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It is becoming increasing important that teachers educate students about social studies in such a way so that students are interested and motivated by what they read. So often the curriculum is bombarded with physically heavy, incomprehensible, and traditional textbooks. Based upon the need for extensions to the social studies textbooks, my goal to establish a guideline for selecting quality graphic novels fitted for elementary social studies instruction. Therefore, my study will attempt to answer the question: What is an effective means of determining quality graphic novels? Following my adaptation and creation of rubrics established for determining the needs and qualities of graphic novels, I was able to establish and analyze several social studies content related graphic novels appropriate for the elementary social studies curriculum. This investigation into social studies graphic novels provided 18 graphic novels for possible use in the elementary social studies curriculum, 5 of which were deemed quality via the established rubrics. Furthermore, the investigation proved that the books deemed quality provided more than what was established as necessary within the rubrics. The additional information found within those texts was referred to as a postlude. One strong conclusion from this study is the large void of graphic novels that teachers might link with the social studies curriculum so as to enhance elementary social studies instruction.

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Thesis (MPhil)--Stellenbosch University, 2008. / ENGLISH ABSTRACT: The concept of the self or subject is more relevant now than ever, since society’s perceptions about selfhood are in the process of changing. Autobiography is an important site for the critical discussion of issues surrounding the subject – such as truth, identity formation and agency – seeing that it is one of the most revealing spaces in which these altering perceptions manifest. As can be deduced from the title of my thesis, FICTION, FRICTION AND FRACTURE: Autobiographic Novels as a Site For Changing Discourses Around Subjectivity, Truth and Identity, I explore what autobiographic novels disclose about the notions truth, self-representation and identity formation that emerge from an investigation of the subject. Poststructuralism and feminism have been instrumental in destabilizing the notion of a unified subject as well as any concept that makes universal claims. Throughout this thesis I will be applying poststructuralist and feminist theories around subjectivity to my work as well as the work of a selection of autobiographic novelists, namely Robert Crumb, Dan Clowes, Art Spiegelman and Chris Ware. When referring to autobiographic novels I will be applying Leigh Gilmore’s term autobiographics. Autobiographics introduces a way of thinking about life narrative that focuses on the changing discourses of truth and identity that feature in autobiographical representations of selfhood. I will be utilizing Gilmore’s term since it so neatly encompasses the concepts that I will be investigating. / AFRIKAANSE OPSOMMING: Die konsep van die self of subjek is nou meer as ooit relevant siende dat die samelewing se persepsies omtrent die subjek tans ’n transformasie ondergaan. Outobiografie is ’n belangrike platform vir die kritiese bespreking van idees wat uit besprekings van die subjek vloei – soos waarheid, identiteits konstruksie en agentskap – aangesien die genre ’n duidelike refleksie van die veranderende persepsies lewer. Soos afgelei kan word uit die titel van my skripsie FICTION, FRICTION AND FRACTURE: Autobiographic Novels as a Site For Changing Discourses Around Subjectivity, Truth and Identity, beoog ek om vas te stel wat autobiografiese romans blootlê in terme van konsepte soos waarheid, self-voorstelling en identiteitskonstruksie wat uit die ondersoek rondom die subjek na vore kom. Poststrukturalisme en feminisme speel beide ‘n belangrike rol in die destabilisering van die uniformige subjek asook enige ander konsep wat aanspraak tot enige universiële veronderstellings maak. Ek plaas poststrukturalistiese en feministiese teorie rondom subjektiwiteit deurlopend op my werk, asook the werk van die outobiografiese kunstenaars Robert Crumb, Dan Clowes, Art Spiegelman en Chris Ware toe. Wanneer ek na autobiografiese romans verwys, verwys ek spesifiek na Leigh Gilmore se term autobiografies. Gilmore se interpretasie behels ‘n begrip van outobiografie wat fokus op die veranderende diskoerse van waarheid en identiteit wat in outobiografiese voorstellings van die self voorkom. Ek beoog om haar term te gebruik aangesien dit die konsepte waarna ek kyk duidelik omvat.

