Is there a place for Twilight in the classroom?

Yes, I'm one of those giddy and annoying fans of the Twilight series. I used to be ashamed that I liked the book so much; it was full of teenager lovers declaring sappy affections for one another. BLAGH! But it was so addicting! I read the entire series during my week long vacation to the Outer Banks this summer, and if you've read the novels, you know that Twilight is the shortest of the series. It wasn't until the release of the first movie that I came out of the closet and declared my love for this modern day Romeo and Juliet tale of forbidden love.

Even after I came out, I couldn't put my finger on what it was about the novels that I liked so much. They weren't written exceptionally well, the plot was far from original, why the heck did I like these things so much? It wasn't until I began observing the Team Edward/Team Jacob rivalry amongst the GROWN ADULTS in my life (okay maybe I'm one of them, don't judge) that I realized why I like the novels so much- I was, and still am, invested in the characters in the novel. I feel bad for Edward, and SPOILER ALERT!!!!!!!!!!!!!!!!!!!!!

in the next few novels, I am sympathtic to Rosalie's situation. I worry that Bella is going to get into some kind of trouble, I worry that her and Edward will split up, I kind of wish that she and Jacob would become closer. I worry about the characters in these novels the way my grandmother worries about the characters in her "stories" (soap operas). I discuss the plot line and the characters actions with my sister, and I find that everyone who has read and enjoyed the novel is more than happy to discuss the characters as if they were real people.

Kelly Bull's article "Analyzing Style and Intertextuality in Twilight" articulated all of the things that I liked about Twilight, but was never able to put into words. Stephenie Meyer does a fabulous job of characterization, and her style of showing rather than telling paints an almost tangible picture of the novel.

As much as I love the novel and see value in it, I'm not sure if there is enough "meat and potatoes" to teach it in the classroom. I have alot of issues with the portrayal of gender roles in Twilight. Bella is a fragile female who needs the protection of a strong and capable male. She does all the grocery shopping and cooking for her dad, who is so stereotypically reserved, with his hobbies including drinking beer, watching the game, and fishing. Bella's mother is even less capable of self-preservation than Bella, needing Bella or her new husband to keep her afloat. I really don't like the neat boxes labeled "male" and "female" that most of Meyer's characters fit into.

Overall, while I do enjoy the novel and think that students can learn from Meyers simple yet effective style, I don't think this novel is one that I would use in the classroom. Anyone want to convince me otherwise?

Harry Potter

When I began reading Perr Glanzer's article "In Defense of Harry . . . But Not His Defenders: Beyond Censorship to Justice Author(s)", I found myself immediately agitated. I didn't really have a good reason; I love the Harry Potter series and was thrilled that a scholar was writing an essay defending the right of students to read the novels. Instead, Glanzer put me on the defense when he wrote "Sadly, though, I find most defenses of reading the Potter series in public schools deeply flawed".

What what what?!? My thoughts raced and my heart pumped; surely I was not going to have to hear a bunch of right wing conservative attacks on my beloved Harry AGAIN! As I continuted reading, Glanzer's purpose became obvious. He was writing not only to defend Harry Potter, but also to observe that most of the arguments in favor of the novel are self-serving and flawed.

My reaction to one sentence of Glanzer's article is indicative of a much larger problem; I would argue that it parallels the same flawed rationalization that gives supporters of Harry Potter fuel for their fire. I like Harry Potter and see value in the story; because I like the work, I find every excuse I can to talk to other people about the novel, convincing the "non-believers" that it has merit, and I would venture to say that if possible I would find a place for Harry in my own classroom.

But my motives are selfish and biased. Glanzer is spot-on when he says that Harry Potter does not attack one specific worldview, nor does it promote a specific worldview. While it may seem to someone like me that Harry Potter is a neutral novel, it is perfectly reasonable for a parent to be concerned about the worldview that, while not promoted, is portrayed as an exciting place. I myself like the worldview(s) presented in Harry Potter. I see the value in challenging authority, choosing friends for their inner qualities and not their social status, following the path to self-discovery/identity no matter where it takes you, and finding value in the marginalized realms of society. However, not everyone agrees with my values, and not everyone wants to raise their children the way that I do.

While I think Harry Potter is a valuable novel that inspires kids to pick up a book, I will think twice next time before blindly insisting on the quality of my favorite novels. Glanzer got me to re-think my argument for Harry, and I think he did a great job defending him. Maybe one day Glanzer can argue Harry's case for the school board in my district....