Date of Award
Master of Science (MS)
Educational Administration and Supervision
Dr. Carol Lloyd
The purpose of this study was to encourage and examine seventh grade students' aesthetic responses to literature that focus on issues of power and oppression. Transactional theory and critical literacy combined in the forms of written response and literature discussions. Data were students' response log entries, transcripts of literature circle discussions, and notes from debriefing sessions. Results revealed 1) the majority of students' response log entries were written from the aesthetic stance; 2) students responded to oppressed characters' situations by supporting or encouraging acceptance, passive resistance, active resistance, or adult assistance; 3) students described oppressed characters as subjects (as opposed to objects) more frequently at the end of stories, once the characters began to resist their oppression; 3) students criticized oppressive institutions more than oppressive people; and 4)students' written responses after participating in literature circle discussions did not include reflection or extension of what was discussed in the group.
Barr, Kasey L., "Developing critical literacy with seventh graders." (2001). Student Work. 2700.