Developing critical literacy with seventh graders.

The purpose of this study was to encourage and examine seventh grade students\u27 aesthetic responses to literature that focus on issues of power and oppression. Transactional theory and critical literacy combined in the forms of written response and literature discussions. Data were students\u27 response log entries, transcripts of literature circle discussions, and notes from debriefing sessions. Results revealed 1) the majority of students\u27 response log entries were written from the aesthetic stance; 2) students responded to oppressed characters\u27 situations by supporting or encouraging acceptance, passive resistance, active resistance, or adult assistance; 3) students described oppressed characters as subjects (as opposed to objects) more frequently at the end of stories, once the characters began to resist their oppression; 3) students criticized oppressive institutions more than oppressive people; and 4)students\u27 written responses after participating in literature circle discussions did not include reflection or extension of what was discussed in the group