Dotan Schips
Adolescent Lit
Exploring Difference: How Perception Affects Identity
We have spent a great deal of class time discussing the role adolescent literature plays in adolescent identity development. To look a little bit closer at this concept, I have selected seven texts which epitomize the ways in which perception can affect identity development ---- specifically, the ways in which individuals’ perceptions of their own inherent qualities affect the ways in which they construct their identity.
The issues present in these seven texts range from issues of race, to issues of sexuality, but in each one, it is the psychological aspects of the protagonist, those specific to their struggle, and to their identity development, that are critical to this topic. Each of these texts explores the ways individuals act in accordance with the way those individuals think they are supposed to act --- a relationship between thought and identity.
1. Alexie, Sherman, and Ellen Forney. The absolutely true diary of a part-time Indian . New York: Little, Brown, 2007. Print.
This novel traces the experiences of Junior, the Native American protagonist, as he leaves his school (on the reservation), and begins to attend an all-white-school outside the boundaries of his reservation. Prior to leaving the reservation, Junior experiences immense bullying from his peers, who often refer to him as a ‘retard’ or ‘globe’ (because of a sickness at birth that resulted in a slight physical difference). When Junior transfers to Rearden, he initially experiences the same type of bullying (being the only Indian at an all-white school), but eventually makes the basketball team, dates a popular girl, and becomes a school hero.
This text is relevant to adolescent readers because it shows positive outcomes of never giving up. Many adolescents face adversity in their everyday lives, and the story of Junior proves that this can be overcome. Furthermore, the language of the text is extremely accessible, so the novel is appropriate for adolescents grades eight through twelve. Also, Sherman Alexie often uses illustrations in the novel to accompany the described thoughts and emotions of Junior. This furthers the accessibility of adolescent readers, and is likely to increase desirability for reading.
This novel is relevant to my focus group because, throughout the narrative, the reader is invited into the inner most thoughts of Junior via the illustrations. The reader can see how Junior develops from a ‘reservation-kid’ with one friend, to a popular basketball star at Rearden, all based on accepting who he is as an individual, and formulating his identity around that perception.
This book would be an excellent choice to use in an eighth or ninth grade classroom, as it highlights many of the experiences and feelings of an early-high-school-adolescent --- those themes could lead to excellent classroom discussions. Also, in terms of writing activities, this book would be an excellent way to introduce the concept of visual literacy. In doing so, you could assign various tasks that involve creating narratives that are supported by pictures.
2. "Gay Witch Hunt." Daniels, Greg. The Office. NBC. 21 Sept. 2006. Television.
This is an episode from the long-running NBC sitcom, ‘The Office’. In this episode, Michael, the boss of the office, discovers that his use of the word ‘gay’ to describe an employee, Oscar, (intended to refer to him as stupid), offended Oscar because he is in fact ‘Homosexual’. Throughout most of the episode, Oscar tries to deny his homosexuality because he does not want to be seen as ‘different’ (Informing his co-workers, at the end, that he in fact is). Michael and his assistant-to-the-regional-manager-sidekick, Dwight, then go on a “Gay Witch Hunt” in an attempt to identify all homosexuals in the office.
I think this text would appeal to adolescents for several reasons. First, it is an episode from a television series that is a large part of contemporary popular culture --- I imagine many students are already familiar with the show. Second, it is comedic. Third, this particular episode features an extremely important part of homosexual identity, which they refer to in the show as, “coming out”.
This text is significant to my focus concept because a large part of the episode is focused on Oscar’s denial of this assertion, and his eventual acceptance of this. Oscar’s denial of his homosexuality is directly representative of his perception of how his co-workers will view him if he is homosexual. Although he is not an adolescent, his admittance of this is a large part of his character development on the show. Were it real life, we would call this identity development.
I think this episode could be used in secondary classrooms to discuss anything from tolerance or ignorance, to identity development, and it would do so in a format likely to be familiar to many students, nationwide. However, if this were to be used in a classroom setting, it would be necessary for the instructor to provide backgrounds of characters so the actions of Michael and Dwight would not be misinterpreted by those unfamiliar with the series.
