37; no. 3; pp. 238 - 243
Main Author Blake, Brett Elizabeth
Format Journal Article
LanguageEnglish
Published Taylor & Francis Group 01.06.1998
College of Education, The Ohio State University
Subjects
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Critical Reading
Cultural diversity
Cultural identity
Cultural Relevance
Diversity (Student)
Dominant Culture
English Instruction
Literacy
Literary criticism
Literature
Poetry
Reader Response
Reader response theory
Reader Text Relationship
Reading
Secondary Education
Secondary School Students
Spices
Student diversity
Textual criticism
Urban Schools
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ISSN0040-5841
1543-0421
DOI10.1080/00405849809543810

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Summary:Using a critical model of reader response to literature in diverse urban secondary classrooms is important. The model helps teachers encourage diverse readers to generate their own text so they can engage with text that is more interesting than the traditional canon and become more willing and able to respond. Samples of diverse urban students' critical texts and responses are included. (SM)
ISSN:0040-5841
1543-0421
DOI:10.1080/00405849809543810