Sarah Minslow
Johnson C. Smith University, Smith Institute for Applied Research, Research Association and Faculty Research Manager
I teach Children's Literature and Modern British Literature at California State University Los Angeles.
I formerly taught at the University of North Carolina at Charlotte, the Art Institute of Charlotte, and the University of Newcastle in Australia.
I teach or have taught the following courses:
War and Genocide in Children's Literature (service learning component)
Refugees in Literature and Film (hybrid and online)
Child Soldiers and Conflict
Romance and Sexuality in Young Adult Literature
Approaches to Literature (Literary Theory)
Writing about Literature
Werewolves, Wonderlands, Wizards, and War: Adaptations of "Classic" Children's Literature
Literature for Young Children
Australian Children's Literature
Critical Reading and Writing
Inquiry in the Academic Context (First-year writing, service learning component)
Literature for Adolescents
Introduction to Technical Communication
Literature and Culture - War: What Is It Good For?
Western History and Culture - Children's Literature, Childhood, and Human Rights (online)
I am a Research Associate and Faculty Research Manager at Johnson C. Smith University. I have seven years of experience working in grant administration, program and project development and management, and faculty development. Currently, I am working to develop the university's Quality Enhancement Plan for accreditation and training faculty to embed undergraduate research experiences into their curriculum.
I mentor undergraduate students as part of the Charlotte Research Scholars summer program. In 2014, our project was Teaching the Holocaust in Middle School Using Children's and Young Adult Literature. In 2015, our project was Analyzing the Portrayals of Child Soldiers in Popular Culture. In 2016, our project is Developing Teacher Training Materials for Teaching the Holocaust Using Children's and Young Adult Literature.
Another aspect of my research focuses on first-gen college students and better ways to support them. I have been the co-PI on two grant-funded projects to develop materials for FGS. I presented the research at the National Academic Advising Association conference in Minneapolis in October.
In 2014, I presented papers at MLA Chicago (fiction in the Common Core), Understanding Atrocities in Calgary (Teaching War and Genocide in Children's Literature), and the Children's Literature Association conference in Columbia, SC (Edward Lear's Emancipatory Limericks). Each of these papers has been published.
This summer I'm presenting papers at the Horrible Histories conference at King's College, London hosted by the Historical Childhood Society and the Children and War: Past and Present conference at the University of Salzburg, co-hosted by the UN's Secretary on Children and Armed Conflict.
Supervisors: Brooke Collins-Gearing and Dianne Osland
Phone: 704-995-5370
Address: Fretwell 290 A
UNC Charlotte
Charlotte, NC
I formerly taught at the University of North Carolina at Charlotte, the Art Institute of Charlotte, and the University of Newcastle in Australia.
I teach or have taught the following courses:
War and Genocide in Children's Literature (service learning component)
Refugees in Literature and Film (hybrid and online)
Child Soldiers and Conflict
Romance and Sexuality in Young Adult Literature
Approaches to Literature (Literary Theory)
Writing about Literature
Werewolves, Wonderlands, Wizards, and War: Adaptations of "Classic" Children's Literature
Literature for Young Children
Australian Children's Literature
Critical Reading and Writing
Inquiry in the Academic Context (First-year writing, service learning component)
Literature for Adolescents
Introduction to Technical Communication
Literature and Culture - War: What Is It Good For?
Western History and Culture - Children's Literature, Childhood, and Human Rights (online)
I am a Research Associate and Faculty Research Manager at Johnson C. Smith University. I have seven years of experience working in grant administration, program and project development and management, and faculty development. Currently, I am working to develop the university's Quality Enhancement Plan for accreditation and training faculty to embed undergraduate research experiences into their curriculum.
I mentor undergraduate students as part of the Charlotte Research Scholars summer program. In 2014, our project was Teaching the Holocaust in Middle School Using Children's and Young Adult Literature. In 2015, our project was Analyzing the Portrayals of Child Soldiers in Popular Culture. In 2016, our project is Developing Teacher Training Materials for Teaching the Holocaust Using Children's and Young Adult Literature.
Another aspect of my research focuses on first-gen college students and better ways to support them. I have been the co-PI on two grant-funded projects to develop materials for FGS. I presented the research at the National Academic Advising Association conference in Minneapolis in October.
In 2014, I presented papers at MLA Chicago (fiction in the Common Core), Understanding Atrocities in Calgary (Teaching War and Genocide in Children's Literature), and the Children's Literature Association conference in Columbia, SC (Edward Lear's Emancipatory Limericks). Each of these papers has been published.
This summer I'm presenting papers at the Horrible Histories conference at King's College, London hosted by the Historical Childhood Society and the Children and War: Past and Present conference at the University of Salzburg, co-hosted by the UN's Secretary on Children and Armed Conflict.
Supervisors: Brooke Collins-Gearing and Dianne Osland
Phone: 704-995-5370
Address: Fretwell 290 A
UNC Charlotte
Charlotte, NC
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Papers by Sarah Minslow
depended on the unquestioning obedience and ignorance of children. In doing so, the paper also argues that Lear’s works exemplify anti-colonizing children’s literature that gives the child a voice and positions him or her as an active, decision-making participant in the process of interpretation. Dialogic engagement with the limericks allows the child to challenge
strictures imposed by adult concepts of the child and children’s literature, without trying to indoctrinate the child reader into one way of conceptualizing self, otherness, and the social world. It is from the basis of Lear’s nonsense as innovative and radical that I extend a study of Lear’s limericks and their contribution to contemporary discussions of children’s literature.
A dialogic analysis of Lear’s limericks reveals that they allow a space where
anyone can laugh at and question dominant society because the critical
gaze is deflected from the other to the self and dominant social attitudes
and conventions.
Book Chapters by Sarah Minslow
depended on the unquestioning obedience and ignorance of children. In doing so, the paper also argues that Lear’s works exemplify anti-colonizing children’s literature that gives the child a voice and positions him or her as an active, decision-making participant in the process of interpretation. Dialogic engagement with the limericks allows the child to challenge
strictures imposed by adult concepts of the child and children’s literature, without trying to indoctrinate the child reader into one way of conceptualizing self, otherness, and the social world. It is from the basis of Lear’s nonsense as innovative and radical that I extend a study of Lear’s limericks and their contribution to contemporary discussions of children’s literature.
A dialogic analysis of Lear’s limericks reveals that they allow a space where
anyone can laugh at and question dominant society because the critical
gaze is deflected from the other to the self and dominant social attitudes
and conventions.