Publication Date

2021

Abstract

Because texts often reflect the culture and values of a society and can either disrupt or reinforce stereotypes, it is imperative that faculty and their students alike participate in critical analysis and reflection of the literature and texts used in their classrooms. Critical reflection can reveal whose voices are privileged and whose voices are left out of the literature. In this paper, the authors discuss how faculty and students can use a reflective tool--the Quality Literature Quadrant (QLQ), as a means to examine stereotypes in literature and texts.

Author Biography

Dr. Emily Zuccaro is an assistant professor of literacy education in the Department of Curriculum and Instruction at Eastern Kentucky University. She taught second and third grade in Texas and Mexico, and her teaching and research interests center around language learning and providing equitable classrooms for English Language Learners.

Dr. Sonja Yow is an assistant professor in the Department of Curriculum and Instruction at Eastern Kentucky University. She is a National Board certified teacher with 22 years of teaching experience at K-12 and university levels. She continuously strives to improve her teaching practices and student learning outcomes.

Dr. Ricky Mullins is an assistant professor of social studies education at Eastern Kentucky University. He has experience in social studies, special education, and school administration. His scholarly focus is a direct result of these experiences; therefore, his work coalesces around the topics of Dewey, Disability, and Democratic Education.

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Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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The Quality Literature Quadrant (QLQ): A Reflective Tool for Examining Stereotypes in Texts

Because texts often reflect the culture and values of a society and can either disrupt or reinforce stereotypes, it is imperative that faculty and their students alike participate in critical analysis and reflection of the literature and texts used in their classrooms. Critical reflection can reveal whose voices are privileged and whose voices are left out of the literature. In this paper, the authors discuss how faculty and students can use a reflective tool--the Quality Literature Quadrant (QLQ), as a means to examine stereotypes in literature and texts.