Date of Award
Summer 2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Terrance McAdoo
Abstract
This qualitative action research study, using case study methodology, explores the modernization of high school reading lists to ensure inclusivity, cultural relevance, and engagement in contemporary educational settings. Grounded in Culturally Relevant Pedagogy, Constructivism, and Problem-Posing Theory, this research examines how diverse literary selections impact student learning, motivation, and critical thinking. The study uses semi-structured interviews, observations, and student surveys to evaluate the effectiveness of integrating contemporary texts that reflect varied cultural, social, and political perspectives. The findings highlight the tensions between traditional literary canons and efforts to introduce diverse narratives, emphasizing the challenges of book bans, parental resistance, and policy constraints. Ultimately, this study advocates for a balanced approach that honors classical and contemporary literature, fostering an inclusive and equitable academic environment that prepares students for a globally connected world.
Rights
© 2025, Michele Honeycutt
Recommended Citation
Honeycutt, M.(2025). Relevant Reading: Modernizing High School Reading Lists. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8428