Graphic Novels as Curricular Counter-Narratives for English Language Learners and Emergent Bilinguals

Autor/inn/en	Heidt, Marium Abugasea; French, Martha M.; Miller, Henry
Titel	Graphic Novels as Curricular Counter-Narratives for English Language Learners and Emergent Bilinguals
Quelle	In: Multicultural Perspectives, 25 (2023) 2, S.116-125 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heidt, Marium Abugasea) ORCID (Miller, Henry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
DOI	10.1080/15210960.2023.2212713
Schlagwörter	Cartoons; Novels; English Language Learners; Bilingualism; History Instruction; Power Structure; Social Justice; Critical Thinking; Ideology; Learner Engagement; Political Attitudes; Personal Narratives; Immigrants; Teaching Methods; Vietnamese People; War; Refugees; United States History; Instructional Materials; Arabs; Cultural Differences; Textbooks; Foreign Countries; Syria + Suchen Sie Ihr Suchwort? Zeichentrickfilm; Novel; Roman; Bilingualismus; History lessons; Geschichtsunterricht; Soziale Gerechtigkeit; Kritisches Denken; Ideologie; Political attitude; Politische Einstellung; Erlebniserzählung; Immigrant; Immigrantin; Immigranten; Teaching method; Lehrmethode; Unterrichtsmethode; Krieg; Flüchtling; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Arab; Araber; Kultureller Unterschied; Textbook; Text book; Schulbuch; Lehrbuch; Ausland; Syrien
Abstract	In this article, we advocate for integrating select graphic novels into curricula for English language learners and emergent bilinguals to push against the dominant and harmful narratives that tend to be found in traditional history texts and curricula. We use "Vietnamerica" by Tran and "Escape from Syria" by Kullab et al. as examples of counter-narratives that challenge these dominant and oppressive forces. Finally, we offer three teaching practices that support the goals of our social justice theoretical framework to: (1) help students develop a critical awareness of how different materials--traditional and alternative--represent different ideologies; (2) engage students in analyzing how ideologies are discursively constructed in texts; and (3) call students to develop their own narratives, thus disrupting the grand narratives of traditional texts. Although our text examples and historical contexts are set in the United States, we argue that educators in other contexts, with other students, can generalize our practices to their own situations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01