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Schieble, Melissa. "A case for interruption in the virtual English classroom with the graphic novel American Born Chinese." Australian Journal of Language and Literacy 34. (2011): 202–18. Added by: joachim (3/11/19, 4:42 PM) |
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| Resource type: Journal Article Language: en: English Peer reviewed BibTeX citation key: Schieble2011 Email resource to friend View all bibliographic details  |
Categories: General Keywords: "American Born Chinese", Didactics, Empirical research, Ethnicity, USA, Yang. Gene Luen Creators: Schieble Collection: Australian Journal of Language and Literacy |
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| Attachments | URLs https://www.academ ... rican_Born_Chinese |
| Abstract |
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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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