A Re-Vision of To Kill a Mockingbird and Roll of Thunder, Hear My Cry
DOI:
https://doi.org/10.15763/issn.2376-5275.2015.1.1.125-155Abstract
In this paper the author argues for a “re-visioning” of two young adult literature texts by examine the ways in which race is constructed/deconstructed within To Kill a Mockingbird and Roll of Thunder, Hear My Cry. The piece begins by examining how the books are perceived in mass culture, then leads into an analysis of how race is (de)constructed through key scenes related to family, history and land ownership. By examining the two pieces of literature in tandem, differing ideologies become apparent. Implications for the teaching of these texts in light of these ideologies, the selective tradition, and authenticity in the selection of multicultural texts conclude this piece.References
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Anderson, N. G. (2010). To Kill a Mockingbird: Successes and myths. In D. R. Noble (Ed.), Critical insights: To Kill a Mockingbird. (pp. 21–37). Pasadena, CA: Salem Press.
Apple, M. W. (2004a) Cultural politics and the text. In S. J. Ball (Ed.), The RoutledgeFalmer reader in Sociology of Education (pp. 179-195). New York, NY: RoutledgeFalmer.
Apple, M. W. (2004b). Ideology and curriculum. New York, NY: RoutledgeFalmer.
Applebee, A. N. (1990). Book-length works taught in high school English courses. ERIC Clearinghouse on Reading and Communication Skills.
Baecker, D. L. (2010). Telling it in black and white : The importance of the Africanist presence in To Kill a Mockingbird. In D. R. Noble (Ed.), Critical insights: To Kill a Mockingbird (pp. 205–222). Pasadena, CA: Salem Press.
Barker, J. L. (2010). Racial identification and audience in Roll of Thunder, Hear My Cry and the Watsons Go to Birmingham—1963. Children's Literature in Education, 41(2), 118–145. <a href='https://doi.org/10.1007/s10583-010-9101-4'>https://doi.org/10.1007/s10583-010-9101-4</a>
Broz, W. J. (2011). Not reading: The 800-pound mockingbird in the classroom. English Journal, 100(5), 15–20
Children's Books Guide. (2012). 100 Best Children's Chapter Books of All-Time. Retrieved from <a href='http://childrensbooksguide.com/100-best-childrens-chapter-books-of-alltime'>http://childrensbooksguide.com/100-best-childrens-chapter-books-of-alltime</a>
Common Core State Standards Initiative. (2010). Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects. Washington, DC: CCSSO & National Governors Association. Retrieved from <a href='http://www.corestandards.org/assets/Appendix_B.pdf'>http://www.corestandards.org/assets/Appendix_B.pdf</a>
Common Sense Media. (2014). 50 Books All Kids Should Read Before They're 12. Retrieved from <a href='https://www.commonsensemedia.org/lists/50-books-all-kids-should-read-before-theyre-12'>https://www.commonsensemedia.org/lists/50-books-all-kids-should-read-before-theyre-12</a>
Cooperative Children's Book Center. (2010). 50 Multicultural Books Every Child Should Know. Retrieved from <a href='http://www.nea.org/grants/50-multicultural-books.html'>http://www.nea.org/grants/50-multicultural-books.html</a>
Crowe, C. (1999). Young adult literature: Atticus, David, and Raymond: Role models for YA males. The English Journal, 88(6), 119–122. <a href='https://doi.org/10.2307/822211'>https://doi.org/10.2307/822211</a>
Dillon, B. (2011). Still singing after all these years. Children's Literature, 39(1), 295–306. <a href='https://doi.org/10.1353/chl.2011.0001'>https://doi.org/10.1353/chl.2011.0001</a>
Glazier, J., & Seo, J. (2005). Multicultural literature and discussion as mirror and window? Journal of Adolescent & Adult Literacy, 48(8), 686–700. <a href='https://doi.org/10.1598/JAAL.48.8.6'>https://doi.org/10.1598/JAAL.48.8.6</a>
Harris, M. (2006). "A history not then taught in history books": (Re)writing reconstruction in historical fiction for children and young Adults. The Lion and the Unicorn, 30(1), 94–116. <a href='https://doi.org/10.1353/uni.2006.0007'>https://doi.org/10.1353/uni.2006.0007</a>
Helms, N. (2010). "Were you ever a turtle?": To Kill a Mockingbird-casting the self as the other. In D. R. Noble (Ed.), Critical insights: To kill a mockingbird. (pp. 50–67). Pasadena, CA: Salem Press.