Face aos obstáculos presentes em salas de aula de ciências e à busca por ações que vão ao encontro das necessidades educacionais atuais, a inserção de práticas argumentativas ganha espaço na literatura científica. Dentre as estratégias promotoras da argumentação, a abordagem de questões sociocientíficas (QSC) é de particular interesse, uma vez que, consoante suas características, pode não somente contribuir para a formação de cidadãos que entendam a natureza da ciência, suas aplicações e implicações sociais, econômicas e políticas do conhecimento científico, como também auxiliar no desenvolvimento moral dos mesmos. Contudo, para que práticas sugeridas pela literatura possam ser empregadas de maneira eficaz em sala de aula da educação básica, faz-se necessário a formação de professores que, para além de possuir as habilidades fundamentais, como da argumentação, compreendam e valorizem essas diferentes práticas como formas viáveis de promoção da aprendizagem significativa em ciências. Nesse contexto, temos como objetivo promover, exercitar e analisar a argumentação e a sensibilidade moral exibida por licenciandos em química diante de QSC, a partir do estabelecimento de práticas de leitura de histórias em quadrinhos (HQ). Dessa forma, para a promoção da argumentação e exercício da sensibilidade moral dos futuros professores foram extraídos três casos da HQ \"Trinity - a história em quadrinhos de primeira bomba atômica\", a qual foi previamente submetida a análise para identificação da sua pertinência para pesquisa, bem como do seu potencial pedagógico. Os casos para argumentação foram elaborados com base no material Moral reasoning in scientific research e permite o contato com o raciocínio informal dos licenciandos, mais especificamente com a sua sensibilidade moral. No que diz respeito aos dados coletados, estes foram inicialmente estudados à luz do Padrão de Argumento de Toulmin (TAP) e, posteriormente, analisados com base no Modelo dos Quatro Componentes, que permitiu a investigação da sensibilidade moral dos educandos. Foram identificados neste estudo, em consonância com a literatura, argumentos de pouco complexidade estrutural, que apesar de aprimorados no decorrer das atividades foram pouco influenciados pela leitura da HQ. Em contraponto, a sensibilidade moral exibida pelos licenciandos, embora limitada, foi diretamente afetada pela leitura do texto quadrinizado, o que pode ser atribuído a diferentes recursos da linguagem dos quadrinhos que promovem uma maior sensibilização no leitor. Outrossim, os resultados discutidos neste trabalho reforçam a necessidade de práticas não somente voltadas para o desenvolvimento das habilidades argumentativas de professores em formação, como também para o desenvolvimento moral. Cabe também salientar a validade do Modelo dos Quatro Componentes e do material Moral reasoning in scientific research para estudos envolvendo o raciocínio moral, o que se torna ainda mais relevante face o número incipiente de trabalhos existentes sobre a temática na literatura nacional / Faced with obstacles encountered in lessons and the search for actions that meet current educational needs, some attention has been paid to argumentative practices in the literature. Among the strategies encouraging argumentation, the approach to socio-scientific issues (SSI) is of particular interest, as, according to its characteristics, it does not only contribute to peoples´ education who understand the nature of science, its applications and social implications, economic and political aspects of scientific knowledge, but also helps their moral development. However, so that the practices suggested by the literature can be effectively used in basic education lessons, teachers need to be trained in fundamental skills such as the ability to argue, understand and value these different practices as viable ways of promoting meaningful learning in science. In this context, we aim to encourage, practice and analyze argumentation and the moral sensitivity shown by Chemistry Education undergraduates considering SSI, based on establishing practices of reading graphic novels. Thus, to promote future teachers´ argumentation skills and practice moral sensitivity, three cases from the graphic novel \"Trinity - a Graphic History of the First Atomic Bomb\", were extracted, which were previously analyzed to identify their importance for research, as well as the pedagogical potential. The cases for argumentation were developed based on the material Moral Reasoning in Scientific Research and enables contact with the undergraduates´ informal reasoning, more specifically with their moral sensitivity. Collected data were initially studied considering the Toulmin\'s Argument Pattern (TAP) and later analyzed based on the Four Component Model, which enabled us to investigate the students´ moral sensitivity. In this study, in agreement with the literature, we identified arguments of low structural complexity that, although improved while doing the activities, were little influenced by the reading the graphic novel. In contrast, the moral sensitivity shown by the undergraduates, although limited, was directly affected by reading the graphic text, which can be attributed to different language resources of graphic novels that encourage greater sensitivity in the reader. Moreover, the results discussed in this paper reinforce the need for practices not only aimed at developing trainee teachers´ argumentative skills, but also for moral development. The validity of the Four Component Model and the Moral Reasoning in Scientific Research material for studies involving moral reasoning should be emphasized, which is even more relevant given the incipient number of studies on the subject in the literature in Brazil.

