Authors:Angelo Letizia Abstract: This article posits that the comic medium, wedded with traditional essay assignments, may be a powerful tool for social studies teachers, those who prepare social studies teachers at the collegiate level and other teachers and professors who desire to teach about citizenship in an era of "fake news" and alternative facts. PubDate: Tue, 03 Aug 2021 06:45:48 PDT
Authors:Oliver McGarr et al. Abstract: This paper reports on the use of comics to help facilitate reflection on one’s past as part of an early childhood education degree programme in Spain. It is common in professional education programmes in the health and education fields to encourage students to reflect on their past in order to explore how this has shaped their development and how it has influenced their career decisions. A challenge with more traditional forms of written reflections in this area is that they often become simple descriptions without any critical reflection on past experiences. To address this, the research reported here aimed to explore the extent to which comics had the capacity to afford alternative and novel ways of reflecting on one’s past by providing students with the opportunity to create their own comics. Reporting on a sample of the completed comics and the students’ reactions to the task, the study found that despite initial reservations and limited experience of comics, the students completed the task to an impressive level. While there was variation in the quality of the completed students’ comics, they had utilised many of the unique affordances of comics to reflect their past lives. This paper discusses the implications of integrating comics into reflective practice activities and the challenges and opportunities they pose for practitioners. PubDate: Tue, 03 Aug 2021 06:45:39 PDT
Authors:David Lewkowich et al. Abstract: As a picture of childhood composed from the point of view of a young boy named Freddie, who suffers the effects of repeated and ongoing trauma, the experience of reading The Freddie Stories presents a number of interpretive challenges: its main character is often split and in various states of disassociation, the difference between dreaming and waking life is not always obvious, multiple monsters appear in different and changeable forms, and as Freddie experiences repeated difficulties with language and cognitive function, his traumatic past enfolds upon the time in which the story is set. In this paper, we analyze how undergraduate readers in teacher education engage with Barry’s text, and how their experience of reading about trauma effectively mirrors the psychological effects of Freddie’s suffering: getting lost in the text, being at a loss for words, reading in a state of enfolded temporality. Given how trauma disarticulates the self, this paper investigates how Barry’s text disarticulates the adult’s reading experience. PubDate: Tue, 26 May 2020 04:00:39 PDT
Authors:Matt Reingold Abstract: The following paper considers how integrating Holocaust graphic novels that prominently feature non-Jewish characters can be effective in introducing Jewish students to new perspectives on contemporary understandings of the Holocaust. Drawing on the results of recent studies about rising anti-Semitism and Jews' concerns for their safety, feelings of insularity are understandably becoming more pervasive within the Jewish community. The author argues that in order to combat the negative aspects of this entrenchment, Jewish students need to be introduced to thoughtful and complex narratives that relate to historical anti-Semitic incidents which also model ways of building relationships between the disparate communities in the present. While very different from each other, Rutu Modan's The Property and Nora Krug's Belonging present these types of sophisticated engagements with the past and present and their textual and visual statements are assessed for the ways that they can help reframe Jewish understandings of the legacies of the Holocaust and for building contemporary Jewish-non-Jewish relationships. PubDate: Thu, 26 Sep 2019 11:32:13 PDT
Authors:Jingwei Xu Abstract: This research is the second stage of my entire graphic novel practice looking at a feminist topic – women’s awakening from marriage. In this phase, the study carries out the practical process of the creative work, involving a graphic novel (body), an opening title (hook) and a package of visual communication design (promotion), in order to convey my feminist claim that women’s real emancipation depends on whether they can rouse their subject awareness and break through the chain of marriage. Based on this practice-led research, my personal knowledge is generated, including the value of combining graphic novels and title sequences, the importance of symbolic storytelling and my understanding of female subjective freedom. In addition, this research potentially provides an arts-based research method, which can enable practitioner/researcher to utilise a reflective triangle model to develop art and design work. PubDate: Wed, 25 Sep 2019 07:08:39 PDT
Authors:Mary F. Rice et al. Abstract: Teachers and students require a range of tools to engage with visual texts. Using The Great American Dust Bowlby Don Brown (2013) as an exemplar text, we outline four conceptions of visual literacy: rhetorical, instructional, industrial and visuo-spatial and discuss their use in our literacy education practice. In addition, we provide a brief model of a second text, The Arrival (Tan, 2013) and a list of suggested texts for students at different levels (elementary, middle, and high school). We argue that these tools have the potential to deepen conceptions of visual literacies and empower teachers and students to understand the many ways in which visual texts operate to send message and evoke response and engagement. PubDate: Mon, 22 Apr 2019 07:12:51 PDT
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