In the last decade alone, the world has changed in seismic ways as marriage equality has been ruled on by the supreme court, social justice issues such as #metoo and BlackLivesMatter have arisen, and issues of immigration and deportation have come to the forefront of politics across the globe. Thus, there is a need for an updated text that shares strategies for combining canonical and young adult literature that reflects the changes society has – and continues to - experience. The purpose of our collection is to offer secondary (6-12) teachers engaging ideas and approaches for pairing young adult and canonical novels to provide unique examinations of topics that teaching either text in isolation could not afford. Our collection does not center canonical texts and most chapters show how both texts complement each other rather than the young adult text being only an extension of the canonical. Within each volume, the chapters are organized chronologically according to the publication date of the canonical text. The pairings offered in this collection allow for comparisons in some cases, for extensions in others, and for critique in all. Volume 2 covers The Canterbury Tales (1392) through Fallen Angels (1988).
Paula Greathouse is associate professor of secondary English Education at Tennessee Tech where she teaches English methods, literacy, and young adult literature courses. She was a secondary English and Reading teacher for sixteen years.
Victor Malo-Juvera is a former middle school teacher and current associate professor of English Education at the University of North Carolina Wilmington where he teaches courses in young adult literature and multicultural young adult literature.
Victor Malo-Juvera and Paula Greathouse
Feral Youth, The Canterbury Tales, and the Power of Stories
Exploring Feminist Themes in Jane Eyre and Dark Companion
Amber Spears and Ciara Pittman
Governed by Rules: Possibilities and Consequences in Wuthering Heights and The Hate U Give
Michael Macaluso and Kati Macaluso
“I wish I weren’t so high”: Substance abuse and addiction in We Were Liars and The Great
Justice Served? Teaching Native Son and Allegedly
They’re Still Watching: 1984, Little Brother, and the Staying Power of the Techno-Dystopia
Sarah Burriss and Melanie Hundley
Identifying and Interrogating Toxic Masculinity in Lord of Flies and The Chocolate War
Katy Corvino, Anna Consalvo, and Natalie Chase
Fallen Angels and The Things They Carried: Bringing the Vietnam War to Light
ABOUT THE EDITORS
ABOUT THE CONTRIBUTORS
INDEX OF YA AND CANONICAL TEXTS
This book is an essential resource for English teachers who want to use BOTH young adult literature and canonical texts in their classrooms without sacrificing either. The world has changed dramatically since my last edition of Adolescent Literature as a Complement to the Classics was published in 1993 and Greathouse and Malo-Juvera provide a timely update that reflects current issues and features recently published young adult titles. Young Adult and Canonical Literature: Pairing and Teaching provides practical methods for teaching, in chapters written by the new vanguard of educators in the field of young adult literature. This is a must have book.
Greathouse and Malo-Juvera’s edited volumes of Young Adult and Canonical Literature: Pairing and Teaching, artfully assembles an array of essays presenting a dynamic collection of texts, old and new, in dialogue, which will prove stimulating for both teachers and students. It will be a wonderful resource for decades to come. The book takes a commonsensical approach and avoids being unnecessarily trendy or replete with jargon, which adds up to a refreshing look at canonical texts with an appreciation for enduring themes in more contemporary literature.
The debate is over. If you are not pairing YA with the classic you are missing the opportunity to connect Tiffany D. Jackson to James Baldwin, Walter Dean Myers to Tim O’Brien, and Angie Thomas to Emily Brontë. Greathouse and Malo-Juvera have done it again, by collecting chapter authors who provide guidance for those who might still be resisting this pedagogical opportunity.