Reading Graphic Novels in School: Texts, Contexts and the Interpretive Work of Critical Reading

Autor/in	Sabeti, Shari
Titel	Reading Graphic Novels in School: Texts, Contexts and the Interpretive Work of Critical Reading
Quelle	In: Pedagogy, Culture and Society, 20 (2012) 2, S.191-210 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2012.672336
Schlagwörter	Critical Reading; Novels; Classroom Environment; Educational Strategies; Literary Criticism; Critical Literacy; Adolescent Literature; Cartoons; Extracurricular Activities; Reader Text Relationship; Reading Strategies; Secondary School Curriculum; English Instruction; Discussion Groups; Research Projects; Educational Practices; Teaching Methods; Context Effect; Interpretive Skills + Suchen Sie Ihr Suchwort? Kritisches Lesen; Novel; Roman; Klassenklima; Unterrichtsklima; Lehrstrategie; Literaturkritik; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Zeichentrickfilm; Außerunterrichtliche Aktivität; Reading strategy; Leselernstufe; Lesetechnik; English langauage lessons; Englischunterricht; Forschungsvorhaben; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Interpretationsmethode
Abstract	This paper uses the example of an extra-curricular Graphic Novel Reading Group in order to explore the institutional critical reading practices that take place in English classrooms in the senior years of secondary school. Drawing on Stanley Fish's theory of interpretive communities, it questions the restrictive interpretive strategies applied to literary texts in curriculum English. By looking closely at the interpretive strategies pupils apply to a different kind of text (graphic novels) in an alternative context (an extra-curricular space), the paper suggests that there may be other ways of engaging with text that pupils find less alienating, more pleasurable and less reminiscent of "work". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10