3. Diaz, Junot. The brief wondrous life of Oscar Wao . New York: Riverhead Books, 2007. Print.
Junot Diaz’s award winning novel traces the experiences of Oscar, a Dominican-born-American, as he struggles to find his identity. Oscar does not fit into the traditional role of a strong, Dominican male (like his cousin). Rather, he is more interested in reading and writing science fiction novels and comic books, falling in love, and simply being happy. His cousin, who represents this strong male role, is more intrigued by violence, interacting with multiple women, and assuming various other gender-related stereotypes. Oscar, because of this disconnect, is a loner, and often experiences bullying and hateful remarks from his peers. The novel culminates in Oscar’s demise while he tries to live up to these expectations, becoming the lover of a powerful Dominican leader’s wife.
This text would appeal to older adolescent readers as it deals with the acceptance/denial of gender roles, being an individual in a greater society, and very violent experiences. I think this text would be most appropriate for boys, grades eleven or higher. Also, for students familiar with science-fiction and/or comic books, the novel makes several references to super-heroes, and popular science fiction characters. In fact, Oscar often uses these to interpret the world around him.
This text is significant because of the constant inner struggle Oscar experiences. His family and peers identify the Dominican-male as a strong one, and Oscar’s initial actions and interests counteract that. However, Oscar’s perception of what it means to be a ‘Dominican-male’ causes him to act in that way, eventually leading to his death.
While I do think this is an excellent book for older adolescents to read, it might not be the most appropriate text to use in a whole-class-setting. Like Coldest Winter Ever (although not quite as severe), some of the themes and scenes might be too graphic for administrative approval. However, if you know any students (particularly males) who are avid science fiction fans, or are struggling with gender roles, I would certainly recommend this novel to them. It is an excellent read.
4. Himes, Chester B.. If he hollers let him go: a novel. New York: Thunder's Mouth Press :, 1986. Print.
This novel chronicles the experiences of Bob Jones, an African-American shipyard worker, and supervisor to an all-African-American crew. Bob has great dreams of becoming someone, doing something important or of value, but these dreams are constantly hindered by the attitudes of his predominantly white coworkers, and fellow California inhabitants. Counteractive to Bob’s sentiments, his ‘light-skinned’ girlfriend constantly reminds him to just ‘play along’, because nothing can be done about the racist attitudes of white people. Bob refuses to accept this, and lives his life as so. After being jailed for a false-rape-accusation, Bob is given the choice to either remain in jail, or enlist in the army.
Although this text is much older than the others I have chosen, it is relevant to today’s adolescent readers because it deals with themes of racism, expectations, and issues of authority (Regardless of how ignorant that authority is). I think that these are all things that adolescents today (and future adolescents) deal with. Again, I think this text would be most accessible to students grades eleven or higher.
This text is directly related to my focus concept because Bob’s identity is determined by his perception of what his majority counterpart wants him to be (although this perception is likely true). He exists in a self-contained world where he cannot achieve his dreams simply because of his skin color, and this causes Bob to act angrily, as he should. Bob’s identity is in a constant struggle between what he wants to be, and what others want him to be (or determine him to be).
This novel would be an excellent text to use in the classroom. As mentioned prior, it could be used to start discussions of racism. Specifically, it could be used as a cross-curriculum text to discuss post World War II racism. Furthermore, it could be used as evidence for persuasive essays focused on any type of civil right.
5. Johnson, Mat, Warren Pleece, and Clem Robins. Incognegro . New York: Vertigo/DC Comics, 2008. Print.
Incognegro is a graphic novel that tells the story of Zane, an undercover journalist (using the alias Incognegro, using his ‘light-skin’ to disguise as a white-male) who investigates lynchings in the south. The novel begins with Zane asking his boss for a new role in the organization --- writing columns like a regular journalist --- only to find out that his brother is scheduled to be the next victim of this inhumane practice. Then, he leaves Harlem for one more story. During his trip, he encounters several racist people, often having to agree with them to remain incognito. He also uncovers a Loretta-Velazquez/Mulan- like scandalh, loses a close friend, and saves his brother from the clutches of the Klu Klux Klan. The graphic novel is illustrated in black & white, all characters in white, which in and of itself makes a strong statement.
