Year: 2026
Type: article
Abstract: ABSTRACT Contemporary YAL offers diverse perspectives often absent from the traditional literary canon, making it a vital resource for fostering student engagement, representation, and critical thinking. However, not all YAL texts offer authentic portrayals; some reinforce harmful stereotypes or present incomplete narratives. This article explores the value of using equity‐oriented text sets to counter problematic representations and promote critical literacy. Drawing on Botelho and Rudman's Critical Multicultural Analysis (CMA) framework, I introduce a heuristic designed to help educators evaluate texts and curate meaningful, inclusive classroom collections. The article models the use of this heuristic through an analysis of Kwame Alexander's The Crossover (2014) and outlines strategies for guiding students in critically engaging with literature.
DOI: 10.1002/jaal.70043
Author: April Vázquez
Institution: University of Delaware
Language: English
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W7130505543