Open Access. Powered by Scholars. Published by Universities.®
Literature in English, Anglophone outside British Isles and North America Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Comparative Literature (1)
- Cultural History (1)
- Curriculum and Instruction (1)
- Educational Administration and Supervision (1)
- Educational Methods (1)
-
- Educational Psychology (1)
- Higher Education (1)
- Higher Education Administration (1)
- History (1)
- Literature in English, British Isles (1)
- Medieval Studies (1)
- Oral History (1)
- Other Teacher Education and Professional Development (1)
- Rhetoric and Composition (1)
- Secondary Education and Teaching (1)
- Social History (1)
- Social and Philosophical Foundations of Education (1)
- Teacher Education and Professional Development (1)
- United States History (1)
- Institution
- Publication
Articles 1 - 2 of 2
Full-Text Articles in Literature in English, Anglophone outside British Isles and North America
Interview Of Kevin J. Harty, Ph.D., Kevin J. Harty Ph.D., Meghan Skiles
Interview Of Kevin J. Harty, Ph.D., Kevin J. Harty Ph.D., Meghan Skiles
All Oral Histories
Dr. Kevin J. Harty was born in Brooklyn, New York in 1948. He grew up in Brooklyn until his family moved to Chicago when he was about twelve years old. His father worked for the telephone company, which spurred the family’s move to Chicago, and his mother stayed home and cared for the family. Dr. Harty attended high school in the suburbs of Chicago, graduating when he was fifteen and a half years old. Between high school and college, he worked for a year in a department store, and briefly considered going into the fashion industry. He attended Marquette University …
"Ok, I'M A Teacher Now:" Reading Young Adult Literature In A Teacher Education Program, Brittany Richer
"Ok, I'M A Teacher Now:" Reading Young Adult Literature In A Teacher Education Program, Brittany Richer
Honors Projects
After taking a young adult literature course as part of my Secondary Education/ English program, I felt I had gained only a limited understanding of the importance of the genre to my future career. In the class, we read several popular young adult texts, learned about their authors, identified censorship issues, and mentioned a few strategies related to the teaching of the texts. Much of the “understanding” related only to future applications in imagined classrooms, which left no room for critical reflection about what we might learn from reading the texts about ourselves as students and teachers. A sense of …