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Metropolitan State University (Home)

LIT 332 Adolescent Literatures

This course broadly surveys literature written for young adults by authors from Black, Indigenous, and People of Color (BIPOC) perspectives. We will read and discuss a wide variety of literary and media genres covering important YA topics such as coming of age, friendship, ethnic identities, racialized identities, gender and sexual identities, belonging, sports, violence, and social class. The course is recommended for students who are thinking of becoming English teachers, who are parents, or who are interested in the topics and techniques of writing for young people. Significant focus is given to issues of race and racism.

Prerequisites

4 Undergraduate credits

Effective May 8, 2006 to present

Meets graduation requirements for

Learning outcomes

General

  • Know important BIPOC authors, especially those representing Minnesota's Black, Hmong, North African, Latinx, and Ojibwe cultures.
  • Use an intersectional approach to analyze and critique how race and racism are socially constructed within works of literature for young people.
  • Analyze literary tropes and themes that address personal and institutional responsibilities, strategies, and success in identifying and dismantling racism.
  • Describe and discuss the experiences, achievements, and contributions of the many groups that shape American society and culture, particularly racialized and minoritized communities, as explored in works of adolescent literature.
  • Evaluate issues of censorship affecting young adult literature.
  • Write literary analyses of adolescent literatures, integrate literary evidence, and document sources.
  • Identify established and emerging genres, subgenres, media, technologies, and modes of adolescent literatures.

Minnesota Transfer Curriculum

Goal 6: The Humanities and Fine Arts

  • Demonstrate awareness of the scope and variety of works in the arts and humanities.
  • Understand those works as expressions of individual and human values within a historical and social context.
  • Respond critically to works in the arts and humanities.
  • Engage in the creative process or interpretive performance.
  • Articulate an informed personal reaction to works in the arts and humanities.