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It critiques courses that focus only on classroom teaching methods while neglecting literary analysis, close reading, and the transfer of theory to texts. The essay explains how pre-service teachers can justify curriculum choices using children’s and young adult literature and how hybrid courses enable measured learning outcomes, helping teachers drive social change in their classrooms.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/come-together-right-now-over-me-bridging-the-gaps-between-departments-of-kinships/597770/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/come-together-right-now-over-me-bridging-the-gaps-between-departments-of-kinships/597770.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the essay address between departments?","Question",{"text":112,"@type":113},"It addresses an “unfortunate gap” between Education departments and English departments, where many courses connect teaching methods to classrooms but ignore literary theory and close reading.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the author argue for hybrid courses?",{"text":117,"@type":113},"The author argues that integrating literary analytical skills with pedagogical concerns is necessary so future teachers can make informed reading and curriculum decisions grounded in children’s and young adult literature.",{"name":119,"@type":110,"acceptedAnswer":120},"How does close reading support broader change?",{"text":121,"@type":113},"By exposing pre-service teachers to close reading, the essay claims they can escape an entrenched ideological pedagogy and use quantifiable learning outcomes to enact larger social change in their classrooms.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597770,1792210954,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Come Together, Right Now, Over Me: Bridging the Gaps between Departments of Kinships  \nNorjuan Q. Austin  \nStephen F. Austin State University  \nOne of my key projects as Director of English Education in my Department is to create courses bridging the unfortunate gap between Departments of Education and Departments of English. I now serve as liaison between these two departments at my four-year university, which means creating courses that connect literary theory with pedagogical methodology. Unfortunately, courses bridging this broad gap are very few in number, even when they are offered in English Departments. Many courses in English designed to bridge the gap between Education and English concentrate solely on presenting educational methods as they relate to the English classroom, whether Elementary or Secondary, ignoring literary theory, close reading skills, and the application of theory to literature.  \nI am convinced we can present both skill sets to students in such a way as to benefit prospective teachers by integrating literary skills of value to scholars of literature. As a mixed group of English teachers and English Education professors posit in Language and Reflection:  \nAn Integrated Approach to Teaching English,“[…] the job of the English teacher is to help students find the ways of learning, writing, and reading that work for them, rather than to impose „ideal‟ ways on them”(73) . Where many of our English courses fail prospective teachers is in a lack of focus upon teaching skills, and also in the well-meaning English professor‟s unawareness  \nof political problems that will materialize for the first-year English teacher while said first-year teacher is choosing appropriate readings for students and meshing his/her (the teacher‟s) curriculum goals with district requirements. After all, we teach English. Many English professors never imagined high-school teaching as a career choice, and many would never set foot in public school, ever. In fairness, many of us didn‟t go to graduate school to engage with Secondary teachers at all. We wanted to read, write in our areas of specialization, get tenure, and live happily ever after. We live in the ivory tower where our decisions about what we teach is absolute. There is no committee we must consult. We are taken at our word as the highest professionals in the field. This is not always the case for the secondary school teacher. Those working in elementary and secondary schools must explain their curriculum choices (often at length) . In other words, prospective teachers need to know how to articulate that their knowledge of Children's and Young Adult Literature is valid and that this knowledge should be both considered and respected when curriculum is being designed. In fact, it is not uncommon for first-year teachers to be called upon the summer before their teaching assignment to help develop English curriculum for the following year. Should this happen, prospective teachers should have something to say, and further, they should be able to use their knowledge of children and children's texts to create and implement a curriculum that not only looks good on paper to the administration, but that also serves child readers as they move through the intense psychological process of being a child, and of reading about it. The resistance between creating these types of courses stems from epistemological difference between English departments and Departments of Education. Admittedly, Secondary Education students in English courses can be  \njust as resistant to our ways of thinking. In short, they feel as though they cannot apply the skills we are teaching.  \nPresenting prospective teachers with theories that inform them of multiple readerships will help them to make informed decisions about what to read with their students and with their own children, and it will help them gain insight into the forces that are upon young children and adolescents because of societal pressure like","cbCaiqoNIgqCmqIF","https://ap.wps.com/l/cbCaiqoNIgqCmqIF","pdf",334818,23,"English","# Introduction\n## Bridging the gap between Education and English departments\n## Limitations of current courses and teacher preparedness\n# Hybrid course design and practical outcomes\n## Epistemological resistance and student perspectives\n## Close reading, ideological pedagogy, and social change","[{\"question\":\"What problem does the essay address between departments?\",\"answer\":\"It addresses an “unfortunate gap” between Education departments and English departments, where many courses connect teaching methods to classrooms but ignore literary theory and close reading.\"},{\"question\":\"Why does the author argue for hybrid courses?\",\"answer\":\"The author argues that integrating literary analytical skills with pedagogical concerns is necessary so future teachers can make informed reading and curriculum decisions grounded in children’s and young adult literature.\"},{\"question\":\"How does close reading support broader change?\",\"answer\":\"By exposing pre-service teachers to close reading, the essay claims they can escape an entrenched ideological pedagogy and use quantifiable learning outcomes to enact larger social change in their classrooms.\"}]","Come Together, Right Now, Over Me - Bridging the Gaps between Departments of Kinships | PDF",1792085670,58]