Towards a Culturally Situated Reader Response Theory

Wanda Brooks, Susan Browne

    Research output: Contribution to journalArticlepeer-review

    21 Scopus citations


    This article describes a theory of how culture enables literary interpretations of texts. We begin with a brief overview of the reader response field. From there, we introduce the theory and provide illustrative participant data examples. These data examples illustrate the four cultural positions middle grade students in our research assumed when responding to salient textual features embedded in African American children's novels. Our theory suggests that because a range of cultural positions factors into students' meaning making, we should mine texts more carefully for cultural milieu as well as find acceptance with a broader range of literary interpretations. We conclude by discussing implications for literary researchers and practitioners who study or use multicultural children's literature.

    Original languageEnglish (US)
    Pages (from-to)74-85
    Number of pages12
    JournalChildren's Literature in Education
    Issue number1
    StatePublished - Mar 1 2012

    All Science Journal Classification (ASJC) codes

    • Education
    • Linguistics and Language


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