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Popular Psychology Myths as a Frame for Character Analysis in High School English
Author(s) -
HeronHruby Alison,
Johnson Lindsay Ellis
Publication year - 2019
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.957
Subject(s) - mythology , character (mathematics) , frame (networking) , psychology , interpretation (philosophy) , class (philosophy) , cultural psychology , frame analysis , pedagogy , linguistics , sociology , literature , epistemology , social psychology , art , computer science , telecommunications , philosophy , geometry , mathematics , cognitive reframing
In this classroom study, the authors examine the use of popular psychology myths as a frame for literary analysis in high school English. The study reflects a cultural studies approach to teaching that attends to students’ cultural awareness in interpreting what they read. Previous research has demonstrated that students’ cultural awareness, in general, offers a rich framework for literary interpretation. Students in an Advanced Placement junior English class wrote analytic essays in which they used popular psychology myths, pervasive cultural tropes about human behavior, to evaluate whether characters in F. Scott Fitzgerald ‘s novel The Great Gatsby perpetuate or challenge the myths. Analysis of the essays demonstrated that the myths provided a compelling frame for character analysis, prompting students to consider nuances in character behavior. Moreover, the analysis indicated that the myths offer a way for teachers to prompt students’ understanding of how readers and fiction authors can perpetuate or challenge simplistic notions of human behavior.