Reading Young Adult Literature with Young Adults

On a crisp October afternoon, a classroom at Penn GSE buzzed with energy and anticipation. Ninth-grade students from Science Leadership Academy at Beeber (SLA Beeber) stepped into Stitlier 263, not as visitors but as intellectual collaborators. They were there to discuss Ibi Zoboi’s Pride, a vibrant remix of Jane Austen’s Pride and Prejudice set in modern-day New York City, with graduate students in Lecturer in Educational Practice Jen McLaughlin Cahill’s course, “Young Adult Literature, Media, and Culture.”

The collaboration began months earlier, when Cahill and SLA Beeber educator Njemele Anderson—an award-winning teacher who works with Cahill to advance several Philadelphia Writing Project (PhilWP) research/practice initiatives—realized they were both planning to teach YA literature in the fall. Anderson shared her plan to teach Pride, so Cahill added the novel to her Penn GSE course syllabus. They saw an opportunity to collaborate and bring high school students and graduate students together to read, analyze, and discuss the novel.

“I want my students to view themselves as intellectuals with the ability to engage in intellectual work with anyone,” said Anderson, “and what better way than to collaborate with graduate students?” 

One of Cahill’s course objectives is to center the audience of young adult literature and to expand the understanding of youth literacies. From her perspective, bringing the two classes together provided an opportunity for her students to engage directly with the book’s intended audience.

“My collaboration with Anderson integrates these course goals, while simultaneously providing a meaningful experience for Philadelphia youth to share their brilliance with graduate students and see themselves as future educators and Penn GSE students by playing a central role in a graduate-level literature course,” she said. 

The collaboration included both virtual and in-person sessions. On October 20, students met online for a literary discussion. Then, on October 27, the SLA Beeber students came to Penn GSE to lead a full afternoon of deep reading, analysis, discussion, and writing on the book with their graduate student counterparts. The novel’s themes—gentrification, classism, cultural pride—resonated deeply with the students of all ages, and the discussions were rich and layered.

“It’s really fun when we mix groups—age groups, different nationalities, or whatever,” said SLA Beeber student Zoe Jackson. “Really interesting things happen.”

“My students were grateful for the experience,” said Anderson. “They loved hearing the thoughts of the graduate students and valued being able to share their own perspectives.”

For the Penn GSE students, it was a reminder of what sets the School apart: a focus not just on theory but also on practice, partnership, and purpose. Students don’t just learn about youth literacies; they engage with youth directly. They don’t just study educational equity; they help build it.

“I really enjoyed this opportunity to read [Pride], which is an adaptation of an already established, considered-canonical, English-language text,” said LaDonna Marrero, a student in Penn GSE’s Education, Culture, and Society program. “I feel like it's very important that we can see ourselves reflected in texts like these and also use them as ways to see other people's experiences, and then we get to come together from different backgrounds, from different contexts, and discuss the book.”

PhilWP, a local site of the National Writing Project, funded the collaboration and covered transportation for SLA Beeber students to visit campus. A network of teacher consultants, PhilWP partners with educators to strengthen literacy and writing pedagogy in classrooms across the city and region. PhilWP Director Cahill leads the organization, while Anderson contributes to several initiatives and serves on its Advisory Board. 

Following the joint class, the two women are already thinking about what’s next—and how to keep building bridges between classrooms, communities, and campuses.

“These experiences reinforce my belief in the importance of collaboration,” said Anderson. “It’s powerful for future educators to see young people shine in real time.”