Educating through Popular Culture: You're Not Cool Just Because You Teach with Comics PDF
Preview Educating through Popular Culture: You're Not Cool Just Because You Teach with Comics
Educating through Popular Culture Educating through Popular Culture You’re Not Cool Just Because You Teach with Comics Edited by Edward Janak and Ludovic A. Sourdot LEXINGTONBOOKS Lanham•Boulder•NewYork•London PublishedbyLexingtonBooks AnimprintofTheRowman&LittlefieldPublishingGroup,Inc. 4501ForbesBoulevard,Suite200,Lanham,Maryland20706 www.rowman.com UnitA,WhitacreMews,26-34StannaryStreet,LondonSE114AB Copyright©2017byLexingtonBooks Allrightsreserved.Nopartofthisbookmaybereproducedinanyformorbyany electronicormechanicalmeans,includinginformationstorageandretrievalsystems, withoutwrittenpermissionfromthepublisher,exceptbyareviewerwhomayquote passagesinareview. BritishLibraryCataloguinginPublicationInformationAvailable LibraryofCongressCataloging-in-PublicationDataAvailable ISBN978-1-4985-4917-2(cloth:alk.paper) ISBN978-1-4985-4918-9(electronic) TMThepaperusedinthispublicationmeetstheminimumrequirementsofAmerican NationalStandardforInformationSciencesPermanenceofPaperforPrintedLibrary Materials,ANSI/NISOZ39.48-1992. PrintedintheUnitedStatesofAmerica DedicationandAcknowledgments LudovicdedicatesthisbooktoMichaelC.Chapman,inlovingmemory. Edwarddedicatesthisbooktothemanywonderfulpeoplewhohave presentedinhisareaatthePopularCultureAssociation/American CultureAssociation’snationalconference. TheeditorswishtoacknowledgetheeffortsofLindseyPoramboat LexingtonPress;herpatienceandguidancehaveproveninvaluable. Table of Contents Introduction:EducatingthroughPopularCulture:“You’reNotCool JustBecauseYouTeachwithComics” ix LudovicA.SourdotandEdwardJanak PartI:LookingBehind 1 1 ReclaimedIdentityinTakToyoshima’sSecretAsianManand GeneLuenYang’sAmericanBornChinese 3 TammyL.MielkeandEmilyL.Brandon 2 History,Literacy,andPopularCulture:UsingGraphicNovelsto TeachtheStruggleforRacialJustice 21 RichardHughes,MeghanHawkins,andKatieLopez 3 KarmainComics:DiscoveringHiddenSuperPowersthrough Creating 41 ToniaA.Dousay PartII:LookingAround 61 4 MakingAcademiaCool:SeriousStudyofSequentialArtatthe University 63 PearlChaozonBauerandMarcWolterbeek 5 Meditation:MediatingtheWritingProcess 79 JillianL.Wenburg 6 ExploringMigrationthroughPopularMediaandFieldwork 105 CadeyKorsonandWeronikaKusek vii viii TableofContents PartIII:LookingGlobally 125 7 AQuestionofRelevance:TeachingwithSci-FiandFantasy FilminaSaudiUniversity 127 MahaAl-Saati 8 TeachingLittleProfessors:AutismSpectrumonTVandinthe Classroom 145 KimberleyMcMahon-Coleman PartIV:LookingAhead 161 9 PokingItwithaShtick:HumorasHermeneuticinthePre- ServiceTeacherEducationClassroom 163 SarahHunt-BarronandRichardHartsell 10 OrangeIstheNewBlackboard:LessonsforTeacherand StudentAdvocacy 189 HaleyM.G.FordandMeredithJ.Tolson 11 ThinkingPhilosophically:ThePowerofPopCulturein DevelopingaPersonalPhilosophyofEducation 221 ChadWilliamTimm PartV:LookingTheoretically 241 12 UsingMultimodalLiteracytoTeachGenderHistorythrough ComicBooks,or,How“TheWonderWomenofHistory” Became“MarriageàLaMode” 243 AndrewGrunzke 13 ExploringtheIntersectionsofSocialIdentity,PopularCulture, andMeninEarlyChildhoodEducation 265 KenyaWolff,MelissaChapman,andJoshThompson 14 LoyalOpposition:ConservativeStudentResistancetoJazz Cultureinthe1920s 287 JacobHardesty Conclusion:ButIDon’tWanttoReadaGraphicNovel:Truthand NuanceaboutPopCultureinEducation 301 PaulA.CrutcherandAutumnM.Dodge Index 321 AbouttheContributors 335 Introduction Educating through Popular Culture: “You’re Not Cool Just Because You Teach with Comics” Ludovic A. Sourdot and Edward Janak Each year the Popular Culture Association/American Culture Association hosts both regional and national conferences. As one of the national area chairs was faculty in the local college of education, a group of high school historyteacherswithwhomtheareachairworkedwerestronglyencouraged to attendthenational 2015meeting in NewOrleans. Initially, theirresponse was very positive; after each of the first two days, they were enthused and excited to meet a group of like-minded people. Typifying their experience wasonenight’sconversationafterthesessionshadended.Oneoftheteach- erswasmakingreferencetoafilm,thencaughthimself:“Youwouldn’thave seenit,”heexplained.“Tryus,”wasthereply.Whenhefoundouttheentire table had, indeed, seen Bubba Ho-Tep and enjoyed it greatly he got a shockedlookonhisfaceandsaid,“Thathasneverhappenedtomebeforein mylife!” Soitwasverysurprisingwhentheareachairhadaverydifferentencoun- ter with that same teacher the following day. After attending a session, the teacher walked up to the area chair looking dejected. When asked what was wrong,theteacherfumbledforwordsforamomentortwo,thenfinallysaid, “Just because you teach using comic books does NOT make you a cool teacher!AnditDEFINITELYdoesn’tmeanyouknowwhattodowiththose comics.” The frustration voiced by the teacher in this instance is similar to that voiced nationwide when theory meets practice and there is a lack of praxis. Thepurposeofthiseditedvolumeistoaddress,inpart,thefrustrationvoiced ix
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