The Only Road Out is the Road not Taken:

Migrant narratives in YA Literature

Instructor: Elpida Karmali Voulgaropoulou

Email: ekarmali@uoguelph.ca
Office: MCKN 251
Office Hours: Tuesday and Thursday 12:30-2:30 or by appointment
Classroom time and room: TBA

Course Outline

Course Description

During this course, we will read and critically examine the growing body of narratives
related to migration aimed for young adults, in publications from 2000 to date. These
narratives will include, among others, YA novels, films and graphic novels that mainly
focus on transnational movements and deal with topics such as documented vs
undocumented migration, border crossing of unaccompanied minors, second generation
immigrants, regional diversities and the construction the identity of young immigrants as
Others. By familiarizing yourselves with the growing body of narratives related to
cultural identity and cultural diversity, we will explore current debates on immigration.
Also, you will acquire the skills to discuss and compare these themes in the form of a
research paper.

Lesson Outcomes

Upon successful completion of this course, you will be able to:

 1) Identify recurrent themes that arise in existing narratives aimed for young adult
audiences that deal with the migrant experience from 2000 to date by engaging
with literature, graphic novels and film.
2) Demonstrate your knowledge on topics that currently prevail in YA migration
literature. This will be accomplished by engaging into in-class and online
(Courselink) discussions as well as oral presentations.
3) Provide and receive constructive criticism during class discussions and short
writing assignments (with peer feedback review).
4) Expand on the material that we study in class or locate further related literature in
order to write a final essay that demonstrates critical thinking about the migration
experience of minors / young adults.

Prerequisites

Fluency in English and Spanish (an advanced level is required for one of the two
languages and at least an intermediate level for the second) as some of the materials
we will be examining are originally written in Spanish and have not been translated yet.
Discussions will be conducted in English but students are allowed to write their
assignments in any of the two languages they prefer.

Course and Instructional Approaches

This course is designed to be learner-centered. Although it tends to be mostly popular

among literature and language students, it brings together participants from a wide
range of disciplines, united by their passion for literature and interest in current topics of
immigration. The course offers the opportunity for us to explore recent publications that
belong to the young adult literary genre and strives to encourage you to expand the
research on the topic. The courses ultimate goal is to create a positive learning
environment in which you will engage into conversations related to migrant narratives by
interacting with each other and the facilitator/guest speaker, by participating in online
discussions, practicing your writing skills (book review) as well as peer-review and
finally, guiding you toward topics and questions you might want to explore further in
your final research paper. In order to enhance your collaboration skills, part of the
assessment forms of the course are based on group discussions, group presentations
and peer-editing. Simultaneously, in order to promote autonomy, you are encouraged to
research your own readings on the library database/internet
articles/newspapers/reviews and relate them to our course. Additionally, you are
allowed to choose your own topic for your final paper. The facilitator and TA will be
there to assist you on every step of the way by reviewing your work, recommending
readings and giving general guidelines but this course aims to empower you to establish
your own context of research related to YA migration narratives.
Each class will focus on a different book/graphic novel/film which must be read/watched
in advance. Additional readings related to the works discussed will be required. These
will be chosen by the instructor and posted on Courselink under the week they
correspond to. Courselink will be our main tool to discuss and communicate and of
course, your UoG email account, which you should check frequently. You should come
to class prepared by having done the required reading and/or assignments and actively
participate in the discussions. Participation will be graded based on contribution to in-
class and Courselink discussions. Further explanation on grading can be found under
assessment criteria.

Required and Supplementary Readings

The list of supplementary readings required for the course will be posted on a weekly
basis on Courselink. Concerning the mandatory readings, be aware that they might not
be available in the library, so you are required to access them by your own means. In
case you find yourself struggling with finding access to the materials, consult your
instructor/TA for assistance. The following list of readings is obligatory for the course
(the list is subject to change upon agreement with the students).

The Only Road (2016) by Alexandra Diaz (novel)

My name is not Easy (2011) by Debby Dahl Edwardson (novel)
The Lines We Cross (2017) by Randa Abdel-Fattah
You Bring the Distant Near (2017) by Mitali Perkins
Gazpacho Agridulce (2015) by Quan Zhou Wu (graphic novel)
The Red Umbrella (2010) by Christina Diaz Gonzalez (novel)
You Bring the Distant Near (2017) by Mitali Perkins
He named me Malala (2015) by Davis Guggenheim (documentary)
The Arrival (2006) by Shaun Tan (graphic novel)
La Hija Extranjera (2016) by Najat el Hachmi (novel)

Assessment Criteria

1) Participation 10%
Students are required to actively participate in class discussions related to the
reading material on a weekly basis. Students will be assessed for participation in
the following way:
In-class discussion 5%
Frequent contribution to class conversations related to the study material in a way that
exhibits a profound comprehension of the readings.

