E. Sybil Durand | The University of Arizona (original) (raw)

Journal Articles by E. Sybil Durand

Journal of Adolescent and Adult Literacy, 2021

This article contributes to research on equity in award-winning and honor books by offering a par... more This article contributes to research on equity in award-winning and honor books by offering a paratextual analysis of 14 immigration-themed young adult books that were included on the USBBY Outstanding International Books list between 2006 and 2019. Findings reveal that paratexts—all parts of a book excluding the narrative—frame authors who are not members of the cultures they describe as having authority to tell immigration stories through authors’ sociocultural proximity to real events and people who experienced migration. However, other paratextual features, such as titles, covers, and author interviews, reveal ideological problems in some authors’ didactic purposes for telling immigration stories and disproportionately depict migration in terms of escape and rescue. For educators, this article invites a reconsideration of text selection processes relative to an author’s background in connection to immigration and offers ideas for how teachers and their students might think critically about authorship.

The Urban Review, 2020

Participatory action research (PAR) with youth holds potential to spur social justice-oriented ch... more Participatory action research (PAR) with youth holds potential to spur social justice-oriented change due to its explicit orientation to transform systemic inequity. Whereas youth in PAR projects embody agency in their actions, they hold less institutional power than adults in positions of authority. In addition, youth who have been marginalized along lines of race, dis/ability, language, and/or other forms of socially constructed difference may be positioned in ways that further undermine their power. How PAR with youth can lead to changes in policies and practices in the face of these power dynamics is not yet fully understood. One mechanism that may heighten the potential of PAR with youth to promote change is a shared sense of responsibility and agency between the youth involved in PAR and those adults they may be trying to influence. This article explores this area, investigating a PAR project involving junior high youth at a K-8 school in an urban area. We examine the youth and school adults’ constructions of responsibility and how these shaped possibilities for collective transformative agency. Ultimately, our article elucidates how PAR can more effectively be used as a lever to propel social justice in education.

Research on Diversity in Youth Literature, 2018

representations and to what extent these representations reflect current scholarly discussions ab... more representations and to what extent these representations reflect current scholarly discussions about identity discourses. Scholars in education and youth literature have shifted their focus away from multiculturalism towards more critical discourses in ethnic studies, although ethnic studies movements have always played an important part in the organization of the field of youth literature (e.g. Jiménez-García, 2017; Capshaw, 2014). Dimitriadis and McCarthy (2001) explain that multiculturalism has become "a set of propositions about identity, knowledge, power, and change in education, a kind of normal science, which attempts to 'discipline' difference rather than be transformed by it" (p. 113). The authors argued that other critical discourses, such as critical theory, cultural studies, and postcolonial theory to name a few, are better suited to address "the current eruption of difference and plurality in social life now invading the school" (p. 113). How might we reconsider the experiences of youth of color and their literary representations, drawing on theories from ethnic studies? How might, for instance, an understanding of the U.S. as a settler colony rather than a nation of immigrants (Tuck & Yang, 2012) shift our thinking about representations of youth of color in literature? What opportunities do the texts offer in terms of resisting the colonial logics that manage difference through generality (Mignolo, 2009)? In this article we conduct a critical review of thirty-six children's and young adult texts written by authors of color and examine how youth literature has engaged recent shifts in identity discourses. Specifically, we discuss a need to "unsettle" (Tuck & Yang, 2012) previous approaches to identity representations based on strategic essentialist discourses. We argue that representations of identity in recently published youth literature favor, and to an extent recover, discourses and texts that acknowledge youth identities as fluid, overlapping, and intersecting. We draw on concepts from postcolonial theory (

Equity & Excellence in Education, 2017

This article seeks to illuminate the complexity of youth participatory action research (YPAR) thr... more This article seeks to illuminate the complexity of youth participatory action
research (YPAR) through the use of two concepts: (1) transformative agency, a
collective initiative to address conflicts and contradictions in activity systems,
and (2) role re-mediation, the disruption of power relations. We demonstrate
that these concepts, in comparison to the concept of civic participation, allow
for an expanded consideration of the cross-contextual processes that are
involved in collective mobilization to enact justice. To explore this area, we
examine an afterschool YPAR program involving the adult authors and youth
of color with intersectional identities—including emergent bilinguals and
youth perceived as struggling academically. We illustrate three avenues of
transformative agency and role re-mediation within the YPAR program: (1)
engagement with critical fiction and non-fiction texts that expose power relations;
(2) interactions between individuals within and beyond the YPAR space;
and (3) production and dissemination of knowledge. Through this exploration,
we illustrate how the lenses of transformative agency and role re-mediation
can provide new understandings of change-oriented action in YPAR.

