The Wallflower Identity

Lilah Stevens first season was the worst a lady could ever have. She hadn’t been a mere wallflower, she’d been the Wallflower. The one that had ended up with her name on everyone lips and a ruined reputation. Before that fateful day no one had ever noticed her. Afterwards, she couldn’t show her face in society without the whispers being uttered at her mere presence. It had been enough to make anyone run and hide, but she refused to allow him that satisfaction. She would make that infernal viscount rue the day they had ever crossed paths, even if it made her reputation terminally unrepairable. Henry Collins, the Viscount of Harcrest had always been a consummate rake. He didn’t see any reason to change. He loved his life and it was a grand one. As far as he was concerned, he didn’t have a care in the world, and he liked it that way. He doesn’t pay any attention to rumors, but after that fateful encounter he wonders if perhaps it is time he should. Surely, he couldn’t have done what she suggested. Even he wasn’t that depraved… Lilah wishes she could once again embrace the identity of a wallflower, a role she used to hate, but that is a past she can never reclaim. But somehow, she starts to wonder if she had it all wrong and it might be enough to lead her to a place she never expected: love.

The wallflower avant-garde' argues for the importance of a strain of modernist formalism based in ekphrasis, the literary imitation of the visual arts. Often associated with a conservative aesthetic of wholeness, permanence, and autonomy, ekphrastic writing also involves excess, failure, and mimesis, conjuring an aesthetic sense of closure and unity out of impossible imitations. This choreography of imitation and autonomy resonates with many of the foundational insights of queer theory: the way it situates identity as an effect of performativity, artifice, and mimesis. Unlike many queer theorists, however, this book insists that we value both the imitations and the aspirations that guide them, underlining not only the illusoriness of identity but also its allure. This more capacious formalism allows aspects of modernists aesthetic that have seemed regressive or repressive to be read as generative forms of stasis, quiet, reserve, shyness, and so on.

Revenge is a dish best-served cold… Or is it? These wallflowers are about to find out, as they plot against those most deserving. Can society handle a wallflower's revenge? Or will their targets topple one by one? This guidebook outlines many things that might interest a wallflower scheming for revenge. It has short snippets detailing their reason for revenge, notes of encouragement for those seeking their own, and lists to help achieve their ultimate goal. **NONE OF THE SNIPPETS ARE FULL NOVELS/BOOKS. This is a collection of short introductions and letters written by the authors in this world to help give readers an idea of what is to come with each book's release** Authors included in this guide: Aileen Fish Sydney Jane Baily Linda Rae Sande Meredith Bond Collette Cameron Rue Allyn Aubrey Wynne Alanna Lucas Rose Pearson Deb Marlowe Dawn Brower Sue London Alina K. Field Jane Charles B. W. Haggart Courtney McCaskill Jude Knight Rachel Ann Smith Sandra Sookoo Katherine Bone Amanda Mariel Heather Boyd Tabetha Waite Sawyer North Rebecca Paula Alyssa Drake Anna St. Claire Lauren Royal & Devon Royal Rachel Ann Smith Natalie Alleyn Caroline Warfield Cora Lee

This book shows how the individual constructs a self from the thousands of colloquial identities provided by a society's culture, and reveals how the individual actualizes and sustains an integrated and stable self while navigating the sometimes treacherous waters of everyday institutional life.

Uses of disability in literature are often problematic and harmful to disabled people. This is also true, of course, in children’s and young adult literature, but interestingly, when disability is paired and confused with adolescence in narratives, compelling, complex arcs often arise. In From Wallflowers to Bulletproof Families: The Power of Disability in Young Adult Narratives, author Abbye E. Meyer examines different ways authors use and portray disability in literature. She demonstrates how narratives about and for young adults differ from the norm. With a distinctive young adult voice based in disability, these narratives allow for readings that conflate and complicate both adolescence and disability. Throughout, Meyer examines common representations of disability and more importantly, the ways that young adult narratives expose these tropes and explicitly challenge harmful messages they might otherwise reinforce. She illustrates how two-dimensional characters allow literary metaphors to work, while forcing texts to ignore reality and reinforce the assumption that disability is a problem to be fixed. She sifts the freak characters, often marked as disabled, and she reclaims the derided genre of problem novels arguing they empower disabled characters and introduce the goals of disability-rights movements. The analysis offered expands to include narratives in other media: nonfiction essays and memoirs, songs, television series, films, and digital narratives. These contemporary works, affected by digital media, combine elements of literary criticism, narrative expression, disability theory, and political activism to create and represent the solidarity of family-like communities.

Taking a critical, research-oriented perspective, this book explores the theoretical, empirical, and pedagogical connections between reading and teaching young adult literature in middle and secondary classrooms and adolescent identity development.

Teacher identity is shaped by recognition or its absence, often by misrecognition of others. Recognition as a teacher, or the strong and complex identification with one’s professional culture and community, is necessary for a positive sense of self. Increasingly, teachers are entering educational settings where difference connotes not equal, better/worse, or having more/less power over resources. Differences between discourses of identity are braided at many points with a discourse of racism, both interpersonal and structural. Teacher Identity and the Struggle for Recognition examines the nature of identity and recognition as social, cultural, and political constructs. In particular, the contributing authors to the book present discussions of the professional work necessary in teacher preparation programs concerned with preparing teachers for the complexities of teaching in schools that mirror an increasingly diverse society. Importantly, the authors illuminate many of the often problematic structures of schooling and the cultural politics that work to define one’s identity – drawing into specific relief the nature of the struggle for recognition that all face who choose to entering teaching as a profession.

Countering the increased standardization of English language arts instruction requires recognizing and fostering students’ unique identity construction across different social and cultural contexts. Drawing on current sociocultural theories of identity construction, this book posits that students construct multiple identities through use of five identity practices: adopting alternative perspectives, exploring connections across people and texts, negotiating identities across social worlds, developing agency through critical analysis, and reflecting on long-term identity trajectories. Identity-Focused ELA Teaching features classroom activities teachers can use to put these practices into action in ways that re-center implementing the Common Core State Standards; case-study profiles of students and classrooms from urban, suburban, and rural schools adopting these practices; and descriptions of how teachers both support students with this instructional approach and share their own identity-construction experiences with their students. It demonstrates how, as students acquire identity-focused practices through engagements with literature, writing, drama, and digital texts, they gain awareness of the ways exposure to different narratives, beliefs, and perspectives serves to mediate their own and others’ identities, leading to different ways of being and becoming over time.