Towards a Culturally Situated Reader Response Theory |
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| Authors: | Wanda Brooks Susan Browne |
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| Institution: | (1) Temple University College of Education, 1301 Cecil B. Moore Avenue, RH 449, Philadelphia, PA 19122, USA;(2) Rowan University, Glassboro, NJ, USA |
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| Abstract: | This article describes a theory of how culture enables literary interpretations of texts. We begin with a brief overview of
the reader response field. From there, we introduce the theory and provide illustrative participant data examples. These data
examples illustrate the four cultural positions middle grade students in our research assumed when responding to salient textual
features embedded in African American children’s novels. Our theory suggests that because a range of cultural positions factors
into students’ meaning making, we should mine texts more carefully for cultural milieu as well as find acceptance with a broader
range of literary interpretations. We conclude by discussing implications for literary researchers and practitioners who study
or use multicultural children’s literature. |
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