Publication Date


DOI (Digital Object Identifier)



Leadership and Higher Education


Doctor of Education (Ed.D)

Dissertation Chair

Alayne Sullivan, Ph.D.

Committee Members

Rod Goodyear, Ph.D.

Philip Mirci, Ph.D.


Education; Aesthetic reading; Multicultural literature; Resistant readers; Social consciousness; Socially conscious teaching


Bilingual, Multilingual, and Multicultural Education | Child Psychology | Curriculum and Instruction | Educational Leadership | Secondary Education | Social Psychology


This qualitative case study establishes a methodological approach to the pragmatic exploration of aesthetic reading using multicultural literature with 11- and 12-year old resistant readers. It offers a theoretical analytic framework that sets forth specific elements of Rosenblatt’s (1978) emphases of aesthetic reading, aesthetic synthesis and social consciousness which was applied to the varying reading responses of 11- and 12-year old resistant readers. The utilization of the analytic framework for data analysis established that aesthetic reading, aesthetic synthesis and social consciousness can be fostered when resistant readers are provided with a contextually sensitive reading environment. Specific selections of multicultural literature were introduced to 27 readers, 5 of whom were deemed as resistant to the reading process. Within this environment, all readers responded to the selected literature over a three month period through journal writing, open-ended literary responses, whole group discussions, art based projects and semi-structured focus group interviews. Analysis of these data sources for five specific resistant readers revealed that they do demonstrate all elements of aesthetic reading given its propositional definition derived from Rosenblatt’s (1978) work. The work implies that given careful text selection and a sensitive experiential classroom environment that resistant readers can read aesthetically.


© 2010 Kimberly Lyn Lium

All Rights Reserved

ISBN: 9781124209319