Doctors, Drugs, and Danger

Disentangling Discourses of Adolescence/ts in Dreamland (original version) and Dreamland (young adult adaptation) with Critical Comparative Content Analysis

Authors

  • MARK A. SULZER University of Cincinnati
  • LAUREN M. COLLEY University of Cincinnati
  • MICHAEL C. HELLMANN University of Cincinnati
  • TOM LIAM LYNCH The Center for New York City Affairs: The New School

DOI:

https://doi.org/10.15763/issn.2376-5275.2021.5.1.1-40

Keywords:

young adult literature, youth adaptation, critical comparative content analysis, critical discourse analysis, implied reader, adolescence

Abstract

 

Scholarship on young adult (YA) literature has long attended to the interrelationship of power, ideology, and narrative. Drawing on this scholarship, we examined a nonfiction text about the opiate epidemic. Using critical comparative content analysis (CCCA), our study examined differences in Dreamland (the original version) and Dreamland (the young adult adaptation) to better understand the changing nature of textual representation when youth become the imagined audience. We found that in the youth adaptation of Dreamland, the implied youth reader is (a) provided less information about the opiate epidemic, which is also delivered in a simpler structure; (b) kept at a greater rhetorical distance from people who might be deemed unsavory, and (c) given a more optimistic view of the opiate epidemic in terms of progress achieved rather than action needed. The youth adaptation of Dreamland, therefore, positions youth as needing simplicity, protection, and a sense of optimism. Our analysis demonstrates how the implied youth reader is a textual byproduct of discourses of adolescence/ts. As youth adaptations continue their prominence in the YA marketplace, scholars and teachers should critically engage how youth are positioned as readers and thinkers by the YA publishing industry. Next steps involve additional studies that focus on the implied (youth) reader through CCCA and studies that involve middle and secondary education students, the real readers of these texts. This study is supplemented by an interview with Sam Quinones, the author of the original version of Dreamland

Author Biographies

MARK A. SULZER, University of Cincinnati

MARK A. SULZER is an Assistant Professor in the areas of Secondary English Education and Literacy & Second Language Studies at the University of Cincinnati. Previous to joining the faculty at the University of Cincinnati, he worked as a high school English language arts teacher and drum line instructor. His research and teaching focus on young adult literature, secondary English teaching methods, digital literacies, dialogic pedagogies, and phenomenology. 

LAUREN M. COLLEY, University of Cincinnati

LAUREN M. COLLEY is an educator, researcher, and mother to three equally amazing, demanding, and unique children. She is currently an Assistant Professor in Integrated Social Studies Education at the University of Cincinnati where her research focuses primarily on how students and teachers use and think about gender and feminism in the social studies curriculum and classroom. Before coming to UC, she worked as an Assistant Professor of Secondary Social Sciences Education at the University of Alabama from 2015-2019 and taught high school social studies in Central Kentucky. 

MICHAEL C. HELLMANN, University of Cincinnati

MICHAEL C. HELLMANN is a doctoral student in the Educational Studies Program at the University of Cincinnati. He studies curriculum and instruction through the lens of teacher agency and teaches middle school English in Kentucky. 

TOM LIAM LYNCH, The Center for New York City Affairs: The New School

TOM LIAM LYNCH is Director of Education Policy at The Center for New York City Affairs at The New School and Editor-in-Chief of the website InsideSchools. A former educational technology professor, English teacher, and school district official for the New York City Department of Education, Lynch has written dozens of articles and presented the world over on educational technologies, online learning, school reform, new literacies, and K-12 computer science. 

References

LITERATURE REFERENCES

Quinones, S. (2015). Dreamland: The true tale of America's opiate epidemic. New York, NY: Bloomsbury Publishing.

Quinones, S. (2019). Dreamland: The true tale of America's opiate epidemic (a young adult adaptation). New York, NY: Bloomsbury YA.

ACADEMIC REFERENCES

An, S. (2021). Teaching difficult knowledge of the Korean War through international children's literature. Social Studies and the Young Learner, 33(3), 24-32.

Barton, K. C. (1996). Narrative simplifications in elementary children's historical un- derstanding. In J. Brophy (Ed.), Advances in research on teaching, Vol. 6 (pp. 51-83). JAIPress.

Barton, K. C., & Levstik, L. S. (1996). "Back when God was around and everything": The development of children's understanding of historical time. American Educational Research Journal, 33(2), 419-454. https://doi.org/10.3102/00028312033002419

Barton, K. C. (2001). A sociocultural perspective on children's understandings of historical change: Comparative findings from Northern Ireland and the United States. American Educational Research Journal, 38(4), 881-913. https://doi.org/10.3102/00028312038004881

Barton, K. C. & McCully, A. W. (2012): Trying to "see things differently": Northern Ireland students' struggle to understand alternative historical perspectives. Theory & Research in Social Education, 40(4), 371-408. https://doi.org/10.1080/00933104.2012.710928

Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Lawrence Erlbaum. https://doi.org/10.4324/9781410610508

Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Perspectives, 6(3), ix-xi.