Contribution to Courselink Discussion Board 5%

A contribution of at least one post/week is required to ensure that students are up-to-
date with their reading material and engage into the debates that arise on our online
platform.

Students are encouraged to meet with the instructor or TA during office hours to
furtherly discuss their ideas. Although these meetings are not mandatory, they are
strongly encouraged, especially if students find themselves struggling with in-class
participation.

2) Book Review 15% (500 words)

By week 4, you will be asked to write your own book review on one YA migration
literature novel of your choice. You can do so either by providing a printed form of your
assignment, or by posting it on an online platform (blogs and websites such as
goodreads.com). Instructions on how to write a book review will be provided by a guest
speaker during lecture time, two weeks prior the book review is due. Each student will
be randomly and anonumously assigned two peer reviewers from the classroom and a
third one which will be your TA or instructor. Students will be asked to read their peers
reviews in class and provide feedback as well as a mark. After your grades by your
peers have been submitted, a week later you will receive your TAs grade and feedback.
Your final grade will be the average of the three different marks you will receive for this
assignment.

3) Final paper Outline: 10% (500 words)

In week 6, after having explored a sufficient number of literature and thus having
familiarized ourselves with some of the themes in YA migration literature, you are
required to select a topic for your final paper for which you have to write an outline. The
topic can be a literary analysis of one the materials found in the courses syllabus or a
comparison of a topic that has been discussed in class but you wish to relate to another
form of literature. The first draft is due in week 6 and you will be asked to bring the
outline in the lecture for the purposes of peer-review (and submit it electronically on the
same day). By engaging into an activity organized by the instructor that encourages
giving and receiving feedback by more than one of their classmates, students evaluate
each other with comments based on their ideas and how coherently they are organized.
After taking the feedback into consideration, students are asked to re-submit their new
outline electronically to the instructor, two weeks later (earlier submissions are accepted
for those who wish to receive feedback and start working on their final paper). The
instructor has to approve the outline and provide further feedback before the students
proceed to the writing of the final essay.

4) In-class presentation: 20%

During the 2nd week of the course, the instructor will distribute a list of the reading
materials to the students for the in-class presentation for which you will sign up
according to your preference and availability. You will be asked to complete a form in
which you and your classmates specify the topic of your choice and the week during
which you will present. Your presentations will be primarily linked to class material but
you are asked to conduct your own research and connect it to secondary sources
(academic articles, films, other novels etc). The presentations will be organized in
groups of 2-3 students and should not last more than 20. You are encouraged to use
visual aids such as powerpoint presentations, short videos etc. Evaluation is based on
organization skills (logical sequence of arguments, sufficient academic references),
content (accurate and relevant material), and presentation skills (well-communicated
information, appropriate language etc). In-class presentations will begin in week 3.

5) Final paper: 45% (3000-4000 words)

The final paper is based on the outline that has received peer and instructor feedback
and has been returned to the student. Its length should not exceed the 4000 word limit,
and it should be double spaced. The final paper is a literary analysis of at least one of
the works found in the syllabus and requires its examination in relation to some
academic bibliography that the students should accurately cite at the end of their paper.
The paper is evaluated based on content and accuracy, organization (introduction, main
body and whether there are sufficient and clear arguments presented in the paper
conclusion) and correctness in citing the bibliography according to the MLA style 8th
edition. The paper should be submitted electronically (by email or dropbox) by the end
of week 12.

Learning Outcomes Assignments Activities

Identify recurrent themes In-class participation Weekly discussion

that arise in YA migration Courselink of class material
narratives from 2000-now Discussion board Brainstorming
by engaging with literature, activities using
graphic novels and online platforms
such as menti.com
documentary
Weekly contribution
to Courselink
discussion board by
comments in your
instructors/peers
threads

Demonstrate knowledge Oral presentation Work in

and critique topics that pairs/groups
currently prevail in YA Upon completion of
their presentations,
migration literature by
students will lead
engaging into discussion and moderate class
about current migration discussion based on
debates their selected topic

Provide and receive Book Review Peer-review

constructive criticism
during class discussions
and short writing
assignments
Final Essay Outline activities assigned
by the instructor in
class time

Expand on the class Research Paper Peer-review final

material or locate further paper outline
related literature to write a Final essay
In-class activities
final essay that
demonstrates critical
thinking about the
migration experience of
minors / young adults

Schedule of Topics

Week Topic Readings Notes

1 Introduction: What Crossing
is YA migration Borders:Immigratio
literature? n Narratives in
Young Adult
literature, Joanne
Brown

2 Unaccompanied The Only Road, Guest instructor

Minors and Alexandra Diaz on how to write
Crossing Borders a book review
Oral
presentations
Sign up

3 Wordless The Arrival, Shaun

narratives: if an Tan
image is worth
1000 words, how
many words is a
graphic novel
worth?

