Read nancy drew online free4/14/2023 Trites draws upon different concepts of power, conceptualising them within adolescent literature Foucault (The Archaeology of Knowledge and the Discourseon Language. University of Iowa Press, Iowa City, 2000) argues that the experience of navigating institutional power hierarchies-whether that is in families, schools, the government, religion, identity politics, etc.-is at the heart of YA. Trites (Disturbing the Universe: Power and Repression in Adolescent Literature. Campbell (Campbell’s Scoop: Reflections on Young Adult Literature, Scarecrow Press, Lanham, 2010) writes, ‘the central theme of most YA fiction is becoming an adult, finding the answer to the internal and external question, “Who am I and what am I going to do about it?”’ (p. ![]() YA is a nebulous term, and scholars are still in the process of defining what it is and who it is for. I therefore seek to complicate the role of affect in Juliana’s declaration toward a posthumanist perspective of emotion, reading identity, and reader response. I posit that Juliana’s response was not just a feeling of unsettlement, but an emotional response to an intricate assemblage of socio-cultural–historical practices and identities, and to the human–nonhuman exchanges around reading in school. To that end, I introduce Juliana (pseudonym), a first grade student who declared, "I don't want to finish this book!", and with tears welling in her eyes, flung herself face down into a beanbag chair in a corner of the room. What can the affective turn mean for literacy educators who believe their work can lay the foundation for a life filled with meaningful reading pursuits, for students who become readers and do reading? Because reading occurs across and within an elaborate composite of time, space, relationships, histories, discourses, and materials, the centrality of reader and text is insufficient for understanding affect’s power on one’s reading activity and reader response.
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