Shelby Boehm
Biographic Data
| ID | 6849750 |
|---|---|
| NAME | Shelby Boehm |
| GIVEN NAMES | Shelby |
| FAMILY NAME | Boehm |
| SIGNATURE | BOEHM S |
| AFFILIATIONS | University of Florida |
| ORCID | 0000-0002-6671-6197 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Dystopian young adult literature as waypoints to censorship across time and space
We advocate for the reading of young adult literature (YAL) as a means for justice-oriented education, and we also recognize how the recent surge in challenges to youth-centered texts in the U.S. attempts to limit such work in classrooms. In response, we wondered about the ways in which YAL offers pathways for critically framing and situating global concerns, such as censorship, in time and space as a means of entering public conversations on iss…
Naming and Challenging Rape Culture in English Curriculum
Acts of sexual violence and rape, as well as the ensuing treatment of survivors and those who perpetuate the crimes, are pervasive in canonical texts that populate mandated reading lists in secondary English classrooms. Given the outsized role the literary canon places in English curriculum, we believe English teachers must develop practices that grapple with rape culture and sexual violence in their classrooms. A practice we advocate for and dev…
Himpathy, Herasure, and Down Girl Moves
Numerous scholars have called for young adult literature (YAL) to be a pedagogical avenue for educating secondary and postsecondary students about sexual violence, who are often socialized into harmful beliefs about victims. In this study, we draw on Manne's theorizing of “himpathy” and “herasure” to explore the ways in which YAL considers the ideological and systemic dimensions of misogyny leading up, during, and after incidents of sexual assaul…
When Princesses Become Dragons
In this article we offer curricular suggestions for teaching Elana K. Arnold’s young adult title Damsel , a subverted fairytale rewrite, using a critical literacy framework. In doing so, we outline how English curriculum has often upheld oppressive systems that harm women, and how our teaching can challenge such systems. We situate this work through the retelling of a fairytale trope given the ubiquity of such stories in secondary students’ lives…
No prominent works on this page.
When Princesses Become Dragons
In this article we offer curricular suggestions for teaching Elana K. Arnold’s young adult title Damsel , a subverted fairytale rewrite, using a critical literacy framework. In doing so, we outline how English curriculum has often upheld oppressive systems that harm women, and how our teaching can challenge such systems. We situate this work through the retelling of a fairytale trope given the ubiquity of such stories in secondary students’ lives…
Himpathy, Herasure, and Down Girl Moves
Numerous scholars have called for young adult literature (YAL) to be a pedagogical avenue for educating secondary and postsecondary students about sexual violence, who are often socialized into harmful beliefs about victims. In this study, we draw on Manne's theorizing of “himpathy” and “herasure” to explore the ways in which YAL considers the ideological and systemic dimensions of misogyny leading up, during, and after incidents of sexual assaul…
Naming and Challenging Rape Culture in English Curriculum
Acts of sexual violence and rape, as well as the ensuing treatment of survivors and those who perpetuate the crimes, are pervasive in canonical texts that populate mandated reading lists in secondary English classrooms. Given the outsized role the literary canon places in English curriculum, we believe English teachers must develop practices that grapple with rape culture and sexual violence in their classrooms. A practice we advocate for and dev…
Dystopian young adult literature as waypoints to censorship across time and space
We advocate for the reading of young adult literature (YAL) as a means for justice-oriented education, and we also recognize how the recent surge in challenges to youth-centered texts in the U.S. attempts to limit such work in classrooms. In response, we wondered about the ways in which YAL offers pathways for critically framing and situating global concerns, such as censorship, in time and space as a means of entering public conversations on iss…
Sociology (4 works) · Themes in Literature Analysis (4 works) · Gender Studies (3 works) · Law (3 works) · Pedagogy (3 works) · Political science (3 works) · Art (2 works) · Comics and Graphic Narratives (2 works) · Criminology (2 works) · Curriculum (2 works)