4 Postcolonial My name is not Book reviews

readings of YA Easy, Debby Dahl due
migration literature Edwardson Guest instructor

5 Immigrant Identities You Bring the

Distant Near,
Mitali Perkins

6 How to write a (no readings Guest instructor

research paper: A assigned)
peer-editing
process

7 Malala Yousafzai: He named me Research Paper

The New heroine, Malala, Davis Outline first draft
Non-fiction Version. Guggenheim due
From Pakistan to
England

8 Graphic Novels and Gazpacho

Humor: the Agridulce, Quan
contradiction of a Zhou Wu
Chinese who
 speaks with an
Andalusian accent

9 The meaning of The Red Umbrella, Research paper

home: Emigrant Christina Diaz Outline final
Dreams, Immigrant Gonzalez draft due
Borders

10 1.5 Generation La Hija Extranjera, Guest Instructor

Immigrants Najat el Hachmi

11 Terrorism, The Lines We

Xenophobia and Cross,
difficult choices by Randa Abdel-
Fattah

12 Review (no readings Final Research

assigned) Paper due

Standard Statements
The following are standard statements for inclusion on all course outlines (adapted with
permission from the College of Arts). Some departments or colleges may also elect to
post this information on a common website and link to such sites in the course outline.
However, it is strongly recommended that statements on academic misconduct and
links to the academic misconduct section of the academic calendars are included on all
course outlines.

E-mail Communication
As per university regulations, all students are required to check their
<mail.uoguelph.ca> e-mail account regularly: e-mail is the official route of
communication between the University and its students.

When You Cannot Meet a Course Requirement

When you find yourself unable to meet an in-course requirement because of illness or
compassionate reasons, please advise the course instructor (or designated person,
such as a teaching assistant) in writing, with your name, id#, and e-mail contact. See
the undergraduate calendar for information on regulations and procedures for Academic
Consideration.

Drop Date
Courses that are one semester long must be dropped by the end of the fortieth class
day; two-semester courses must be dropped by the last day of the add period in the
second semester. The regulations and procedures for Dropping Courses are available
in the Undergraduate Calendar.

Copies of out-of-class assignments

Keep paper and/or other reliable back-up copies of all out-of-class assignments: you
may be asked to resubmit work at any time.

Accessibility
The University promotes the full participation of students who experience disabilities in
their academic programs. To that end, the provision of academic accommodation is a
shared responsibility between the University and the student.

When accommodations are needed, the student is required to first register with Student
Accessibility Services (SAS). Documentation to substantiate the existence of a disability
is required, however, interim accommodations may be possible while that process is
underway.

Accommodations are available for both permanent and temporary disabilities. It should
be noted that common illnesses such as a cold or the flu do not constitute a disability.

Use of the SAS Exam Centre requires students to book their exams at least 7 days in
advance, and not later than the 40th Class Day. More information:
www.uoguelph.ca/sas

Academic Misconduct
The University of Guelph is committed to upholding the highest standards of academic
integrity and it is the responsibility of all members of the University community faculty,
staff, and students to be aware of what constitutes academic misconduct and to do as
much as possible to prevent academic offences from occurring. University of Guelph
students have the responsibility of abiding by the University's policy on academic
misconduct regardless of their location of study; faculty, staff and students have the
responsibility of supporting an environment that discourages misconduct. Students need
to remain aware that instructors have access to and the right to use electronic and other
means of detection.

Please note: Whether or not a student intended to commit academic misconduct is not
relevant for a finding of guilt. Hurried or careless submission of assignments does not
excuse students from responsibility for verifying the academic integrity of their work
before submitting it. Students who are in any doubt as to whether an action on their part
could be construed as an academic offence should consult with a faculty member or
faculty advisor. The Academic Misconduct Policy is detailed in the Undergraduate
Calendar.

Recording of Materials
Presentations which are made in relation to course workincluding lecturescannot be
recorded or copied without the permission of the presenter, whether the instructor, a
classmate or guest lecturer. Material recorded with permission is restricted to use for
that course unless further permission is granted.

Resources
The Academic Calendars are the source of information about the University of Guelphs
procedures, policies and regulations which apply to undergraduate, graduate and
diploma programs.

