Journal ArticleDOI
Images of Struggle: Teaching Human Rights with Graphic Novels
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TLDR
In this article, the authors explore how graphic novels can be used in the middle and high school social studies classroom to teach human rights and demonstrate how the texts and visuals within them can be combined for teaching human rights issues.Abstract:
The authors explore how graphic novels can be used in the middle and high school social studies classroom to teach human rights. The article begins with a rationale on the benefits of using graphic novels. It next focuses on four graphic novels related to human rights issues: Maus I: A Survivor's Tale: My Father Bleeds (Speigelman 1986), Footnotes in Gaza: A Graphic Novel (Sacco 2010), War Brothers: The Graphic Novel (McKay 2013), and March Book Two (Lewis and Aydin 2015). Each graphic novel is briefly discussed and classroom activities are provided. Example activities demonstrate how the texts and visuals within them can be combined to teach human rights issues. An appendix of human rights-related graphic novels is also included.read more
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Journal Article
Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong
TL;DR: Zinn as discussed by the authors examines more than one hundred sites that promote incorrect interpretations of American history and raises questions about what Americans choose to commemorate during the American civil war and the early 20th century.
Journal ArticleDOI
Teacher Trainees’ Perspectives of Teaching Graphic Novels to ESL Primary Schoolers
TL;DR: Results show that although the graphics succeeded to entice the pupils into reading the text, the teacher trainee felt that the graphics did not help their pupils in understanding the storyline, and can be used to further investigate the strategies good readers use to read and comprehend graphic novels.
Journal ArticleDOI
Teaching Jihad: Developing Religious Literacy through Graphic Novels
TL;DR: The authors examined the representations of jihad in graphic novels to ascertain how its depictions may inform the development of religious literacy in secondary classrooms, and identified three forms of jihad conveyed through the graphic novels, specifically: jihad for education, jihad for gender justice, and jihad for identity.
Journal ArticleDOI
Teaching Vocabulary with Graphic Novels
TL;DR: In this article, the most frequent and useful figurative idioms from the Michigan Academic English Spoken Corpus (MICASE) were used in a script and the script was converted to a graphic novel with the use of a computer software.
References
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Book
Mind in Society: The Development of Higher Psychological Processes
TL;DR: In this paper, Cole and Scribner discuss the role of play in children's development and play as a tool and symbol in the development of perception and attention in a prehistory of written language.
Journal ArticleDOI
Race, Culture, and Researcher Positionality: Working Through Dangers Seen, Unseen, and Unforeseen
TL;DR: The authors introduce a framework to guide researchers into a process of racial and cultural awareness, consciousness, and positionality as they conduct education research, arguing that dangers seen, unseen, and unforeseen can emerge for researchers when they do not pay careful attention to their own and others' racialized and cultural systems of coming to know, knowing, and experiencing the world.
Book
Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong
TL;DR: In this article, Loewen reveals that the United States dropped three times as many tons of explosives in Vietman as it dropped in all theaters of World War II, including Hiroshima and Nagasaki.
Journal Article
Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong
TL;DR: Zinn as discussed by the authors examines more than one hundred sites that promote incorrect interpretations of American history and raises questions about what Americans choose to commemorate during the American civil war and the early 20th century.
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