Problematizing Literature Circles as Forums for Discussion of Multicultural and Political Texts Amanda Haertling Thein, Megan Guise, and DeAnn Long Sloan Literature circles are a time-tested instructional strategy, but they are not without limitations when critical literacy is the goal. In 1989, Eeds and Wells promoted a new strategy For engaging students in literary texts: literature circles. They found that literature circles—typically defined as small, student-led discussions of student-selected texts (Daniels, 2002)—provided egalitarian, student-centered spaces for "grand conversations" that contrasted sharply with traditional teacher-led recitations, or "gentle inquisitions," that forwarded authoritative interpretations of texts' meanings. Since Eeds and Wells's (1989) study, scholars have praised literature circles for enabling students to select and discuss texts that are of genuine interest to them and for moving beyond instructional practices traditionally used in English language arts (Daniels, 2002; McMahon & Raphael, 1997; Short & Pierce, 1990). The widespread enthusiasm for literature circles as an instructional strategy is not surprising given empirical studies confirming that they can lead to increased academic achievement. For instance, Ain-Iasi (1995) found that higher level cognitive growth occurs in interpretive, student-led literature discussions to a greater extent than in teacher-led discussions. Likewise, Sweigart (1991) established that participation in literature circles prehension. Furthermore, Blum, Lipsett, and (2002) determined that literature circles bolster students' academic problem-solving and practical decision-making skills. Despite the enthusiasm for literature circles, scholarship has highlighted some of plex and thorny aspects by considering how readers' responses to texts are driven by and located within a host of social practices. For instance, several studies have found that literature circles are intensely power-laden space
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