Date Approved

5-2-2019

Embargo Period

5-3-2019

Document Type

Thesis

Degree Name

MA Reading Education

Department

Language, Literacy and Sociocultural Education

College

College of Education

First Advisor

Browne, Susan

Second Advisor

Madden, Marjorie

Third Advisor

Abraham, Stephanie

Subject(s)

Books and reading; Critical pedagogy

Disciplines

Language and Literacy Education

Abstract

The purpose of this study was to research how fourth and fifth grade students interact in a book club when presented with the provocative text, Bud, Not Buddy (Curtis, 1999). Students were provided with an open forum to discuss controversial topics such as race and social class during one of the most difficult times in American history, The Great Depression. The study was an open observation of the evolution of the book club, individual student responses, and peer communication. The study evaluated (1) how provocative text play a role in the discussions that the students have, (2) how teacher questioning and prompting have an effect on student responses, and (3) in what ways does a book club format create community. It also examined (4) how does a book club give students the freedom to discuss and critically think about difficult topics.

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