Graphic Novels, New Literacies, and Good Old Social Justice

2010 ◽  
Vol 37 (3) ◽  
Author(s):  
Gretchen Schwarz
2018 ◽  
Vol 11 (2) ◽  
pp. 221-237 ◽  
Author(s):  
Courtney Donovan ◽  
Ebru Ustundag

In this paper, we explore the relevance of graphic novels to understanding and responding to the complex nature of traumatic experiences. We argue that graphic narratives of trauma, which combine visual images and written text, significantly differ from biomedical and legal accounts by presenting the nuances of traumatic experiences that escape the conventions of written testimony. Building on the literature that integrates social justice concerns with visual methods and graphic medicine, we contend that graphic narratives effectively convey the complexities of traumatic experiences, including embodied experiences that are not always apparent, intelligible, or representable in written form, leading to greater social recognition of the dynamics and consequences of trauma. To illustrate this claim, we analyze Una’s Becoming Unbecoming (2015), a graphic novel that explores themes relating to trauma and social justice. Una relies on the graphic medium to explore the interconnections between personal and collective experiences of gender-based violence, and to show how physical embodied experience is central to her own experience of trauma. Graphic narratives like Becoming Unbecoming also offer a space for addressing the emotional, physical and financial costs of survivorship that usually are not available in legal written testimonies, potentially leading to better justice outcomes for trauma survivors in terms of social intelligibility and recognition, and access to social resources for healing.


Author(s):  
Kathy Bussert-Webb ◽  
Karin A. Lewis

The authors focus on digital literacy and community service learning (CSL) strategies from research of Latinx undergraduate teacher candidates (TCs) engaged with technology in CSL courses. The qualitative studies have taken place in a tutorial agency and university classrooms in the Rio Grande Valley, Texas, one of the most economically-strapped U.S. regions. The 60 participants were Bussert-Webb's TCs in Summer 2016 and Summer 2017 (n=28) and Lewis's TCs in Fall 2018 and Spring 2019 courses (n=32). Data sources include participant observations, surveys, focus groups, lessons, and reflections. Using social justice and New Literacies frameworks and thematic data analysis, the authors discuss four concepts that have influenced their practices: 1) risk-taking is more important than our digital expertise, 2) digital literacy connects to social justice contexts, 3) TCs engage in authentic technology experiences, and 4) technology-infused CSL is provided. Implications relate to closing a three-tier digital divide among Latinx teachers and youth.


Author(s):  
Glenn Henry Rhoades

The purpose of this chapter is to discuss cell phones in the classroom before and after the pandemic. The author discusses the problematic history of cell phones in the classroom, and how teachers have struggled and fought against them, many times outright banning cell phones. Instead of this approach, the case is made for the need for students to learn how to use them, and why they are so useful in the classroom for both formative assessment and feedback. Next, this chapter discusses how the author leveraged cell phones during the period of crisis instruction at the end of the 2019-2020 school year. The author was able to launch and successfully complete a unit that combined social justice themes, graphic novels, and podcasting – all of which utilizing cell phones. Finally, specific tools, resources, and strategies are shared and discussed that were used during this time, with recommendations for the future of education no matter how it may look.


2021 ◽  
Vol 17 (1) ◽  
pp. 28-38
Author(s):  
Yaroslav Samarin ◽  

This article examines the role of popular culture products as a factor in changing the concept of patriotism in the United States. The discourse of patriotism is formed through a “sum” of images including an assessment of the political system, values and national history. According to American sociologist Jeffrey Alexander, “gaining power depends on the outcome of struggles for symbolic domination in the civil sphere”. The exacerbation in the last decade of problems related to race, gender and social justice led to a split in society and created the demand for a critical revision of the history of the United States, and as result the revision of the concept of patriotism. Nowadays, more and more graphic novels and media-shows based on patriotism are focusing on issues of social justice, and play an important role in the “culture wars” in the United States. An example of this is the popular series “Watchmen”, which has received various influential awards. Through the plot about superheroes, its authors construct a new narrative of civic patriotism. This narrative assumes that the racial issue has been a key factor in US history and that the country was founded on the principles of intolerance and oppression. In addition, it is suggested that the political system, in turn, is only formally democratic and the founding fathers created a state that is prone to authoritarianism and suppression, regardless of which political party is in power. Therefore, radical reforms are required for the United States to become a truly democratic and inclusive country.


TESOL Journal ◽  
2020 ◽  
Vol 11 (4) ◽  
Author(s):  
Brandy Barter‐Storm ◽  
Tamara Wik

Currently, graphic novels thrive in the world of reading for even the youngest of children. The highly visual nature of these texts distinguishes them from other reading materials. This chapter describes a group of second graders' immersion with reading and writing graphic stories. Specific examples of text design are noted throughout the chapter to illustrate text making experiences. As such, the reader may value the complexities involved in moving from paper to digital and how tools such as music and narration add to the overall production. Themes such as peer dialogue, student funds of knowledge, and the application of digital tools are explored. Ultimately, the findings indicate growth in the development of new literacies, writing skills, and identities as published authors.


Author(s):  
Kasey L. Garrison ◽  
Karen Gavigan

Graphic novels are becoming more widely accepted by librarians and teachers as a mainstream literary format for students. They are also effective tools for engaging youth with challenging social issues, as the quote in the title suggests. This chapter provides an overview of ways university instructors can teach pre-service educators to use social justice graphic novels in their high school classrooms and libraries. The content in this chapter is based on findings from research conducted by the authors about social justice issues in young adult graphic novels. The chapter includes an annotated list of selective graphic novel titles based on five social justice issues (racism, immigration and displacement, LGBTQIA+ and gender, mental health, and the environment and climate change). It also provides examples of standards-based best practices for using the graphic novels with pre-service teachers and librarians, award lists, and other educational resources.


Author(s):  
Jason DeHart

Jones and Woglom (2014) pointed to the tensions that sometimes exist around using comics and graphic novels as literary work in the classroom. It is from this noted tension that we arrive at a call for both critical and empirical studies that examine this issue more closely. If, indeed, graphic novels have potential for instruction, then in what ways are teachers using them across educational settings? Beyond popularity, how do children and adolescents respond to these works? How do educators align themselves with the counter-narrative of comics as texts worthy of analysis and exploration, and how do they send this message to critics of the medium? In what ways do graphic novels sit within the context of antiracist and social justice-oriented pedagogy? Download PDF for full description and submission requirements. Submissions due November 15, 2021.


Author(s):  
Kasey Garrison

How we teach youth about social justice issues, and promote diversity in books, is crucial to supporting global citizenship and building cultural empathy. This research posits that graphic novels are useful tools to teach social justice topics given the duality of text and illustrations and the focus of diversity and social justice issues of many graphic novel titles. Using a critical content analysis approach, researchers examine examples of graphic novels giving marginalized communities a voice and targeting social justice topics and explore best practices in using graphic novels to empower youth to become global citizens. Preliminary findings are presented.


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