Graphic Novels and Delhi: Contested Spaces in the Popular

2021 ◽  
pp. 133-155
Author(s):  
Sangeeta Mittal
2017 ◽  
Vol 16 (1) ◽  
pp. 7-25 ◽  
Author(s):  
Tahrir Hamdi

Postcolonialism, profoundly influenced by the Palestinian scholar Edward Said, has until recently been oddly silent on Palestine, a topic that not only preoccupied Said's thinking and writing, but also inspired his theoretical ideas on imperialism, anti-colonial struggle and the worldliness and affiliations of the text and the critic. This theoretical silence on Palestine was, in fact, preceded by a historical, political, geographical, social and cultural contestation of all forms of Palestinian spaces that include not only dispossessing Palestinians of their land, but also building apartheid walls, destroying hundreds of thousands of olive trees, appropriating/stealing traditional Palestinian dishes and clothes, silencing Palestinian narratives and the Muslim call to prayer. This paper will argue that these contested spaces necessarily become sites of Palestinian cultural production, struggle and sumud.


Author(s):  
Abu Yazid Abu Bakar ◽  
Dayang Nurfaezah Abang Ahmad ◽  
Melor Md Yunus

Research has shown that using graphic novels in the classroom is one of useful approaches to promote the understanding of learners especially for lengthy and difficult literature texts. This study reports the extent of graphic novel in facilitating students’ understanding of literature and the students’ perceptions towards using graphic novel in learning literature (L2) as compared to other genre of texts. This is a mixed method study which employs quantitative and qualitative methods to obtain data. The findings indicate that most students found that graphic novel helped them to enrich their vocabularies and understand the text better. The findings also reveal that students were attracted to the illustrations in the literature text in which this helps to boost their motivation to learn literature in the classroom. The findings provide useful insights for English as Second Language (ESL) teachers in incorporating and expanding the literature learning through graphic novels in the future. The findings also imply the need of ESL teachers to use graphic novels effectively in facilitating their teaching and learning of literature in L2 classrooms particularly to suit the 21<sup>st</sup> century teaching and learning.


Author(s):  
Alison LaGarry ◽  
Timothy Conder

This chapter, “How ‘Identity Play’ Protects White Privilege: A Meta-Ethnographic Methodological Test,” presents the findings of a 2013 meta-ethnographic analysis on White identity in preservice teachers (PSTs), as well as a methodological test of those findings in light of recent publications on Second-Wave White Teacher Identity Studies (SWWTIS). In the 2013 meta-ethnography, the authors first found a reciprocal argument in which the authors described similar tools or strategies by which White PSTs defended their own privilege. Through further reflexive interpretation, the authors then found a line of argument that situated the multiple theories used in the studies as contested spaces in a larger figured world of whiteness. In testing findings from 2013 against recently published studies on SWWTIS, the authors found that the earlier study anticipated a shift in thinking and theorizing within the field.


2020 ◽  
Vol 56 (4) ◽  
pp. 176-182
Author(s):  
Adam I. Attwood ◽  
Jill L. Gerber
Keyword(s):  

2019 ◽  
Vol 55 (5) ◽  
pp. 278-285
Author(s):  
Nicole S. Fenty ◽  
Melissa Brydon

Strong oral reading fluency skills are an important indication of good reading. In addition, reading engagement is often correlated with reading success. Unfortunately, students with learning disabilities (LD) often struggle to read fluently and engage with text. Incorporating graphic novels as part of a comprehensive reading program may help support student engagement with text during reading fluency instruction. This article outlines how teachers can use graphic novels as part of a comprehensive reading program to help engage students with LD in reading during fluency instruction. A brief summary of the literature surrounding comprehensive fluency instruction and the use of graphic novels is provided. In addition, a scenario is provided to illustrate guidelines for fluency planning and instruction using graphic novels. Finally, conclusions are summarized.


2018 ◽  
Vol 11 (2) ◽  
pp. 98-117
Author(s):  
Agatha Mohring

María y yo by Miguel and María Gallardo, Arrugas by Paco Roca and Una posibilidad entre mil by Cristina Durán and Miguel Ángel Giner Bou are contemporary Spanish graphic novels that can be considered pathographies. This article shows how they use the metaphor of the journey to deconstruct social representations and challenge preconceived ideas about autism, Alzheimer’s disease and cerebral palsy. By making readers travel to the unknown territory of differences and diseases, these works help them to discover and understand alterity. I also study how the authors use techniques specific to travel guides to explain these disorders, and interrogate the extent to which creating and reading those pathographies can have a curative dimension. This will lead to questioning the concept of the therapeutic journey.


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