Blowing Up The Canon (Part II)

7 Oct

In today’s blog post, we continue our interview with Daphne, who runs a non-profit dedicated to helping students with reading difficulties. She is the author of Read or Die: A Story of Survival, Hope and How a Life Was Saved One Book at a Time. You can contact her on Twitter at @confusedconfessions.

M: But what’s wrong with having the whole class just read one book so they discuss it and break it down?

D: With the canon there are multiple problems that I could rant about all day so I’ll try to limit myself. First of all, I can’t even get everyone in my friend group or household to agree on a book. It’s impossible to get 30 random children who will/can read a 300 page book they care nothing about so they either are clever and use SparkNotes and engage the teacher in conversation as if they’ve read or they don’t read it and they fail. I have yet to meet anyone who read their assigned books in school and the number of readers is declining, not increasing. In addition, the book is assigned, the themes are decided by the teacher (who probably used SparkNotes to decide what the themes are), and all the questions have preconceived answers.

M: Interesting point – so simply ASSIGNING the book makes it very difficult for students to care about reading it in the first place. Using my son as an example, he has dyslexia, which has the effect that unless he’s REALLY into a book series (Harry Potter, Keepers of the Lost Cities), he doesn’t like to read. It’s physically difficult. They assigned the Hunger Games as a book, and knowing the violence would upset him, we got the teacher to accept an alternative (Ready Player One). However, he STILL didn’t finish it… he barely started it. Because he had no internal drive to want to do it.

D: It’s imperative that he feel empowered which is the opposite of what happened when he gave up on Ready Player One (which is the position teachers put their students in ALL OF THE TIME by assigning books, it’s maddening). Teaching him to use resources and allowing him to use resources to pass English is something that will carry him forever AND you might be able to still have a reader in your house. Teachers constantly destroy the love of reading and they don’t even know it.

I don’t want the canon replaced, I want the entire concept of ‘assigned’ books and ‘assigned’ reading levels to be destroyed. In fact, the way you were taught by the teacher who thought you ‘walked on water’ is exactly how every single child in America should be taught. I don’t have many kids like you were, but they all have that potential if they were just allowed to have their reading journey hand curated by a teacher who thought highly of them and wanted what is best for them.

M: So if a kid came to you and wanted to know what book he/she should read, what would you recommend?

D: My class could not function without The Absolutely True Diary of a Part Time Indian by Sherman Alexie, The Hate You Give by Angie Thomas, Tyrell by Coe Booth, Drive By by Lynne Ewing, Poet X by Elizabeth Acevedo and the Bluford High Series.

Have you heard / like these books? What books would you recommend to kids? Let me know in the comments below!

2 Responses to “Blowing Up The Canon (Part II)”

  1. SirNolen October 7, 2020 at 2:45 pm #

    I can’t help but notice that all of those books you mentioned are modern lit. Who do schools and teachers historically have (and still have!) such a bias against genre fiction? And how can we change that?

    During my teens, I learned far more about life from reading sci-fi and fantasy (even though they were “fake worlds”) than I ever did by being required to read “Beloved” or “Joy Luck Club”.

    • albigensia October 7, 2020 at 3:03 pm #

      I think it’s because the folks who tend to be English teachers tend to like contemporary fiction. I’ve heard some teachers go with Stranger in a Strange Land. But that’s about it in genre fiction.

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