Introspection and Dialogic Inquiry in Creating Young Adult Literature Course Syllabi

Abstract

This article theorizes the use of Bakhtinian dialogic analysis as a method for examining course syllabi and related instructional materials in teacher education for young adult literature (YAL). Drawing on Bakhtin’s concepts of heteroglossia, authoritative and internally persuasive discourses, and double-voiced discourse, the study analyzes 20 YAL course syllabi collected from secondary English teacher educators across the United States. Findings show that YAL course syllabi function as heteroglossic documents where institutional expectations, standards, and other authoritative pressures interact with instructors’ efforts to create student-centered learning spaces. The analysis highlights how teacher educators incorporated student choice, discussion-based learning, and flexible assessments to flatten classroom hierarchies and encourage dialogic engagement. The article argues that a dialogic analysis of educational documents can help educators critically examine the ideological tensions embedded in course materials and intentionally design more inclusive, student-centered learning environments.