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Beyond Super Heroes and Talking Animals| Social Justice in Graphic Novels in EducationGreenfield, David 21 December 2017 (has links)
<p>The primary goal of this study was to investigate, document, and understand the reasons that
educators who use graphic novels in their classrooms choose to use them, rather than traditional text. Secondary goals were to identify the classes they teach, and to identify commonalities and shared best practices. Interviews were scheduled, to provide the with data about learning objectives, students? reactions, the books they use, types of assignments, the criteria that they use to define the critical elements for success in their classes, as well as the instructors? own relationships with graphic novels.
The phenomenological methodology was determined to be the most appropriate method to understand the teacher?s experiences, and allowed the interview subjects to share and expound on their experiences, thoughts, feelings, images, and memories that described a baseline for the practice of using graphic novels in formal learning environment.
The findings of the study were interesting, but not completely conclusive. The primary reason for using comics and graphic novels is teach and promote visual literacy, an important, and a critical skill in contemporary society. Another commonality is high level of student engagement and in the material. Although there are similarities among the other findings, including the encouragement of a love of reading, they actually illustrate the lack of standards and best practices and are based upon the preferences and practices of each individual teacher. The lack of standards also is seen in the teachers approach to using the genre to teach social justice, which ranges from a direct approach to addressing the issue through appropriate titles and assignments, to a more subtle and nuanced one, where individual panels are used rather than a complete book.
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História e Sociologia das Práticas de Leitura: a trajetória de seis leitores oriundos do meio ruralManke, Lisiane Sias 09 April 2012 (has links)
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Previous issue date: 2012-04-09 / The theme of this thesis is the study of the trajectories of readers who come from the rural area; its main objective is to understand the development of reading practices through the
analysis of individual structures, by investigating: a) the social circumstances of the past which contributed in the process of incorporating reading inclination.; b) the means and the
modes of reading and the reading appropriation of six rural actors. The theoretical tenets which guided the analysis are related to the history of reading studies, regarding the proposals of Roger Chartier, and the sociology of reading and the culture concepts discussed by Bernard Lahire. The investigation was performed with individuals living in the southern region of Rio Grande do Sul State, known in their locale as assiduous readers. They are six readers, four
men and two women born and raised in the rural area, over 70 years old, with poor schooling and daily reading in a non-professional way. The methodological approach is related to the proposal of sociology on an individual scale, in which the individual must be deeply investigated, to apprehend the inner plurality of unique individuals. Thus, from four to six
interviews were taken profoundly with each one of the readers investigated. The analysis of these readers trajectories made possible the outline of an image of reading practices in the
social world, evincing the reader as unique individual in the social field, pervaded by sociability relations which constitute him. In doing so, this research results demonstrated that
different instances of socialization contribute to the process of incorporating reading inclination, and that the readers experience different relations with reading during their life
trajectory, by being subordinated to internal forces (inclinations) and to external forces (contexts) which interfere in action. Considering the modes of reading, the analysis evinced silent and extensive reading practices, i.e., lonely and silent readings of a significant number of texts, except the reading practice of a Bible reader . Referring to the modes of
appropriation of texts, it was possible to notice some ethic-pratical inclinations, in which one may assume participation, identification with the read text, related to a sociohistorical identity of the readers. / Esta tese tem como tema o estudo da trajetória de leitores oriundos do meio rural, com o objetivo principal de compreender o desenvolvimento das práticas de leitura através da análise das estruturas individuais, ao investigar: a) as circunstâncias sociais do passado que contribuíram no processo de incorporação da disposição à leitura; b) os meios e os modos de ler e a apropriação da leitura de seis atores rurais. Os pressupostos teóricos que nortearam a análise estão vinculados aos estudos da história da leitura, a partir do que propõe o historiador Roger Chartier, e aos conceitos da sociologia da leitura e da cultura, discutidos por Bernard
Lahire. A investigação foi realizada com indivíduos moradores na região sul do Estado do Rio Grande do Sul, reconhecidos na localidade onde residem como leitores assíduos. Trata-se de
seis leitores, quatro homens e duas mulheres, que nasceram e cresceram no meio rural, possuem pouca escolarização, têm mais de 70 anos de idade, e leem cotidianamente, de forma
não profissional. O aporte metodológico esteve vinculado à proposta da sociologia à escala individual, na qual o indivíduo deve ser investigado profundamente, de modo a apreender a
pluralidade interna dos indivíduos singulares. Sendo assim, foram realizadas de quatro a seis entrevistas em profundidade com cada um dos leitores investigados. Ao analisar a trajetória
destes leitores foi possível esboçar uma imagem das práticas de leitura no mundo social, evidenciando o leitor como indivíduo singular no campo social, permeado por relações de
sociabilidade que o constituem. Neste sentido, os resultados desta pesquisa demonstraram que diferentes instâncias de socialização contribuem no processo de incorporação da disposição leitora, e que os leitores vivenciam diferentes relações com a leitura durante a trajetória de vida, por estarem submetidos a forças interna (disposições) e a forças externas (contextos) que interferem na ação. Em relação às maneiras de ler, a análise evidenciou práticas de leitura
silenciosas e extensivas, ou seja, leituras solitárias e em silêncio, de um significativo número de textos, com exceção da prática de leitura de uma leitora da Bíblia . Ao que se refere aos modos de apropriação dos textos, foi possível perceber disposições ético-práticas, nas quais se pressupõe uma participação, uma identificação com o texto lido, vinculada a identidade sócio-histórica dos leitores.
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