Blog 3 Dyer's YA Battle Cry

Dyer’s YA Battle Cry

The debate about whether texts outside of the classic canon should be taught inside the classroom is not a new dispute in the academic community. Controversy about content and material has been roiling in the political background of education since educational reform began. The recent rise of substantial Young Adult (YA) literature did not start the argument, it only revived and refreshed the decades-old argument. Sarah Dyer’s essay, “Read This, Not That: Why and How I ’ll Use Young Adult Literature in My Classroom” Sarah Dyer’s piece presents the argument for teaching YA literature in the classroom, and while she is effective in addressing some dissenting opinions, this essay will probably be effective to those teachers and parents that are already maintain positive biases toward YA literature.

For a teachers and parents who want to see more textual diversity in the classroom, Dyer’s piece will resonate with them as a battle cry for YA literature. There is no denying that some people come to the YA literature debate table with preconceived ideas and loyalties. Dyer’s piece speaks to those people whose loyalties lie in admitting YA literature into the classroom. Dyer begins her piece by quoting the Virginia English journal, stating that the ideas and devices taught through the classical canon are also present in YA literature (33). What is most pointed in this approach is the the state of Virginia is known for being amongst the most vocal in speaking for the classic canon and against common core education and against teaching texts that are not approved by their board of education. In citing a vocal opposer of evolutionary English canon, Dyer demonstrates to the reader that YA literature is not any less important than the classic canon. Dyer goes on to exemplify how YA literature will assist in bringing more diversity than the classics can. She argues that “most classic texts were written from a white, male, Christian, heteronormative viewpoint” (34) whereas YA literature incorporates a multitude of ethnic viewpoints as well as LGBT viewpoints. In a current political climate where words like diversity and global knowledge are the new buzzwords, Dyer’s argument is appealing and makes sense.

Parents and teachers who wish to instill in students a sense of joy about reading will also see in Dyer’s article a point around which to gather. Dyer argues that students struggle with the classic canon not only because of the dense reading level, but because the plot is slow and the drama is sometimes non-existent. Dyer believes that YA literature can hook a disengaged reader because it contains the “characteristics of fiction that appeal to kids who don’t typically enjoy reading: short books, fast-paced and action-filled plots, adolescent characters, and language that sounds ‘normal’ rather than flowery” (36). According to Dyer, books like The Hunger Games use dystopian societies to present readers with difficult questions about humanity while utilizing “fast-paced and action-filled plots” that will ultimately create students who desire to read outside of the classroom. By using The Hunger Games as an example, however, Dyer is speaking only to a certain genre of people who can understand what she is talking about. Teachers and parents that keep up with YA literature will probably know about Suzanne Collins’ grossly popular series, but not everyone may be familiar with the series, and those readers may get lost or turned off by this portion of Dyer’s argument.

Dyer’s piece appeals to an audience who already has knowledge of and positive biases toward YA literature. Though her article contains valid points that effectively support the incorporation of YA literature into the classroom, very conservative adults, and specifically those with prejudices toward the LGBT community and religious or ethnic groups will not be persuaded by Dyer’s argument. Dyer’s article works to support those teachers and parents who are already trying to validate YA literature, it does not work to persuade those that may be in the middle or on the opposing side.

Works Cited

Dyer, Sarah.  “Read This, Not That: Why and How I ’ll Use Young Adult Literature in My Classroom.” The Virginia English Journal 64. 1 (Spring/Summer 2014). 33-43. Web.