The ALAN Review, 2015

This article shares findings from a qualitative study with preservice teachers who read and discu... more This article shares findings from a qualitative study with preservice teachers who read and discussed postcolonial young adult literature in a book club. Findings suggest that reading these texts facilitated participants' expanded awareness of postcolonial issues, making connections across difference, and understanding postcolonial issues through stories.

The Looking Glass : New Perspectives on Children's Literature, 2014

In order to understand the realities of sexual violence in young people’s lives as well as how th... more In order to understand the realities of sexual violence in young people’s lives as well as how these are represented in YAL, we examined recent research that reported rates and effects of dating and sexual violence in middle and high schools. Rape is part of a larger issue of sexual violence, including sexual harassment, sexual assault, and sexual coercion. As such, we considered research from psychology, health, violence, and legal fields of study. Three important themes emerged from our readings. First, sexual violence has substantial psychological and physical effects on victims; second, rates of rape were significantly higher for females than males, though youth of color, and gay, lesbian, and bisexual (GLB) youth seem particularly vulnerable to dating and sexual violence; and third, adolescent perpetrators of sexual violence are primarily male, with suggestion that bullying and aggressive sports may be pathways leading to sexual violence. Together, these studies illustrate the significant and varied effects of sexual violence on adolescents, challenge myths about the demographics of rape victims, and indicate a need to foster critical discussions about sexual assault with young adults. Therefore, we argue that educators must carefully examine the implicit and explicit messages in YAL that depicts sexual assault. We adopt Alsup’s definition of a “critical text” as the type of literature teachers should provide students for independent reading and for classroom discussion.

The ALAN Review, 2013

This article examines themes and the pedagogical possibilities of postcolonial young adult litera... more This article examines themes and the pedagogical possibilities of postcolonial young adult literature, including the historical fiction novel Climbing the Stairs (Venkatraman, 2008), the historical fiction and graphic novel Aya (Abouet & Oubrerie, 2007), and the
contemporary realistic fiction novel Now Is the Time for Running (Williams, 2011).

Book Chapters by E. Sybil Durand

This chapter conducts an intersectional analysis of the young adult book Money Boy (Yee, 2011) an... more This chapter conducts an intersectional analysis of the young adult book Money Boy (Yee, 2011) and discusses the potential that immigrant characters in young adult literature have for engaging multiple and intersecting dimensions of identity.

In Linville, D. & Carlson, D. (Eds.), Beyond borders: Queer eros and ethos (ethics) in LGBTQ young adult literature (pp. 73-84). New York, NY: Peter Lang.

In this chapter, the authors use a Youth Lens to explore representations of sexuality in young ad... more In this chapter, the authors use a Youth Lens to explore representations of sexuality in young adult literature.

In Hill, C. A. (Ed.) Coming of age: The critical merits of young adult literature, (pp. 38-54). New York, NY: Routledge

Dissertation by E. Sybil Durand

Palacios-for their guidance and thoughtful feedback at various stages in this project. I am parti... more Palacios-for their guidance and thoughtful feedback at various stages in this project. I am particularly indebted to the co-chairs of my committee: my advisor and mentor Nina Asher, for her patience, continuous support, words of encouragement, and insightful feedback, and Jacqueline Bach, for meeting with me weekly, carefully reading, and thoughtfully commenting on every draft. I thank my participants-Ashley,

Scholarly Journal Columns by E. Sybil Durand

Research in the Teaching of English, 2019

For this issue’s In Dialogue, we invited several literacy scholars who focus on the ... more For this issue’s In Dialogue, we invited several literacy scholars who focus on the teaching of literature to contribute to an invited forum about the political dimensions of contemporary liter-ary research and pedagogy in the United States. Deborah Appleman, E. Sybil Durand, Patricia Enciso, and Angel Daniel Matos provide rich intergenerational insight into current challenges in the field, from social media’s “call out culture,” to trigger warnings contesting the very content that enters K–16 classrooms, to spotlighting the activist work that young people are engaged in around narrative, to noting the identities and social subjectivities of K–12 literature teachers and faculty. We welcome their perspectives.