Borsheim-Black, C. (2015). Reading pop culture and young adult literature through the youth lens. English Journal, 104(3), 29-34.

Brooks, W. M., & McNair, J. C. (Eds.). (2008). Embracing, evaluating, and examining African American children's and young adult literature. Lanham, MD: Scarecrow Press.

Cadden, M. (2021). At Arm's Length: A Rhetoric of Character in Children's and Young Adult Literature. University Press of Mississippi. https://doi.org/10.2307/j.ctv1s5nx9k

Chandler, P., & Branscombe, A. (2015). White social studies: Protecting the white racial code. In P. Chandler (Ed.), Doing race in social studies: Critical perspectives (pp. 61-87). Charlotte, NC: Information Age Publishing.

Colley, L. M. (2015). "Taking the stairs" to break the ceiling: Understanding students' conceptions of the intersections of historical agency, gender equality, and action [Doctoral dissertation, University of Kentucky]. UKnowledge.

Colley, L. M. (2017). Judging on their looks: Understanding pre-service social studies teachers' conceptions of historical agency and gender. Journal of Social Studies Research, 41(2), 155-166. https://doi.org/10.1016/j.jssr.2016.08.002

Colman, P. (2007). A new way to look at literature: A visual model for analyzing fiction and nonfiction texts. Language Arts, 84(3), 257-268.

CPJ. (2020, April 16). The Trump Administration and the Media. Committee to Protect Journalists. https://cpj.org/reports/2020/04/trump-media-attacks-credibility-leaks/

den Heyer, K. (2003). Between every "now" and "then": A role for the study of historical agency in history and citizenship education. Theory and Research in Social Education, 31(4), 411-434. https://doi.org/10.1080/00933104.2003.10473232

Endacott, J. L., & Brooks, S. B. (2013). An updated theoretical and practical model for promoting historical empathy. Social Studies Research and Practice, 8(1), 41-58.

Epstein, T. (1997). Sociocultural approaches to young people's historical understanding. Social Education, 61(1), 28-31.

Garcia, A. (2013). Critical foundations in young adult literature: Challenging genres (Vol. 4). Rotterdam, The Netherlands: Sense Publishers. https://doi.org/10.1007/978-94-6209-398-0

Glenn, W. J., & Caasi, E. (2021). Gendered assumptions in the framing of fitness in sports nonfiction for young adult readers. Children's Literature in Education. Advanced online publication. https://doi.org/10.1007/s10583-020-09432-7

Groenke, S. L., Haddix, M., Glenn, W. J., Kirkland, D. E., Price-Dennis, D., & Coleman-King, C. (2015). Disrupting and dismantling the dominant vision of youth of color. English Journal, 104(3), 35-40.

Hill, C. (Ed.). (2014). The critical merits of young adult literature: Coming of age. New York, NY: Routledge. https://doi.org/10.4324/9780203527283

Johnson, H., Mathis, J., & Short, K. G. (Eds.). (2017). Critical content analysis of children's and young adult literature: Reframing perspective. New York, NY: Routledge. https://doi.org/10.4324/9781315651927

Kett, J. F. (1977). Rites of passage: Adolescence in America, 1790 to the present. New York, NY: Basic Books.

Kiefer, B., & Wilson, M. I. (2011). Nonfiction literature for children: Old assumptions and new directions. In S. A. Wolf, K. Coats, P. Enciso, & C. A. Jenkins (Eds.), Handbook of research on children's and young adult literature (pp. 302-313). New York, NY: Routledge.

King, L. (2020). Black history is not American history: Toward a framework of Black consciousness. Social Education, 84(6), 335-341.

Krippendorff, K. (2013). Content analysis: An introduction. Thousand Oaks, CA: SAGE.

Lesko, N. (2012). Act your age!: A cultural construction of adolescence. New York, NY: Routledge. https://doi.org/10.4324/9780203121580

Lesko, N., Simmons, J., & Uva, J. (2020). Alternative conceptions of adolescence as a basis for curriculum. In Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1129

Loewen, J. W. (2007). Lies my teacher told me: Everything your American history textbook got wrong. The New Press.

Loewen, J.W. (2018). Teaching what really happened: How to avoid the tyranny of textbooks and get students excited about doing history. Teachers College Press.

Lynch, T. L. (2019). Electrical evocations: Computer science, the teaching of literature, and the future of English education. English Education, 52(1), 15-37.

McCallum, R. (1999). Ideologies of identity in adolescent fiction: The dialogic construction of subjectivity. New York, NY: Routledge.

McCallum, R., & Stephens, J. (2011). Ideology and children's books. In S. A. Wolf, K. Coats, P. Enciso, & C. A. Jenkins (Eds.), Handbook of research on children's and young adult literature (pp. 359-371). New York, NY: Routledge.

