The role of adolescent literature in the curriculum (continued)
The role of adolescent literature has long been a debatable issue. Many researchers have sought to give their own understanding of what role it plays in the curriculum.
Jago, (2000) asserts that young adult fiction can serve as recreational books for the children as such; they may not be the best choice to study literature at schools. His argument was also on the basis that many young adult books do not employ rich language and they do not explore complex themes. There characters are usually one dimensional and are usually teenagers themselves.
Furthermore, Herz, (1996) contends that the young adult books are not suitable for students who are unmotivated and therefore unable to cope with the prescribed readings of the curriculum.
On the contrary, other researchers believe that young adult literature does hold some value in the curriculum. Moore, (1997) asserted that “the finest young adult literature deserves a place among the familiar classics in the secondary literature cannon.”
Similarly, Apple, (2000) points out that there are many young adult novels which explore themes and ideas that are worth meriting and should definitely be included in the curriculum.
Links associated with the reasons why young adult literature should be included in the curriculum:
I do agree that there is a place in the curriculum for Young Adolescent Literature. Too often our students are presented with book which they are able to identify with because the experiences described in the text are foreign or the language is too complex that it withdraws from its meaning when decoded. Thus, when students are introduced to books which captures their interest or allows them ti feel "cushioned' then reading is no longer forced but enjoyed.
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