Voices from the Middle, 2019

This column examines who might be harmed when young adult books that focus on issues related to r... more This column examines who might be harmed when young adult books that focus on issues related to race, sexuality, bullying, disability, and sexual assault are banned. Gary Paulsen adds an author's perspective on book banning.

Latina scholar Tracey Flores and author Meg Medina share their views on creating discursive space... more Latina scholar Tracey Flores and author Meg Medina share their views on creating discursive spaces and writing stories that honor youth cultures.

The ALAN Review, 2015

This column explores how book banning stems from differing values in schools and communities and ... more This column explores how book banning stems from differing values in schools and communities and argues that censorship of young adult books that focus on issues of race and sexuality is particularly harmful. Examples of schools and communities that have successfully challenged censorship are included.

Book Reviews by E. Sybil Durand

Journal of Adolescent & Adult Literacy, 2021

Vivian Yenika-Agbaw and Stephanie Toliver review African and African American young adult fantasy... more Vivian Yenika-Agbaw and Stephanie Toliver review African and African American young adult fantasy literature.

Journal of Adolescent & Adult Literacy, 2021

Lakeya Omogun and Sandra Saco review multiethnic short story anthologies for young adults.

Journal of Adolescent & Adult Literacy, 2020

Sybil Durand and Latrise Johnson review representations of Black love in young adult books.

Journal of Adolescent & Adult Literacy, 2020

Maria Hernandez-Geoff and Jung Kim review multimodal and illustrated young adult texts.

Journal of Adolescent and Adult Literacy, 2021

This article contributes to research on equity in award-winning and honor books by offering a par... more This article contributes to research on equity in award-winning and honor books by offering a paratextual analysis of 14 immigration-themed young adult books that were included on the USBBY Outstanding International Books list between 2006 and 2019. Findings reveal that paratexts—all parts of a book excluding the narrative—frame authors who are not members of the cultures they describe as having authority to tell immigration stories through authors’ sociocultural proximity to real events and people who experienced migration. However, other paratextual features, such as titles, covers, and author interviews, reveal ideological problems in some authors’ didactic purposes for telling immigration stories and disproportionately depict migration in terms of escape and rescue. For educators, this article invites a reconsideration of text selection processes relative to an author’s background in connection to immigration and offers ideas for how teachers and their students might think critically about authorship.

The Urban Review, 2020

Participatory action research (PAR) with youth holds potential to spur social justice-oriented ch... more Participatory action research (PAR) with youth holds potential to spur social justice-oriented change due to its explicit orientation to transform systemic inequity. Whereas youth in PAR projects embody agency in their actions, they hold less institutional power than adults in positions of authority. In addition, youth who have been marginalized along lines of race, dis/ability, language, and/or other forms of socially constructed difference may be positioned in ways that further undermine their power. How PAR with youth can lead to changes in policies and practices in the face of these power dynamics is not yet fully understood. One mechanism that may heighten the potential of PAR with youth to promote change is a shared sense of responsibility and agency between the youth involved in PAR and those adults they may be trying to influence. This article explores this area, investigating a PAR project involving junior high youth at a K-8 school in an urban area. We examine the youth and school adults’ constructions of responsibility and how these shaped possibilities for collective transformative agency. Ultimately, our article elucidates how PAR can more effectively be used as a lever to propel social justice in education.

