|Appears in Collections:||School of Education Journal Articles|
|Peer Review Status:||Refereed|
|Title:||The Irony of 'Cool Club': the place of comic book reading in schools|
|Publisher:||Taylor and Francis|
|Citation:||Sabeti S (2011) The Irony of 'Cool Club': the place of comic book reading in schools, Journal of Graphic Novels and Comics, 2 (2), pp. 137-149.|
|Abstract:||Comics and education is usually synonymous with low literacy levels, reluctant readers and a predominantly male audience. Through an ethnographic study of an extra-curricular Graphic Novel Reading Group set up in a secondary school, this paper questions such assumptions and discusses some of the complex issues around the place that comic book reading occupies amongst adolescent readers in educational institutions. It demonstrates the sophistication of their readings of comics through the value placed on form (Groensteen) but acknowledges that it is the marginal cultural position (Pustz) that comics still occupy in Britain which also constitutes much of their value for these teenage readers. The place of comic book reading in schools is thus problematized when one considers actual, as well as implied, readers.|
|Rights:||Publisher policy allows this work to be made available in this repository. Published in Journal of Graphic Novels & Comics by Taylor and Francis. This is an electronic version of an article published in Journal of Graphic Novels & Comics, Volume 2, Issue 2, 2011, 137-149. Journal of Graphic Novels & Comics is available online at: www.tandfonline.com/10.1080/21504857.2011.599402.|
|Affiliation:||Initial Teacher Education|
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