|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Reading Graphic Novels in School: texts, contexts and the interpretive work of critical reading|
secondary English teaching.
|Citation:||Sabeti S (2012) Reading Graphic Novels in School: texts, contexts and the interpretive work of critical reading, Pedagogy, Culture and Society, 20 (2), pp. 191-210.|
|Abstract:||This paper uses the example of an extra-curricular Graphic Novel Reading Group in order to explore the institutional critical reading practices that take place in English classrooms in the senior years of secondary school. Drawing on Stanley Fish's theory of interpretive communities, it questions the restrictive interpretive strategies applied to literary texts in curriculum English. By looking closely at the interpretive strategies pupils apply to a different kind of text (graphic novels) in an alternative context (an extra-curricular space) the paper suggests that there may be other ways of engaging with text that pupils find less alienating, more pleasurable and less reminiscent of 'work'.|
|Rights:||This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. Published in Pedagogy, Culture & Society by Taylor & Francis. This is an electronic version of an article published in Pedagogy, Culture & Society. Pedagogy, Culture & Society is available online at: www.tandfonline.com/10.1080/14681366.2012.672336|
|Newest Version RGN paper.pdf||323.61 kB||Adobe PDF||View/Open|
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