Research on Diversity in Youth Literature, 2018

representations and to what extent these representations reflect current scholarly discussions ab... more representations and to what extent these representations reflect current scholarly discussions about identity discourses. Scholars in education and youth literature have shifted their focus away from multiculturalism towards more critical discourses in ethnic studies, although ethnic studies movements have always played an important part in the organization of the field of youth literature (e.g. Jiménez-García, 2017; Capshaw, 2014). Dimitriadis and McCarthy (2001) explain that multiculturalism has become "a set of propositions about identity, knowledge, power, and change in education, a kind of normal science, which attempts to 'discipline' difference rather than be transformed by it" (p. 113). The authors argued that other critical discourses, such as critical theory, cultural studies, and postcolonial theory to name a few, are better suited to address "the current eruption of difference and plurality in social life now invading the school" (p. 113). How might we reconsider the experiences of youth of color and their literary representations, drawing on theories from ethnic studies? How might, for instance, an understanding of the U.S. as a settler colony rather than a nation of immigrants (Tuck & Yang, 2012) shift our thinking about representations of youth of color in literature? What opportunities do the texts offer in terms of resisting the colonial logics that manage difference through generality (Mignolo, 2009)? In this article we conduct a critical review of thirty-six children's and young adult texts written by authors of color and examine how youth literature has engaged recent shifts in identity discourses. Specifically, we discuss a need to "unsettle" (Tuck & Yang, 2012) previous approaches to identity representations based on strategic essentialist discourses. We argue that representations of identity in recently published youth literature favor, and to an extent recover, discourses and texts that acknowledge youth identities as fluid, overlapping, and intersecting. We draw on concepts from postcolonial theory (

Equity & Excellence in Education, 2017

This article seeks to illuminate the complexity of youth participatory action research (YPAR) thr... more This article seeks to illuminate the complexity of youth participatory action
research (YPAR) through the use of two concepts: (1) transformative agency, a
collective initiative to address conflicts and contradictions in activity systems,
and (2) role re-mediation, the disruption of power relations. We demonstrate
that these concepts, in comparison to the concept of civic participation, allow
for an expanded consideration of the cross-contextual processes that are
involved in collective mobilization to enact justice. To explore this area, we
examine an afterschool YPAR program involving the adult authors and youth
of color with intersectional identities—including emergent bilinguals and
youth perceived as struggling academically. We illustrate three avenues of
transformative agency and role re-mediation within the YPAR program: (1)
engagement with critical fiction and non-fiction texts that expose power relations;
(2) interactions between individuals within and beyond the YPAR space;
and (3) production and dissemination of knowledge. Through this exploration,
we illustrate how the lenses of transformative agency and role re-mediation
can provide new understandings of change-oriented action in YPAR.

The ALAN Review, 2015

This article shares findings from a qualitative study with preservice teachers who read and discu... more This article shares findings from a qualitative study with preservice teachers who read and discussed postcolonial young adult literature in a book club. Findings suggest that reading these texts facilitated participants' expanded awareness of postcolonial issues, making connections across difference, and understanding postcolonial issues through stories.

The Looking Glass : New Perspectives on Children's Literature, 2014

In order to understand the realities of sexual violence in young people’s lives as well as how th... more In order to understand the realities of sexual violence in young people’s lives as well as how these are represented in YAL, we examined recent research that reported rates and effects of dating and sexual violence in middle and high schools. Rape is part of a larger issue of sexual violence, including sexual harassment, sexual assault, and sexual coercion. As such, we considered research from psychology, health, violence, and legal fields of study. Three important themes emerged from our readings. First, sexual violence has substantial psychological and physical effects on victims; second, rates of rape were significantly higher for females than males, though youth of color, and gay, lesbian, and bisexual (GLB) youth seem particularly vulnerable to dating and sexual violence; and third, adolescent perpetrators of sexual violence are primarily male, with suggestion that bullying and aggressive sports may be pathways leading to sexual violence. Together, these studies illustrate the significant and varied effects of sexual violence on adolescents, challenge myths about the demographics of rape victims, and indicate a need to foster critical discussions about sexual assault with young adults. Therefore, we argue that educators must carefully examine the implicit and explicit messages in YAL that depicts sexual assault. We adopt Alsup’s definition of a “critical text” as the type of literature teachers should provide students for independent reading and for classroom discussion.