Hovet, T., & Hovet, G. (2010). "Fine fancy gentlemen" and "yappy folk": Contending voices in To Kill a Mockingbird. In D. R. Noble (Ed.), Critical insights: To kill a mockingbird. (pp. 187–205). Pasadena, CA: Salem Press.
Jipson, J., & Paley, N. (1991). The selective tradition in teachers' choice of children's literature: Does it exist in the elementary classroom? English Education, 23(3), 148–159.
Juzwik, M. M. (2013). The ethics of teaching disturbing pasts: Reader response, historical contextualization, and rhetorical (con)textualization of Holocaust texts in English. English Education, 45(3), 284–308.
Knight, H. (2015, March 2). To Kill a Mockingbird: The first YA novel? BBC Campus. Retrieved from <a href='http://www.bbc.com/culture/story/20150302-the-first-ya-novel'>http://www.bbc.com/culture/story/20150302-the-first-ya-novel</a>
L'Engle, M. (2001). Walking on water: Reflections on faith and art. Colorado Springs, CO: Waterbrook Press.
Lacayo, R., & Grossman, L. (2010, January 6). All-TIME 100 Novels. Retrieved from <a href='http://entertainment.time.com/2005/10/16/all-time-100-novels/'>http://entertainment.time.com/2005/10/16/all-time-100-novels/</a>
Lee, H. (1960). To kill a mockingbird. New York: Warner Books, Inc.
Luke, A. (1991). Literacies as social practices. English education, 23(3), 131–147.
Martorana, C. M. (2013). Rhetorical approaches to texts: Expanding our definition of rhetoric. English Education, 45(3), 213–217.
McDowell, K. (2002). Roll of Thunder, Hear My Cry: A culturally specific, subversive concept of child agency. Children's Literature in Education, 33(3). <a href='https://doi.org/10.1023/A:1019634116385'>https://doi.org/10.1023/A:1019634116385</a>
McNair, J. C. (2010). Classic African American children's literature. The Reading Teacher, 64(2), 96–105. <a href='https://doi.org/10.1598/RT.64.2.2'>https://doi.org/10.1598/RT.64.2.2</a>
Modern Library. (1998). 100 Best Novels. Retrieved from <a href='http://www.modernlibrary.com/top-100/100-best-novels/'>http://www.modernlibrary.com/top-100/100-best-novels/</a>
Modern Library. (1998). Radcliffe's Rival 100 Best Novels List. Retrieved from <a href='http://www.modernlibrary.com/top-100/radcliffes-rival-100-best-novels-list/'>http://www.modernlibrary.com/top-100/radcliffes-rival-100-best-novels-list/</a>
Murray, J. (2010). More than one way to (Mis)read a mockingbird. The Southern Literary Journal, 43(1), 75–91. <a href='https://doi.org/10.1353/slj.2010.0008'>https://doi.org/10.1353/slj.2010.0008</a>
National Education Association. (2000). Kids' Top 100 Books. Retrieved from <a href='http://www.nea.org/grants/kids-top-100-books.html'>http://www.nea.org/grants/kids-top-100-books.html</a>
Newquist, R. (1964). Interview with Harper Lee. Counterpoint. Chicago: Rand McNally.
Nodelman, P. (2008). The hidden adult: Defining children's literature. Baltimore, MD: Johns Hopkins University Press.
National Public Radio. (2012, August 7). Your Favorites: 100 Best-Ever Teen Novels. Retrieved from <a href='http://www.npr.org/2012/08/07/157795366/your-favorites-100-best-ever-teen-novels'>http://www.npr.org/2012/08/07/157795366/your-favorites-100-best-ever-teen-novels</a>
Palumbo, A., & Sanacore, J. (2013). Serious ideas and middle school students. The Educational Forum, 77(2), 192–198. <a href='https://doi.org/10.1080/00131725.2012.760698'>https://doi.org/10.1080/00131725.2012.760698</a>
Phelps, T. (2010). The margins of Maycomb: A rereading of To Kill a Mockingbird. In D. R. Noble (Ed.), Critical insights: To kill a mockingbird (pp. 165–187). Pasadena, CA: Salem Press.
