ERIC Number: EJ977980
Record Type: Journal
Publication Date: 2012
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1468-1366
EISSN: N/A
Reading Graphic Novels in School: Texts, Contexts and the Interpretive Work of Critical Reading
Sabeti, Shari
Pedagogy, Culture and Society, v20 n2 p191-210 2012
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".
Descriptors: 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
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A