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For researchers interested in how pedagogy within schools can be used as a catalyst for adolescent moral development, investigating practitioner-based studies of classroom practices that support the growth of prosocial behaviors is crucial. This paper delineates a qualitative study conducted in an ethnically diverse high school language arts classroom where texts were being utilized to promote moral development across multiple domains. Authors describe how the critical reading and discussion of the comic  Yummy  led students to express emotional responses to the text centered in feelings of empathy, gratitude, and community awareness. Findings suggest that these specific emotional reactions demonstrate potential for critical, social consciousness and the development of empathic and prosocial behaviors. Fundamentally, this paper seeks to enrich scholarship in the field of adolescent moral development by arguing that pedagogy within schools can be utilized to promote emotions and cognitions that lead to community action.

Teaching the comic Yummy to engage adolescent empathy, critical reflection, and community awareness