The ALAN Review, 2013

This article examines themes and the pedagogical possibilities of postcolonial young adult litera... more This article examines themes and the pedagogical possibilities of postcolonial young adult literature, including the historical fiction novel Climbing the Stairs (Venkatraman, 2008), the historical fiction and graphic novel Aya (Abouet & Oubrerie, 2007), and the
contemporary realistic fiction novel Now Is the Time for Running (Williams, 2011).

This chapter conducts an intersectional analysis of the young adult book Money Boy (Yee, 2011) an... more This chapter conducts an intersectional analysis of the young adult book Money Boy (Yee, 2011) and discusses the potential that immigrant characters in young adult literature have for engaging multiple and intersecting dimensions of identity.

In Linville, D. & Carlson, D. (Eds.), Beyond borders: Queer eros and ethos (ethics) in LGBTQ young adult literature (pp. 73-84). New York, NY: Peter Lang.

In this chapter, the authors use a Youth Lens to explore representations of sexuality in young ad... more In this chapter, the authors use a Youth Lens to explore representations of sexuality in young adult literature.

In Hill, C. A. (Ed.) Coming of age: The critical merits of young adult literature, (pp. 38-54). New York, NY: Routledge

Palacios-for their guidance and thoughtful feedback at various stages in this project. I am parti... more Palacios-for their guidance and thoughtful feedback at various stages in this project. I am particularly indebted to the co-chairs of my committee: my advisor and mentor Nina Asher, for her patience, continuous support, words of encouragement, and insightful feedback, and Jacqueline Bach, for meeting with me weekly, carefully reading, and thoughtfully commenting on every draft. I thank my participants-Ashley,

Research in the Teaching of English, 2019

For this issue’s In Dialogue, we invited several literacy scholars who focus on the ... more For this issue’s In Dialogue, we invited several literacy scholars who focus on the teaching of literature to contribute to an invited forum about the political dimensions of contemporary liter-ary research and pedagogy in the United States. Deborah Appleman, E. Sybil Durand, Patricia Enciso, and Angel Daniel Matos provide rich intergenerational insight into current challenges in the field, from social media’s “call out culture,” to trigger warnings contesting the very content that enters K–16 classrooms, to spotlighting the activist work that young people are engaged in around narrative, to noting the identities and social subjectivities of K–12 literature teachers and faculty. We welcome their perspectives.

Voices from the Middle, 2019

This column examines who might be harmed when young adult books that focus on issues related to r... more This column examines who might be harmed when young adult books that focus on issues related to race, sexuality, bullying, disability, and sexual assault are banned. Gary Paulsen adds an author's perspective on book banning.

Latina scholar Tracey Flores and author Meg Medina share their views on creating discursive space... more Latina scholar Tracey Flores and author Meg Medina share their views on creating discursive spaces and writing stories that honor youth cultures.

The ALAN Review, 2015

This column explores how book banning stems from differing values in schools and communities and ... more This column explores how book banning stems from differing values in schools and communities and argues that censorship of young adult books that focus on issues of race and sexuality is particularly harmful. Examples of schools and communities that have successfully challenged censorship are included.

Journal of Adolescent & Adult Literacy, 2021

Vivian Yenika-Agbaw and Stephanie Toliver review African and African American young adult fantasy... more Vivian Yenika-Agbaw and Stephanie Toliver review African and African American young adult fantasy literature.

Journal of Adolescent & Adult Literacy, 2021

Lakeya Omogun and Sandra Saco review multiethnic short story anthologies for young adults.

Journal of Adolescent & Adult Literacy, 2020

Sybil Durand and Latrise Johnson review representations of Black love in young adult books.

Journal of Adolescent & Adult Literacy, 2020

Maria Hernandez-Geoff and Jung Kim review multimodal and illustrated young adult texts.

Journal of Adolescent & Adult Literacy

First Opinion, Second Reaction, 2017

Stephanie Reid and Sybil Durand review the multimodal nonfiction poetry picture book, Giant Squid.