Rich, A. (1972). When we dead awaken: Writing as re-vision. College English, 34(1), 18-30. <a href='https://doi.org/10.2307/375215'>https://doi.org/10.2307/375215</a>
Ricker-Wilson, C. (1998). When the mockingbird becomes an albatross: Reading and resistance in the language arts classroom. The English Journal, 87(3). <a href='https://doi.org/10.2307/822389'>https://doi.org/10.2307/822389</a>
Saul, W., & Wallace, K. (2002). Centering the margins: White preservice teachers' responses to Roll of Thunder. Teaching Education, 13(1), 41–53. <a href='https://doi.org/10.1080/1047210120128573'>https://doi.org/10.1080/1047210120128573</a>
Silvey, A. (2004). 100 best books for children. Boston: Houghton Mifflin.
Sims, R. (1982). Shadow and substance: Afro-American experiences in contemporary children's fiction. Urbana, IL: National Council of Teachers of English.
Sims Bishop, R. (2003). Reframing the debate about cultural authenticity. In D. L. Fox & K. G. Short (Eds.), Stories Matter: The Complexity of Cultural Authenticity in Children's Literature (pp. 25–37). Urbana, IL: NCTE.
Sims Bishop, R. (2012). Reflections on the development of African American Children's Literature. Journal of Children's Literature, 38(2), 5–13. <a href='https://doi.org/10.1037/h0081733'>https://doi.org/10.1037/h0081733</a>
Taxel, J. (1991a). Reclaiming the voice of resistance: The fiction of Mildred Taylor. In L. Christian-Smith and M. W. Apple (Eds.), The politics of the textbook. London: Routledge and Kegan Paul.
Taxel, J. (1991b). Roll of thunder, hear my cry: Reflections on the aesthetics and politics of children's literature. In W. Schubert and G. Willis (Eds.). Reflections from the heart of educational inquiry: Understanding curriculum and teaching through the arts. Albany N. Y.: SUNY Press.
Taylor, M.D. (1976) Roll of thunder, hear my cry. New York: Puffin Books.
Taylor, M. D. (1985). Roll of thunder, hear my cry Newbery Medal acceptance speech. The Horn Book Magazine, 1–5.
Watkins, N., & Ostenson, J. (2015). Navigating the text selection gauntlet : Exploring factors that influence English teachers' choices. English Education, 47(3), 245–275.
Williams, R. (1977). Marxism and literature. London: Oxford University Press. <a href='https://doi.org/10.2307/2925022'>https://doi.org/10.2307/2925022</a>
Wollman-Bonilla, J. E. (1998). Outrageous viewpoints: Teachers' criteria for rejecting works of children's literature. Language Arts, 75(4), 287–295.
YALSA. (n.d.). The Ultimate YA Bookshelf. Retrieved from <a href='http://www.ala.org/yalsa/professionaltools/yabookshelf#ultimate'>http://www.ala.org/yalsa/professionaltools/yabookshelf#ultimate</a>
Anderson, N. G. (2010). To Kill a Mockingbird: Successes and myths. In D. R. Noble (Ed.), Critical insights: To Kill a Mockingbird. (pp. 21–37). Pasadena, CA: Salem Press.
Apple, M. W. (2004a) Cultural politics and the text. In S. J. Ball (Ed.), The RoutledgeFalmer reader in Sociology of Education (pp. 179-195). New York, NY: RoutledgeFalmer.
Apple, M. W. (2004b). Ideology and curriculum. New York, NY: RoutledgeFalmer.
Applebee, A. N. (1990). Book-length works taught in high school English courses. ERIC Clearinghouse on Reading and Communication Skills.
Baecker, D. L. (2010). Telling it in black and white : The importance of the Africanist presence in To Kill a Mockingbird. In D. R. Noble (Ed.), Critical insights: To Kill a Mockingbird (pp. 205–222). Pasadena, CA: Salem Press.
