Abstract
With more widespread use of online and multimodal text, and evolving attitudes toward cultural and linguistic diversity, culturally responsive practice has continued to be an important consideration in classroom instruction. This paper describes research conducted in two consecutive middle grades education methods courses. Pre-service teachers were first asked to critically analyze traditional and graphic novels for explicit and implicit messages, and the sociopolitical themes. They then developed their own personalized graphic novel stories to include themes that addressed middle grades students’ social and emotional needs (e.g., self-identity, empowerment, and resilience) and content area elements, and provide suggestions/models for positive resolution. The analysis activities heightened their awareness of the implicit messages communicated by texts and transformed their ideas for teaching and creating texts that consider diversity, equity, and inclusion.
Presenters
Francine Falk-RossProfessor, Chair, School of Education, Pace University-New York, New York, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
LITERACY; MULTIMODAL LITERATURE; CURRICULUM RESOURCES; PRESERVICE TEACHERS; INCLUSIVE APPROACH
