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Schieble, Melissa: "A case for interruption in the virtual English classroom with the graphic novel American Born Chinese." In: Australian Journal of Language and Literacy 34.2 (2011), S. 202–218. 
Added by: joachim (03/11/2019 04:42:00 PM)   
Resource type: Journal Article
Languages: English
Peer reviewed
BibTeX citation key: Schieble2011
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Categories: General
Keywords: "American Born Chinese", Didactics, Empirical research, Ethnicity, USA, Yang. Gene Luen
Creators: Schieble
Collection: Australian Journal of Language and Literacy
Views: 12/132
Attachments   URLs   https://www.academ ... rican_Born_Chinese
Abstract
This paper describes and interprets how preservice English teachers explore constructions of race and identity in the graphic novel, American Born Chinese, with a small group of adolescents from a mostly white community in the U.S. in the space of a virtual classroom. Findings indicate that the secondary students constructed characters’ feelings of racial and cultural inferiority as a matter of the individual rather than as a result of institutional forms of exclusion. The author argues for educators to attend more closely to the social, historical and political context within which a critical approach to teaching literacy is implemented. Implications for using technology to mentor preservice English teachers to explore systemic forms of oppression in their development as critical educators are discussed.
  
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