Barker, J. L. (2010). Racial identification and audience in Roll of Thunder, Hear My Cry and the Watsons Go to Birmingham—1963. Children's Literature in Education, 41(2), 118–145. <a href='https://doi.org/10.1007/s10583-010-9101-4'>https://doi.org/10.1007/s10583-010-9101-4</a>
Broz, W. J. (2011). Not reading: The 800-pound mockingbird in the classroom. English Journal, 100(5), 15–20
Children's Books Guide. (2012). 100 Best Children's Chapter Books of All-Time. Retrieved from <a href='http://childrensbooksguide.com/100-best-childrens-chapter-books-of-alltime'>http://childrensbooksguide.com/100-best-childrens-chapter-books-of-alltime</a>
Common Core State Standards Initiative. (2010). Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects. Washington, DC: CCSSO & National Governors Association. Retrieved from <a href='http://www.corestandards.org/assets/Appendix_B.pdf'>http://www.corestandards.org/assets/Appendix_B.pdf</a>
Common Sense Media. (2014). 50 Books All Kids Should Read Before They're 12. Retrieved from <a href='https://www.commonsensemedia.org/lists/50-books-all-kids-should-read-before-theyre-12'>https://www.commonsensemedia.org/lists/50-books-all-kids-should-read-before-theyre-12</a>
Cooperative Children's Book Center. (2010). 50 Multicultural Books Every Child Should Know. Retrieved from <a href='http://www.nea.org/grants/50-multicultural-books.html'>http://www.nea.org/grants/50-multicultural-books.html</a>
Crowe, C. (1999). Young adult literature: Atticus, David, and Raymond: Role models for YA males. The English Journal, 88(6), 119–122. <a href='https://doi.org/10.2307/822211'>https://doi.org/10.2307/822211</a>
Dillon, B. (2011). Still singing after all these years. Children's Literature, 39(1), 295–306. <a href='https://doi.org/10.1353/chl.2011.0001'>https://doi.org/10.1353/chl.2011.0001</a>
Glazier, J., & Seo, J. (2005). Multicultural literature and discussion as mirror and window? Journal of Adolescent & Adult Literacy, 48(8), 686–700. <a href='https://doi.org/10.1598/JAAL.48.8.6'>https://doi.org/10.1598/JAAL.48.8.6</a>
Harris, M. (2006). "A history not then taught in history books": (Re)writing reconstruction in historical fiction for children and young Adults. The Lion and the Unicorn, 30(1), 94–116. <a href='https://doi.org/10.1353/uni.2006.0007'>https://doi.org/10.1353/uni.2006.0007</a>
Helms, N. (2010). "Were you ever a turtle?": To Kill a Mockingbird-casting the self as the other. In D. R. Noble (Ed.), Critical insights: To kill a mockingbird. (pp. 50–67). Pasadena, CA: Salem Press.
Hovet, T., & Hovet, G. (2010). "Fine fancy gentlemen" and "yappy folk": Contending voices in To Kill a Mockingbird. In D. R. Noble (Ed.), Critical insights: To kill a mockingbird. (pp. 187–205). Pasadena, CA: Salem Press.
Jipson, J., & Paley, N. (1991). The selective tradition in teachers' choice of children's literature: Does it exist in the elementary classroom? English Education, 23(3), 148–159.
Juzwik, M. M. (2013). The ethics of teaching disturbing pasts: Reader response, historical contextualization, and rhetorical (con)textualization of Holocaust texts in English. English Education, 45(3), 284–308.
Knight, H. (2015, March 2). To Kill a Mockingbird: The first YA novel? BBC Campus. Retrieved from <a href='http://www.bbc.com/culture/story/20150302-the-first-ya-novel'>http://www.bbc.com/culture/story/20150302-the-first-ya-novel</a>
L'Engle, M. (2001). Walking on water: Reflections on faith and art. Colorado Springs, CO: Waterbrook Press.
Lacayo, R., & Grossman, L. (2010, January 6). All-TIME 100 Novels. Retrieved from <a href='http://entertainment.time.com/2005/10/16/all-time-100-novels/'>http://entertainment.time.com/2005/10/16/all-time-100-novels/</a>
Lee, H. (1960). To kill a mockingbird. New York: Warner Books, Inc.
Luke, A. (1991). Literacies as social practices. English education, 23(3), 131–147.
Martorana, C. M. (2013). Rhetorical approaches to texts: Expanding our definition of rhetoric. English Education, 45(3), 213–217.
McDowell, K. (2002). Roll of Thunder, Hear My Cry: A culturally specific, subversive concept of child agency. Children's Literature in Education, 33(3). <a href='https://doi.org/10.1023/A:1019634116385'>https://doi.org/10.1023/A:1019634116385</a>
McNair, J. C. (2010). Classic African American children's literature. The Reading Teacher, 64(2), 96–105. <a href='https://doi.org/10.1598/RT.64.2.2'>https://doi.org/10.1598/RT.64.2.2</a>
Modern Library. (1998). 100 Best Novels. Retrieved from <a href='http://www.modernlibrary.com/top-100/100-best-novels/'>http://www.modernlibrary.com/top-100/100-best-novels/</a>
Modern Library. (1998). Radcliffe's Rival 100 Best Novels List. Retrieved from <a href='http://www.modernlibrary.com/top-100/radcliffes-rival-100-best-novels-list/'>http://www.modernlibrary.com/top-100/radcliffes-rival-100-best-novels-list/</a>
Murray, J. (2010). More than one way to (Mis)read a mockingbird. The Southern Literary Journal, 43(1), 75–91. <a href='https://doi.org/10.1353/slj.2010.0008'>https://doi.org/10.1353/slj.2010.0008</a>
National Education Association. (2000). Kids' Top 100 Books. Retrieved from <a href='http://www.nea.org/grants/kids-top-100-books.html'>http://www.nea.org/grants/kids-top-100-books.html</a>
Newquist, R. (1964). Interview with Harper Lee. Counterpoint. Chicago: Rand McNally.