First Opinion, Second Reaction, 2016

With only 19 years since its original publication, it might be too early to call The Watsons Go T... more With only 19 years since its original publication, it might be too early to call The Watsons Go To Birmingham-1963 by Christopher Paul Curtis a classic. However, in almost two decades, Curtis's book has established itself as the seminal text for teaching about the civil rights movement. Educators have used The Watsons in K-12 social studies and English language arts classrooms, in college level teacher education courses, and in various critical analyses. A quick Internet search reveals that The Watsons is widely used in K-12 classrooms today: a plethora of literature guides, lessons, and unit plans are available for teachers at the upper elementary, middle, and high school levels. Most recently, the book was adapted to film and aired on the Hallmark Channel in September 2013, in time for the 50 th anniversary of the 16 th Street Baptist Church bombing. The website for the movie includes a teacher resource guide, and Scholastic Action magazine published a reader's theater play based on the film. This movie adaptation further cements Curtis's representation of the Birmingham bombing as a foundational text. Many teachers use The Watsons in their efforts to support students as they become better readers and writers. For instance, Karen Kelley initially set out to use The Watsons in a process drama with students in an elementary classroom "to improve reading comprehension" and "increase awareness of larger societal issues" (85). However, the study actually revealed "the

Taylor and Francis, 2014

In this chapter, the authors use a Youth Lens to explore representations of sexuality in young ad... more In this chapter, the authors use a Youth Lens to explore representations of sexuality in young adult literature. In Hill, C. A. (Ed.) Coming of age: The critical merits of young adult literature, (pp. 38-54). New York, NY: Routledge

Journal of Adolescent & Adult Literacy, 2021

Journal of Adolescent & Adult Literacy, 2021

Aim: It's different fields of borderline personality disorder and is associated with characterist... more Aim: It's different fields of borderline personality disorder and is associated with characteristics of turbulence and emotions of anxiety, anger, depression and risky behaviors such as self-injury and drug abuse. Hospitalization for ECT provides an opportunity to begin treatment, change of previous therapy or management of the crisis. Electroconvulsive therapy is the most effective psychiatric treatment that in this study investigated its effectiveness in patients with borderline personality disorder resistant to treatment. Method: The method of this study was Case Series which were selected by available sampling, samples of 10 patients with borderline personality disorder were resistant to treatment and were assessed by using of check list Frequency of behavior-researcher made-. Results: The finding yielded that criteria of sadness, anxiety and restlessness and feeling of absurdity, in evaluation was performed by families to examine the possible changes, after ECT therapy decreased compared to baseline. As well as after ECT therapy verbal and nonverbal expression of affection criterion represents an increase compared to baseline. Conclusions: According to the findings Electroconvulsive therapy can affect on mood symptoms associated in patients borderline.

Journal of Adolescent & Adult Literacy, 2020

Sybil Durand and Latrise Johnson review representations of Black love in young adult books.

Equity & Excellence in Education, 2017

International Journal of Qualitative Studies in Education, 2016

The Looking Glass New Perspectives on Children S Literature, Nov 21, 2014

In order to understand the realities of sexual violence in young people’s lives as well as how th... more In order to understand the realities of sexual violence in young people’s lives as well as how these are represented in YAL, we examined recent research that reported rates and effects of dating and sexual violence in middle and high schools. Rape is part of a larger issue of sexual violence, including sexual harassment, sexual assault, and sexual coercion. As such, we considered research from psychology, health, violence, and legal fields of study. Three important themes emerged from our readings. First, sexual violence has substantial psychological and physical effects on victims; second, rates of rape were significantly higher for females than males, though youth of color, and gay, lesbian, and bisexual (GLB) youth seem particularly vulnerable to dating and sexual violence; and third, adolescent perpetrators of sexual violence are primarily male, with suggestion that bullying and aggressive sports may be pathways leading to sexual violence. Together, these studies illustrate the significant and varied effects of sexual violence on adolescents, challenge myths about the demographics of rape victims, and indicate a need to foster critical discussions about sexual assault with young adults. Therefore, we argue that educators must carefully examine the implicit and explicit messages in YAL that depicts sexual assault. We adopt Alsup’s definition of a “critical text” as the type of literature teachers should provide students for independent reading and for classroom discussion.