z-logo
Premium
Making Space: Complicating a Canonical Text Through Critical, Multimodal Work in a Secondary Language Arts Classroom
Author(s) -
Dallacqua Ashley K.,
Sheahan Annmarie
Publication year - 2020
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.1063
Subject(s) - privilege (computing) , narrative , pedagogy , action research , space (punctuation) , the arts , language arts , mathematics education , psychology , action (physics) , qualitative research , power (physics) , value (mathematics) , sociology , linguistics , visual arts , computer science , art , social science , physics , computer security , quantum mechanics , philosophy , machine learning
The authors document research completed in 10th‐grade language arts classes where a canonical play was read alongside a graphic novel in the hopes of shifting student understandings of power and privilege in literature. Using teacher action research as a methodological framework for this qualitative study, a teacher and researcher engaged in long‐term fieldwork and participant observation as a means of investigating what happens when nontraditional texts are paired with canonical works in diverse secondary classrooms. Findings illustrate that by placing a work of the dominant literary study tradition in dialogue with a contemporary graphic novel, students accessed multiple perspectives that allowed for emotional, academic, and critical learning. Additionally, findings speak to the value of multimodal composing as a way to privilege student voice in conversations across various literary narratives and forms.

This content is not available in your region!

Continue researching here.

Having issues? You can contact us here