Nodelman, P. (2008). The hidden adult: Defining children's literature. Baltimore, MD: Johns Hopkins University Press.
National Public Radio. (2012, August 7). Your Favorites: 100 Best-Ever Teen Novels. Retrieved from <a href='http://www.npr.org/2012/08/07/157795366/your-favorites-100-best-ever-teen-novels'>http://www.npr.org/2012/08/07/157795366/your-favorites-100-best-ever-teen-novels</a>
Palumbo, A., & Sanacore, J. (2013). Serious ideas and middle school students. The Educational Forum, 77(2), 192–198. <a href='https://doi.org/10.1080/00131725.2012.760698'>https://doi.org/10.1080/00131725.2012.760698</a>
Phelps, T. (2010). The margins of Maycomb: A rereading of To Kill a Mockingbird. In D. R. Noble (Ed.), Critical insights: To kill a mockingbird (pp. 165–187). Pasadena, CA: Salem Press.
Rich, A. (1972). When we dead awaken: Writing as re-vision. College English, 34(1), 18-30. <a href='https://doi.org/10.2307/375215'>https://doi.org/10.2307/375215</a>
Ricker-Wilson, C. (1998). When the mockingbird becomes an albatross: Reading and resistance in the language arts classroom. The English Journal, 87(3). <a href='https://doi.org/10.2307/822389'>https://doi.org/10.2307/822389</a>
Saul, W., & Wallace, K. (2002). Centering the margins: White preservice teachers' responses to Roll of Thunder. Teaching Education, 13(1), 41–53. <a href='https://doi.org/10.1080/1047210120128573'>https://doi.org/10.1080/1047210120128573</a>
Silvey, A. (2004). 100 best books for children. Boston: Houghton Mifflin.
Sims, R. (1982). Shadow and substance: Afro-American experiences in contemporary children's fiction. Urbana, IL: National Council of Teachers of English.
Sims Bishop, R. (2003). Reframing the debate about cultural authenticity. In D. L. Fox & K. G. Short (Eds.), Stories Matter: The Complexity of Cultural Authenticity in Children's Literature (pp. 25–37). Urbana, IL: NCTE.
Sims Bishop, R. (2012). Reflections on the development of African American Children's Literature. Journal of Children's Literature, 38(2), 5–13. <a href='https://doi.org/10.1037/h0081733'>https://doi.org/10.1037/h0081733</a>
Taxel, J. (1991a). Reclaiming the voice of resistance: The fiction of Mildred Taylor. In L. Christian-Smith and M. W. Apple (Eds.), The politics of the textbook. London: Routledge and Kegan Paul.
Taxel, J. (1991b). Roll of thunder, hear my cry: Reflections on the aesthetics and politics of children's literature. In W. Schubert and G. Willis (Eds.). Reflections from the heart of educational inquiry: Understanding curriculum and teaching through the arts. Albany N. Y.: SUNY Press.
Taylor, M.D. (1976) Roll of thunder, hear my cry. New York: Puffin Books.
Taylor, M. D. (1985). Roll of thunder, hear my cry Newbery Medal acceptance speech. The Horn Book Magazine, 1–5.
Watkins, N., & Ostenson, J. (2015). Navigating the text selection gauntlet : Exploring factors that influence English teachers' choices. English Education, 47(3), 245–275.
Williams, R. (1977). Marxism and literature. London: Oxford University Press. <a href='https://doi.org/10.2307/2925022'>https://doi.org/10.2307/2925022</a>
Wollman-Bonilla, J. E. (1998). Outrageous viewpoints: Teachers' criteria for rejecting works of children's literature. Language Arts, 75(4), 287–295.
YALSA. (n.d.). The Ultimate YA Bookshelf. Retrieved from <a href='http://www.ala.org/yalsa/professionaltools/yabookshelf#ultimate'>http://www.ala.org/yalsa/professionaltools/yabookshelf#ultimate</a>
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Published
2015-05-31
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Critical Studies
