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How might Korean/Korean American youth cope with everyday life as a minority or a model minority if they had early and consistent exposure to literature depicting the mirrored experiences of Korean/Korean Americans? This study employed qualitative methods and an interpretive approach which enhance understanding of the life experiences, literary experiences, interpersonal interactions, and complex socio-cultural contexts of Korean/Korean American adolescents. Data was collected through interviews, participant-observations, and response journals. The findings revealed that the participants' exposure to the literature provided opportunities to reflect on their own experiences related to the stories, expand their worldviews, increase critical awareness of social issues, enhance understanding of issues and struggles of Korean/Korean Americans, and experience personal transformation. The interpretive community created spaces to deepen literary understanding by providing chances to share their viewpoints, grapple with alternative points of view, and add layers of meaning. [ABSTRACT FROM AUTHOR]

The article discusses the use of young adult literature to teach secondary school students about the treatment of whiteness in literature through critical conversations. It addresses the use of social justice pedagogy in the classroom, as well as notes the lack of academic conversations about race in secondary education. It uses the lenses of critical literacy and critical race theory to interpret whiteness. Other topics explored include the relationship between characters of different races in literature, multiple representations of whiteness, and reflexivity.

The article discusses the intergenerational aspects of literacy, particularly noting the social aspects of literature and the transfer of literacy. It comments on poetry written by a member of a senior writing group, provides recommendations for educators interested in intergenerational projects, and explores personal reflections on intergenerational literacy and relations. It addresses the social benefits for both elders and children who participate in an intergenerational literacy project within a community setting.