Nikolajeva, M. (2002). The rhetoric of character in children's literature. Scarecrow Press.

Nodelman, P. (2008). The hidden adult: Defining children's literature. Baltimore, MD: The Johns Hopkins University Press.

Palladino, G. (1996). Teenagers: an American history. Westview Press.

Petrone, R., Sarigianides, S. T., & Lewis, M. A. (2015). The youth lens: Analyzing adolescence/ts in literary texts. Journal of Literacy Research, 46(4), 506-533. https://doi.org/10.1177/1086296X15568926

Rogers, R. (2011). An introduction to critical discourse analysis in education (2nd ed.). New York, NY: Routledge. https://doi.org/10.4324/9780203836149

Sanders, J. (2016). Adaptation and appropriation. New York, NY: Routledge. https://doi.org/10.4324/9781315737942

Sarigianides, S. T. (2012). Tensions in teaching adolescence/ts: Analyzing resistances in a young adult literature course. Journal of Adolescent & Adult Literacy, 56(3), 222-230. https://doi.org/10.1002/JAAL.00131

Sarigianides, S. T. (2019). Performative youth: The literacy possibilities of de-essentializing adolescence. English Education, 51(4), 376-403.

Sarigianides, S. T., Petrone, R., & Lewis, M. A. (2017). Rethinking the "adolescent" in adolescent literacy. Urbana, IL: National Council of Teachers of English.

Seixas, P. (1993). Historical understanding among adolescents in a multicultural setting. Curriculum Inquiry, 23(3), 301-327. https://doi.org/10.1080/03626784.1993.11076127

Seixas, P. (1996). Conceptualizing the growth of historical understanding. In D.R. Olsen & N. Torrance (Eds.), The handbook of education and human development: New models of learning, teaching and schooling (pp. 765-783). Blackwell Publishing.

Sims (Bishop), R. (1982). Shadow and substance: Afro-American experience in contemporary children's fiction. Urbana, IL: National Council of Teachers of English.

Sukarieh, M., & Tannock, S. (2015). Youth rising?: The politics of youth in the global economy. New York, NY: Routledge. https://doi.org/10.4324/9781315884660

Sulzer, M. A. (2021). Two versions of Notorious RBG, two representations of Ruth Bader Ginsburg: How are they different and why does that matter? Annals of Social Studies Education Research for Teachers, 2(2), 26-33. https://doi.org/10.29173/assert22

Sulzer, M. A. (2020). Border crossing from literature to young adult literature: A critical comparative content analysis of Enrique's Journey (original version) and Enrique's Journey (adapted for youth). The ALAN Review, 47(2), 12-24.

Sulzer, M. A., Thein, A. H., & Schmidt, R. R. (2018). What is adapted in youth adaptations?: A critical comparative content analysis of military memoirs repackaged as young adult literature. Journal of Language & Literacy Education, 14(1), 1-27.

Sulzer, M. A., & Thein, A. H. (2016). Reconsidering the hypothetical adolescent in evaluating and teaching young adult literature. Journal of Adolescent & Adult Literacy, 60(2), 163-171. https://doi.org/10.1002/jaal.556

Taxel, J. (2011). The economics of children's book publishing in the 21st century. In S. A. Wolf, K. Coats, P. Enciso, & C. A. Jenkins (Eds.), Handbook of research on children's and young adult literature (pp. 479-494). New York, NY: Routledge.

Thein, A. H., & Sulzer, M. A. (2015). Illuminating discourses of youth through the study of first-person narration in young adult literature. English Journal, 104(3), 47-53.

Thein, A. H., Sulzer, M. A., & Schmidt, R. R. (2013). Evaluating the democratic merit of young adult literature: Lessons from two versions of Wes Moore's memoir. English Journal, 103(2), 57-64.

Thein, A. H., Sulzer, M. A., & Schmidt, R. R. (2019). Critical comparative content analysis: Examining race, politics, and violence in two versions of I am Malala. In Ginsberg, R., & Glenn, W. (Eds.), Engaging critically with multicultural literature in the secondary classroom (pp. 153-161). New York, NY: Routledge. https://doi.org/10.4324/9780429053191-16

Toliver, S. R. (2020). "I desperately need visions of Black people thriving": Emancipating the fantastic with Black women's worlds. Journal of Adolescent & Adult Literacy, 64(3), 323-332. https://doi.org/10.1002/jaal.1112

Trites, R. S. (2000). Disturbing the universe: Power and repression in adolescent literature. Iowa City, IA: University of Iowa Press.

TrueTalesVideo. (2019, August 14). Teaching Dreamland - Kimber Lybbert [Video]. YouTube. https://www.youtube.com/watch?v=soG9FetX-Mo

Waller, A. (2009). Constructing adolescence in fantastic realism. New York, NY: Routledge. https://doi.org/10.4324/9780203894132

Downloads

Published

2022-04-06 — Updated on 2022-04-06

Versions