Surprising Results when Teens Read Spicy Young Adult Novels

 Surprising Results when Teens Read Spicy Young Adult Novels

In this article in Language Arts and Literacy, Gay Ivey (University of North Carolina/

Greensboro) and Peter Johnston (University of Albany) describe the battle lines on book bans

in the U.S. On one side is the fear that certain books will traumatize, radicalize, or undermine

the morals of young people in a time of increasing anxiety, loneliness, depression, and suicide.

On the other side is a passionate argument for unfettered access to ideas, student choice, and

democracy.

But in fact, say Ivey and Johnston, most young adolescents rarely read books on their

own, and if they do pick up controversial books, we know very little about how they react.

To explore these issues, Ivey and Johnston worked with several 8th-grade ELA teachers

who decided to stop assigning works of literature for their whole classes. Instead, they let

students choose from a wide range of young adult books, gave them time to read, and then led

class discussions. Over two years of observing classrooms and interviewing students, then

following up with some students for another two years, Ivey and Johnston came to the

following conclusions:

• Students, most of whom had done little or no independent reading beforehand,

“started reading like crazy – in and out of school – and their reading achievement improved.”

• Students reported that reading engaging stories about characters with complicated

lives made them more empathetic, less judgmental, more likely to understand multiple

viewpoints, and morally stronger. Students reported that they had better self-control,

friendships, and family relationships.

• The notion that teens would be distressed as they read controversial books alone was

the opposite of what happened, say Ivey and Johnston. Kids pestered teachers, family

members, and friends to read the books and talked about the characters, relationships among

them, drugs, sex, and depression. Parents said they welcomed these conversations.

• Far from emulating the unwise choices made by characters in the books, students saw

the stories as cautionary tales and scoffed at the idea that they would make such poor decisions.

“The books helped them to see the consequences of problematic decisions and language,” say

Ivey and Johnston. “The complexities of characters’ lives and the consequences of their

decisions deepened students’ moral thinking while making them grateful for their lives and

families. The books reduced their own self-absorption, diminishing personal concerns that

might otherwise overwhelm them. Bad words and disturbing scenes simply fed bigger

conversations about life and relationships.”

• “Reading and talking about personally meaningful books can provide a literal lifeline

for teens,” conclude Ivey and Johnston. “Somewhere in the arguments about whether books are

‘educationally suitable’ we’ve lost the thread of why we want students to read in the first place,

what they, and we, stand to gain in the process, and what’s at stake.”

“What Happens When Young People Actually Read ‘Disturbing’ Books” by Gay Ivey and

Peter Johnston in Language Arts and Literacy, October 31, 2023; their new book, from which

these ideas were excerpted, is Teens Choosing to Read: Fostering Social, Emotional, and

Intellectual Growth Through Books (TC Press, 2023); the authors can be reached at

mgivey@uncg.edu and pjohnston@albany.edu .

 from Marshall Memo 907

A High-School Class Debates Whether Othello Should Be Taught

“How well does our literary canon serve our society, and how does it need to be changed?” asks North Carolina teacher Anne Beatty in this English Journal article. Specifically, what about Shakespeare’s Othello? Beatty was moved to reconsider teaching the play when an African-American student said, “All I see is another angry black man.” Three years ago, Beatty decided to study the play with an honors ninth-grade class with a dual focus: the quality of the play as literature, and the issue of race. Here’s how her three-week unit proceeded. 

The first half of each class was devoted to studying the play – characters, language, motifs; the second half focused on race. “Each day,” says Beatty, “when we transition from Shakespeare (back then) to racism (right now), the room’s energy shifts into a cocktail of giddiness, relief, and apprehension.” Students are eager to talk about the issue, but hesitant to share; when they do, their personal anecdotes create a tricky dynamic. Seeing the need for ground rules, Beatty adopted Glenn Singleton’s Four Agreements: Stay engaged. Speak your truth. Experience discomfort. Expect and accept non-closure. 

After asking students to share family dynamics on race (some said it was never talked about, others that it was talked about all the time), the class discussed definitions of racism and how it was evident in the play: blatantly racist descriptions of Othello; assumptions about his magical ability to trick Desdemona into marrying him; and whether students of color can learn about racism in a play written from the oppressor’s point of view. 

Beatty then had students complete brief writing prompts on their experiences and views on race and the literary canon: first encounters with racism (there were lots of stories about hair and food); reactions to books they’d been assigned in English classes, including books about people different from them; feelings about Shakespeare; and their opinions on books in the canon and who gets to decide what belongs and what doesn’t. One student wrote, “While reading books about different stories is good, when ‘valuable’ stories (usually confusing) are pushed onto you and you are told they have a ‘greater meaning’ it lessens the experience of reading the book.” This led straight back to the question of whether Othello belongs in the canon.

Next, students read a selection of articles, including one by an African-American actor on his changing view of playing the part of Othello, another about white actors playing Othello in blackface; and watched a video about a Shakespeare production. What did you notice? asked Beatty. What surprised you? Did you disagree with anything? “As students analyze the implications of dehumanization, evil, and criminality in Shakespeare’s language describing Othello,” says Beatty, “the jump from Shakespeare in the first half of class to contemporary racism in the second begins to feel not like a jump at all.” Students do more writing in response to articles and artifacts, making observations and forming judgments. 

Finally the class returns to the essential question of the unit. “Armed with an understanding of the play and (for some more than others) an appreciation of its literary merit,” says Beatty, “students understand why people choose to teach it. If I did my job well, they glimpsed the beauty and richness of Shakespeare…Across four hundred years, Shakespeare calls out the dangers inherent in spinning a reality out of lies, grudges, and envy; he reminds us of the real, violent consequences that a false reality can bring to people’s lives. Iago has something to teach us.” 

The class’s rich discussion of race in America focuses students on the troubling narrative in the denouement of the play: an angry, violent black man killing an innocent white woman. Students read arguments for and against teaching the play and make their closing arguments in a Socratic seminar, with classmates taking notes. Finally, they write an essay in which they are asked to respond to the essential question, include some analysis of the play, and provide a synthesis of at least three other sources. 

What did students say? They came down on both sides, with some arguing for teaching the play, others saying the dangers of perpetuating racist views outweigh the literary merits and historical importance. All agreed that if the play is taught, it must be accompanied by an open discussion of race. “Most satisfying,” says Beatty, “is that students see this question as central to their lives, and their voice as worthy of weighing in. Revamping this unit reminded me of a piece of wisdom from an Advanced Placement trainer: the best questions to ask are the ones you do not know the answer to. Let’s invite our students into the asking, and let’s wrestle with these difficult questions alongside them.” 

Beatty has continued to teach this unit, incorporating one student’s suggestion to teach a contemporary book alongside Othello (she’s used The Hate U Give, The Bluest Eye, and Homegoing, as well as James Baldwin’s “My Dungeon Shook: Letter to My Nephew.” She believes a similar approach would work with other canonical works that have been challenged for their depiction of marginalized people, including Adventures of Huckleberry Finn, To Kill a Mockingbird, and Heart of Darkness.

“Challenging the Canon: Teaching Othello as a Questionable Text” by Anne Beatty in English Journal, September 2021 (Vol. 111, #1, pp. 32-39); Beatty can be reached at anne.p.beatty@gmail.com.