This text would be an excellent one to introduce to adolescents who are interested in graphic novels. Also, it would be an appealing text to adolescents because it is fast-paced, fairly short, and incredibly visually stimulating. For students who are interested in history, particularly either the Harlem Renaissance (mentioned often in the novel) or the differing ideals of the southern and northern United States (20th Century), this would be a great text to read.
This fits into my concept a little differently than the other texts. While Zane does change his identity to meet perceptions and expectations, it is willingly, and only while in disguise. However, the text makes incredible claims about the relationship between perception and identity. While the southerners perceive Zane to be white, they treat him far different than when they discover him to be African-American.
This text would be an excellent source in many different secondary settings. In an English class, it could serve as a text which could be read in a few weeks, and a model for any type of comic-style writing activities. In a History class, it could be used to discuss the aforementioned ideals of the north and south. In a film studies class, one could analyze the illustrations as they are reminiscent of early 20th century noir films --- dark, indirect views, with incredibly psychologically-driven dialogue. However, given the recent Huckleberry Finn debate, it is likely necessary for teachers to be aware of this novel’s common use of the ‘N’ word, especially during scenes that take place in the South.
6. A. Kafka, Franz, and A. L. Lloyd. Metamorphosis . New York: Vanguard Press, 1946. Print.
B. Kuper, Peter, Franz Kafka, and Kerstin Hasenpusch. The metamorphosis . New York: Crown, 2003. Print.
Originally, I chose to use the graphic novel for this bibliography, but I felt that having both would appeal to a variety of readers. The content is the same in both the graphic novel and the original publication by Kafka.
In this graphic novel/short story, Gregor, a travelling salesman, awakes one morning to find himself morphed into a ‘vermin’. The narration focuses around his attempt to hide in his room from his parents and his employer, all the while worrying about the consequences of his inability to fulfill his responsibilities.
I know we have spent a great deal of class time discussing the disconnects between canonical fiction and contemporary fiction, but I think this is a story that will remain relevant for ages to come. Although it is an older, canonical text, it is not often taught in high schools. Adolescents will find this appealing simply because of its incredibly original plot. Also, adolescents can relate to themes of dealing with responsibility, angst over disappointing family members, and the taboo topic of suicide.
This relates to my greater theme because of Gregor’s ultimate decision to kill himself. Because he cannot meet the needs of those around him, and will forever be different than he was prior to this ‘metamorphosis’, he loses the will to live. Because he cannot meet the demands of those around him, because he cannot continue to fulfill the perception of those around him, he, in fact, loses his identity.
These two texts could be used in a variety of ways in secondary classrooms. Like the prior text, the graphic novel could be used to facilitate a comic-based writing task. Either text could be used in an English or Philosophy class to discuss Existentialism. Either text could be used in a Drama classroom as a comparison to the Theatre of the Absurd (Beckett, Pinter, etc…). Because both texts are incredibly short, they could be used simultaneously to discuss the difference between reading something with visual aids and plain text. The possibilities are really endless.
7. Stefani, Gwen (1995). Different People (Recorded by: No Doubt). On Tragic Kingdom (CD). Los Angeles, CA: Interscope Records.
This song is about the importance of being open-minded to the various different people that make up our world, and how great it can be when you do this: “No one’s exactly the same / He and she, two different people / with two separate lives / Then you put the two together and get a spectacular surprise.” Gwen Stefani also goes on to say that “The most amazing thing that [she’s] seen in her time are all the different people”.
I think this text is appealing to adolescents for a few different reasons. First of all, Gwen Stefani is a pretty big pop icon, even now. Also, the lyrics are incredibly accessible, and send a good message, something I think most adolescent will value. Also, the song has a very Ska-like feel to it, as most old No Doubt music does. I think this is very appealing to adolescents because it is something you can easily dance to, or simply bob your head back and forth.
While this song is relevant to my concept, I would use this as a supplementary text alongside any of the aforementioned texts (or similar ones), not likely on its own. This song promotes individuality, and its message renders perception of identity subjective. In the classroom, this text would be an excellent introduction for a unit similar to my greater concept, and could lead to some interesting free-writes and discussions about what students think about the many different people in the world. It could lead to assessing student perception of others’ identities.
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