A jornada do herói é uma trajetória autoformativa presente em narrativas ancestrais que, ultrapassando barreiras espaços-temporais, ainda ecoam nas produções contemporâneas, sem perder suas potencialidades simbólicas. Seguindo pelas trilhas do Imaginário Simbólico, acompanharemos protagonistas das obras em quadrinhos É um pássaro, de Steven T. Seagle e Teddy Kristiansen, Daytripper, de Gabriel Bá e Fábio Moon, e Habibi, de Craig Thompson, que trilham seus caminhos através do labiríntico processo de conhecimento do mundo e de si. Partindo dos caminhos metodológicos da Mitopoética e da mitologia comparada, seguiremos em busca dos fios que compõem o tornar-se quem se é, em uma investigação poética que mescla itinerários autoformativos ficcionais presentes nas Histórias em Quadrinhos, destacando a valorização da experiência, o papel das narrativas na constituição de si e as tessituras com a Pedagogia da Escolha, bem como as relações entre a composição artística dos quadrinhos, sua relação com a jornada heroica e os processos educativos. / \"The hero\'s jornney is a sellf-formative path present in ancestral narratives which, going beyond space-time barriers, still echo in contemporary productions without losing its symbolic potential. Following the paths of the structure of imaginary Symbol, we\'ll keep up the protagonists of the comics It\'s a bird, from Steven T. Seagle and Teddy Kristiansen, Daytripper, created by Gabriel Bá e Fábio Moon, e Habibi, from Craig Thompson, who tread their way through the labyrinthine of world knowledge process and of itself. From the methodological ways of mythopoetic and comparative mythology, we will searching for the threads that indicates \"how one becomes what one is\", in a poetic investigation that merges processes of self-formatives itineraries in comic books, highlighting the value of the experience, the role of narrative in the constitution itself and the tessitura with the Pedagogy of choice , as well as relations between the artistic composition of the comic, the relationship with the heroic journey and educational processes.

A jornada do herói é uma trajetória autoformativa presente em narrativas ancestrais que, ultrapassando barreiras espaços-temporais, ainda ecoam nas produções contemporâneas, sem perder suas potencialidades simbólicas. Seguindo pelas trilhas do Imaginário Simbólico, acompanharemos protagonistas das obras em quadrinhos É um pássaro, de Steven T. Seagle e Teddy Kristiansen, Daytripper, de Gabriel Bá e Fábio Moon, e Habibi, de Craig Thompson, que trilham seus caminhos através do labiríntico processo de conhecimento do mundo e de si. Partindo dos caminhos metodológicos da Mitopoética e da mitologia comparada, seguiremos em busca dos fios que compõem o tornar-se quem se é, em uma investigação poética que mescla itinerários autoformativos ficcionais presentes nas Histórias em Quadrinhos, destacando a valorização da experiência, o papel das narrativas na constituição de si e as tessituras com a Pedagogia da Escolha, bem como as relações entre a composição artística dos quadrinhos, sua relação com a jornada heroica e os processos educativos. / \"The hero\'s jornney is a sellf-formative path present in ancestral narratives which, going beyond space-time barriers, still echo in contemporary productions without losing its symbolic potential. Following the paths of the structure of imaginary Symbol, we\'ll keep up the protagonists of the comics It\'s a bird, from Steven T. Seagle and Teddy Kristiansen, Daytripper, created by Gabriel Bá e Fábio Moon, e Habibi, from Craig Thompson, who tread their way through the labyrinthine of world knowledge process and of itself. From the methodological ways of mythopoetic and comparative mythology, we will searching for the threads that indicates \"how one becomes what one is\", in a poetic investigation that merges processes of self-formatives itineraries in comic books, highlighting the value of the experience, the role of narrative in the constitution itself and the tessitura with the Pedagogy of choice , as well as relations between the artistic composition of the comic, the relationship with the heroic journey and educational processes.

This thesis is a queer analysis of two graphic novels by writer Alan Moore: The League of Extraordinary Gentlemen series (art by Kevin O’Neill, 1999-Present) and Lost Girls (art by Melinda Gebbie, 1992-3). These two works re-contextualize familiar characters such as Dr. Jekyll and Mr. Hyde, Mina Murray, and Alice to uncover both the liberating desires and the sexist, homophobic, and imperialistic anxieties underlining historically popular fiction. Focusing on three characters utilized in Moore’s work, this thesis argues that the ideological associations with those chosen characters and the reconstructions of queerness in their narratives offer contemporary subjects resistance to limiting cultural tendencies and create an alternative space that call attention to phobic societal constructs. Both Lost Girls and the League series redefine discursively constituted identities and offer the potential to re-write normative codes of sex and sexuality.