Course Rationale

The idea for the creation of this course arose from my personal research project
and dissertation topic, whose full title is Childrens and YA Immigration Narratives and
Pedagogical Strategies for the Multicultural Classroom. The refugee crisis in Europe in
2015 had an enormous impact on the rest of the world and contributed to a proliferation
of migrant narratives, especially in young adult literature that deal with phenomena such
as discriminatory behaviours and xenophobia which creates difficulty in the integration
of new-comers in the host country or to those who, although they might have been born
and raised in a place, struggle with issues of cultural identity. In a time migrants are
easily targeted as Others in a variety of aspects of daily discourse, teachers are
presented with an important tool: literature. For university students who are in their
majority, young adults, literature can be used as a tool to encourage and promote
inclusivity. The migration narratives that were selected for the course contain literature
forms (novels, documentaries, graphic novels), that constitute a powerful device that
creates a pedagogical space in which the teacher can address issues of exclusion and
inclusion. By selecting readings for the class that portray the experience of people that
are marginalized, misunderstood and misinterpreted in society, teachers are making a
conscious effort: to expose and address attitudes of discrimination and prejudice.
The course aims to promote and enhance two different skills for the students that
will attend it. For a learner-centered teacher, the most important aim of an educational
experience is individual and collaborative learning (Weimer 2012). Following this
principle, my first goal is collaborative learning. According to Prince, collaborative
learning can refer to any instructional method in which students work together in small
groups toward a common goal. The way that the courses assessment methods are
organized encourages group cooperation as students are asked to collaborate for
several of their assignments (group discussions, oral presentations, peer-feedback
reviews). The ability to work with others to achieve a common goal is imperative and
emphasizes the interaction between the students rather than on learning as a solitary
activity ( Prince 223). As Weimer suggests, a classroom is seen as a community of
learners and as research has shown, students learn from one another. It is the goal of a
learner-centered teacher to develop structures that promote shared commitments to
learning.
The second goal of the course, is to allow students to act independently as far as
their own research is concerned. Continuous academic support is provided to the
learners throughout the course and a constant effort for the creation of a positive class
atmosphere is made, where learners are encouraged to actively participate in the on-
going discussions and critical approaches of the material, without the fear of being
reproached for their mistakes. At the same time, it is important to treat students like
human beings who sometimes struggle to meet our expectations. However, what often
occurs from treating students in an almost too delicate way, is that we as instructors,
might fall into the trap of spoon-feeding the learners, not allowing them the necessary
space for growth and improvement and the development of critical thinking. For this
reason, promoting autonomy in the classroom is extremely significant, as we enable
students to establish their own context of research and interests, which will prove useful
for their future academic endeavours. Autonomy in this particular course is promoted by
the activities and assignments which are constructed in order to have progressive
difficulty. Students therefore receive instructions,practice their newly-explored skills and
receive feedback for their attempt before finally moving to more demanding
assignments. An example of how scaffolding strategies are employed can be seen in
the assessment methods that were specifically created in order to help students
progress while gaining new skills step by step. Students are given enough time to
familiarize with the themes as well as the literary theories employed in the course (week
7) before they are asked to choose their research paper topic and create an outline of
how it will be structured. Only after having receiving feedback from their peers as well
as from their instructor or TA are students supposed to move forward with their final
project. This type of assignment offers the following advantages:
a) It promotes autonomy and creativity as students are given the freedom to
choose their own topic, related but not limited to the readings/themes
explored in the classroom.
 b) It promotes collaborative learning as it facilitates the interaction with fellow
classmates whose feedback can contribute creatively by exposing the
student to new ideas.
c) It allows students to see their incomplete work through the eyes of others
and use their feedback so the organization of their arguments is more
coherent.
d) Having completed part of the work in advance, students find themselves
with an idea that they have to develop but whose possible weaknesses
they have already considered.

Possible problems that might arise during the course are to be expected. For
example, students might not feel comfortable with the fact that they are partly graded by
their peers in their book review. I believe that a very important part of teaching is being
honest and clear about the requirements of the course from the beginning. In general,
students are gently pushed to step outside of their comfort zone and expose themselves
to the critique of others. It is the instructors job to ensure that the learners are being
made aware of the practices in the classroom and the merits that each of them
presents. It is also the instructors responsibility to ensure that students are treated with
respect and graded fairly. For these reasons, continuous communication between
students and the facilitators of the course is strongly encouraged. Feedback related to
the class is given by students to their instructor and TA on a regular basis.
Overall, the course aims to be learner-centered by promoting both cooperative
learning as well as autonomy, with an ultimate final goal of sharpening the learners
critical thinking in topics that arise through the engagement with young adult migration
narratives.

References

Last Name, First Name. "Title of Article." Name of Journal, Volume, Issue, Year,
Pages. doi/URL.
Prince, Michael. Does Active Learning Work? A Review of the Research.
Journal of Engineering Education, Vol.93(3), 2004, pp.223-231
 Weimer, Maryellen. Five Characteristics of Learner-Centered Teaching. Faculty
Focus, 13 Aug 2012, https://www.facultyfocus.com/articles/effective-teaching-
strategies/five-characteristics-of-learner-centered-teaching/