How might text like ghost boys be instrumental in the shaping of child readers’ identities?

Your 6 to 7-page Critical Analysis Paper will be based on Parker Rhodes Jewell’s award winning literature text, Ghost Boys that you will read and discuss in Session 6: Race, Counterstorytelling, and Liberation. Below are the components of the Critical Analysis Paper and guiding questions:
Overall Paper Organization, Structure, and Flow (5 Points)
NOTE: Please do not list the guiding questions below in the body of your paper or simply answer them one after the other without creating a deep analysis, sound argument, and connecting ideas. The questions are to be used as a guide as you conceptualize and shape your paper. Please follow APA Guidelines for both in text citations and reference list. The APA Guidelines can be found on Blackboard.
Text Summary & Analytical Framing of Critical Analysis Paper (5 points)
Text Summary
In brief, what is the text about?
Analytical Framing (Critical Literacy)
Drawing on Critical Literacy, analyze the protagonist’s experiences from 2 identity markers: 1) gender 2) race 3) class 4) spirituality. NOTE: Please choose two (2) direct text excerpts for each identity marker in your analysis to support your argument.
• How does the first identity marker you selected shape the protagonist’s lived experiences and circumstances throughout the texts?
• How does the second identity marker you selected shape the protagonist’s lived experiences and circumstances throughout the texts?
• How does the intersection of both the first and second identity markers shape the protagonist’s experiences and circumstances throughout the texts?
Reader Response (5 Points)
Drawing on Reader Response Theory, analyze how your own positionality shaped your interpretation of Ghost Boys.
• In what ways might your own personal identities (raced, gendered, classed, cultural etc) and professional identities (ie. social studies teacher in suburban school, literacy teacher in rural school, secondary teacher in urban school) have influenced how you interpreted the overall text and the specific experiences of the characters?
• What tensions did you grapple with while reading this text (What questions were you left with after reading this text? How did you negotiate these tensions?)
• What textual features (content, writing style, language style etc.) did you connect with? Why? What textual features (content, writing style, language style etc.) did you not connect with in the text? Why?
• Did you read this text from an efferent, aesthetic approach or both? Why did you read this text from that particular stance?
• How might this text have disrupted or conformed with your own notion of the child age?
The Politics of Literacy & The Child Reader (5 Points)
• Why are child readers that read certain types of texts considered non-readers while child readers that read texts considered “mainstream” are viewed as readers?
• Why specifically are texts like Ghost Boys often demonized while other types of texts are not? Why might this text appeal to young readers? What features of the text might they draw upon? How might text like Ghost Boys be instrumental in the shaping of child readers’ identities?
• Paulo Freire mentions that “when we read the word, we read the world.” With that in mind, how does this text mirror current social issues?
Pedagogical Strategies (5 Points)
• How might you introduce and teach this text in your classroom (Please be very specific)?
• What multiple modalities (print, music, film, etc) would you incorporate into a lesson on Ghost Boys (Please be very specific)?
• What student demographic (age, grade level, ability etc)?
• What concerns might you have, if any, in teaching this text?
• How might you introduce this text to a population that is racially, classed, and
culturally different from the characters in the texts?
Please be certain to include a reference section