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Führer, Carolin. "Reception of comics revisited: A revision of gender-based reading practices (at school)." Journal of Literary Education 5 2021. Accessed 9Jul. 2024. <https://ojs.uv.es/index.php/JLE/article/view/20840>. Added by: joachim (7/9/24, 9:41 AM) |
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| Resource type: Web Article Language: en: English Peer reviewed DOI: 10.7203/JLE.5.20840 BibTeX citation key: Fuhrer2021 Email resource to friend View all bibliographic details  |
Categories: General Keywords: Didactics, Gender, Intersectionality Creators: Führer Collection: Journal of Literary Education |
Views: 36/495
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| Attachments | URLs https://ojs.uv.es/ ... article/view/20840 |
| Abstract |
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Comics are often regarded as an optimal medium for learners with reading difficulties. Based on empirical research on reading socialization in school and during leisure time, this article displays that comic books have other educational opportunities to offer. Instead of making the (re)medialization of gender in comics the starting point of a supposedly boy-specific reading promotion, which (institutionally) reinforces the pictorially depicted gender binarity both on the level of reading practice and on the level of reading content, various practical teaching possibilities are shown to promote gender literacy with comics in education. The article argues for reflection and new non-binary reading education paths that adequately take into account the hybrid mediality of comics and the segment's recent developments in the market (for example in feminist comics).
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