Presentation Proposal - Representation Matters Literature

Representat ion Matters Literature Course Proposal at St. Edward’s University Caitlyn Butterworth, Kendall Shaw, Lilli Hime, Princesleah Aguilera

Introduction We want to present the course, “Representation Matters Literature,� to teach college students about the ways diversity in literature within different age groups affects how children and young adults view themselves and others within underrepresented communities.

Background Original Wicked Problem: Lack of Diversity in Children’s Publishing Curriculum available to, but not limited to ● ENGL, WRIT, and Education majors In response to: ● Gaps in common student’s literature canon ● Lack of representation in literature of diverse communities and their challenges; erasure

Background (cont.)

Associated Term: Addressed with the results for the demand for this course.

Campus: Austin, TX Schedule Type: Undergraduate Instructional Method: Class Section Number: Subject: English Literature Course Number: Title: Representation Matters Literature Credit Hours: 3 Grade Mode: S

Course Objectives Focus on diverse literature with a social justice perspective to the WRIT, ENGL, and EDUC departments. Bolstering rhetorical, literary, and mission-based thinking of our students.

In this course, students will: ● ●

Learn about different minority communities and their issues gain the skills to rhetorically analyze how these groups create their own representation and integrate themselves into society through stories

By the end of the course, students will be able to: ●

use the rhetorical strategies they’ve learned to approach education about and discussion of marginalized communities.

Long term goal: inspire different courses that splinter off, highlighting and delving deeper into each minority group. The success of this proposed course would serve to gauge student interest and interdisciplinary success within the separate WRIT, ENGL, and EDUC tracks.

Methodology General Course Description: ● Curriculum and syllabus plan based upon class discussions, short weekly responses, longer written responses after each underrepresented group covered, and a final project covering the entirety of the semester coursework. ● Possible assignments, an outline of the syllabus, and a course schedule are listed below.

Service Learning Component: ● Service learning component that requires volunteer hours within relevant social justice organizations to receive a one-hour internship credit.

Assignment Examples Class Discussions ● Post 3 observations about each text with 100-150 word responses on Canvas Written Responses ● Casual written responses per book (approx. 300-500 words) ● Final Essays at the end of each section discussing how the three texts worked as a collective, themes of literary and rhetorical devices, and how proximity with that community was created

Assignment Examples Final Project - Curriculum Planning â—? Students curate their own 3-set book collection based on chosen issue â—? Summarize key points of theoretical books for collection including rhetorical and literary devices, goals of texts, target age range, and representation of that community

Organizations for service component Out Youth (https://www.outyouth.org/volunteer) â—? This organization has a lot of both ongoing and scheduled volunteer opportunities including set up/tear down of events, providing help for the #AustinOutProud community engagement series, and other miscellaneous activities.

George Washington Carver Museum, Cultural, and Genealogy Center (http://www.austintexas.gov/carvermuseum/volunteer) â—? Offers group as well as individual volunteer opportunities for both special events and ongoing service.

Organizations for service component (cont.)

Austin Child Guidance Center ( https://www.austinchildguidance.org/community/volunt eers.html ) ● This organization provides mental health services to children. Volunteer opportunities include helping to cultivate their Healing Garden and working events that they sponsor, such as the annual Austin Originals benefit concert.

Texas Teen Book Festival ( https://texasteenbookfestival.org/volunteer/) ● The Texas Teen Book Festival, historically located at St. Edward’s, has volunteer opportunities for their annual

Measurement ● Course evaluations ● Mid-semester survey ● Add/drop rates comparing to other new courses

We believe it would be most optimal to observe course success by offering “Representation Matters Literature” a minimum of two semesters.

Measurement Lee & Low Books published “The Open Book Blog” to address the lack of diversity in the publishing industry. The blog showcases pie charts representing diversity in the industry overall at executive, editorial, sales, marketing and publicity, and book reviewing levels. These results were based off the Diversity Baseline Survey. ● Reports on both content of books being published and diversity within publishing staff

Measurement Courses focused on diversity offered within English Lit and Education majors, but no course exists that allows for a larger and more complete understanding of underrepresented groups in literature in a single, highly informative course. We are proposing to expand the current curriculum by creating a course that is more inclusive to many age and minority groups.

These courses include: ● ● ● ●

EDUC3336.01 - “Children’s Literature” ENGL2324.01 - “US Immigrants and Expatriates” ENGL2324.06 - “Topics in World Literature” SPAN2351.01 - “Representations of Children in Latin American Fiction & Film”

Closing ● Understanding the ideologies literature actively shapes within today’s youth ● Opportunity for St. Ed’s students to apply their understanding of these communities’ portrayal in literature to reality ● Fruitful for Writing, Literature, and Education Majors alike, offering a more informed understanding of underrepresented communities to incorporate within their future careers, advocacy, and perception of the world.

Q&A