Not surprisingly, foes of the yellow press were more eager to disparage than define. Thus were the yellow journals accused of such malevolent effects as "corrupting the young and debauching the old, championing vice and lewdness, and defying respectability and decency."39 The practice of yellow journalism was likened, moreover, to a "contest of madmen for the primacy of the sewer."40
yellow journalism in this manner did not have good effects. It was spreading misinformation to audiences.
The Journal gloated about its extravagant spending on newsgathering. Not atypical was this claim, in which the Journal disparaged its rivals, notably the New York Sun: "The reason the old journalism doesn't like the Journal is that the Journal gets the news, no matter what it costs. The Sun and its kind cannot afford to spend money since the Journal has taken their readers away from them, and the probability is they would not do so if they could afford it. They are still living in the Silurian age."16
This is what yellow journalism was- getting the information they needed at whatever cost, eve if it meant making up some facts in order to attract readers.
This cluster of social ills is rooted in what Garfinkel (1967) referred to as the “normals” view of gender: The belief that there are two, and only two, gender categories; that all people, with very few exceptions, fit neatly into one of those two gender categories; and that all people, with very few exceptions, fit neatly into the gender category they were assigned at birth.
I think that it is a good thing that society is beginning to discard this thinking, and (although it may be slow) become more progressive in the belief that gender is not just a two-category, assigned from birth system.
The project of this dissertation is to confront societal norms around gender, gender identity, and gender expression in order to open up spaces for children and adults to interrogate and explore their relationship to their own and others’ genders.
I think the idea about "opening up spaces" for children (and adults) to explore their gender and sexuality is important. I feel that there is a great disparity in the amount of LGBT narratives in literature, and it is important that people who identify as such are able to be represented in literature.
is a social justice concern not only for the estimated one in 500 American children who are “significantly gender variant or transgender” (Brill & Pepper, 2013, p. 2), and for the 4-6 percent of children who exhibit “gender variant behavior” (Hein & Berger, 2012; Van Beijsterveldt, Hudziak, & Boomsma, 2006), but for all learners, regardless of their gender identity or expression.
This makes a great point that it is not just a social justice concern for the "significantly gender variant or transgender" but for all learners. It is important for everyone, not just children who are transgender or gender variant.
Recent research suggests that the most frequent victims of bullying in K-12 schools are gender variant children: Those whose clothing, hairstyles, mannerisms, or other forms of self expression diverge from accepted norms for their assigned gender
It really is sad to hear that anyone is getting bullied and especially for just expressing themselves in a way they feel appropriate. Just because someone is wearing different clothes or a different hairstyle does not give anyone the right to bully them. I think if kids are brought up from a young age without gender roles it can really help when they are growing up.
Yet a growing body of research makes it clear that children begin to internalize dominant beliefs about gender as early as preschool
This is very interesting because a lot of people (including me) probably don't know this. The preschool teachers don't know what kind of affect they can have on kids as young as this when it comes to gender roles.
Cultural expectations about gender are folded into, for example, the spoken and tacit rules for how women and men, girls and boys, should dress and carry their bodies and engage with others and make decisions about relationships, family, and careers.
I totally agree with this statement that there are all these social norms about men and women and how we should act. In reality, it is your life and you can do whatever you want and carry yourself anyway that you want. You should not have to go about your life a certain way because "everyone" thinks you should.
he African American abolitionist Frederick Douglass recalled how reading two books set him on his life's course: the political essays and dialogues in The Columbian Orator, edited by David Blight (New York University Press, 1998), which Douglass read in early adolescence; and the piquant documents of the abolitionist William Lloyd Garrison.
The fact that Frederick Douglass can attribute his political success just shows how important meaningful high interest texts can be to disenfranchise populations. I'm sure many lives have been and can be change with literature.
Because of this, reading education has to go beyond scientific considerations to include the social,political, and cultural dimensions, if our students are to become the kinds of readers we want in ademocratic society.
Yes! I think social, political and cultural dimensions are immensely important to teaching and arguably more important than the scientific considerations. Although, all those dimensions mentioned, if taken into equal consideration, can be a recipe for success in the classroom.
It is no longer enough to fill the classroom with high-quality books and read aloud one or twoeach day. Reading aloud and creating a literate environment are necessary but insufficient forimplementing a literature-based approach to reading instruction. A shift in theoretical understandingsneeds to accompany this shift in instructional resources
Serafini makes a good point here. If teaching a child how to read just meant reading books aloud and filling a room with high quality books then any literate parent can homeschool their child. Though it is important to do those things as a teacher, there is clearly much more to teaching literature.
Reading a great book changes us.
This is a great message that relates back to the beginning of the article. If a great book really does change us, imagine how much it can change a child who can relate to it. Using books that all children can relate to can make some great changes in the classroom.
but the message is too important to be filed away. This work must be must shared with educators.
I think this is a great point that this work needs to be shared. The more people/educators it is shared with, the more publicity it will get. Eventually it will make its way to the CCSS.
When classroom collections are largely by and about white people, white children have many more opportunities to make connections and become proficient readers.
It makes sense that if you are surrounded by something you can relate to then you will do better. How can we expect children of color to succeed at such high level;s if the are not given relateable materials?