The movement of comics and education (K-12 and Post Secondary) has gained enough steam and published enough research studies to warrant the next level of academic structures: a peer-reviewed journal. We have Dr. James Bucky Carter, from the University of Texas at El Paso, to thank for it. Academic journals are the place where scholarly research and articles by professionals in the field are scrutinized and critiqued. It is clearly time that we have a scholarly publication to further push the comics education movement into the future.
From the press release:
From the press release:
SANE (Sequential Art Narrative in Education) Journal is now seeking submissions for works of research, practitioner-based articles, reviews, and rationales regarding its first two themed issues. Information about this new peer-reviewed, open access interdisciplinary journal covering all things comics-and-education-related, from pre-k to doctorate, can be obtained by visiting SANE Journal. For more information, e-mail Dr. Carter at jbcarter2@utep.edu.
Volume 1 #1
Volume 1 #1
“Comics in the Contact Zone”
(Late 2010 release or per article as considered ready by review board)
Mary Louise Pratt defines the contact zone as “social spaces where cultures meet, clash and grapple with each other, often in the contexts of highly asymmetrical relations of power, such as colonialism, slavery, or their aftermaths as they are lived out in many parts of the world today” and where those involved in the educational experience may “reconsider the models of community that many of us rely on in teaching and theorizing and that are under challenge today.”
Mary Louise Pratt defines the contact zone as “social spaces where cultures meet, clash and grapple with each other, often in the contexts of highly asymmetrical relations of power, such as colonialism, slavery, or their aftermaths as they are lived out in many parts of the world today” and where those involved in the educational experience may “reconsider the models of community that many of us rely on in teaching and theorizing and that are under challenge today.”
Texts are social spaces, of course, and the comic book may be the best indicator of this fact. How do you see comics as meeting, clashing, and grappling with social issues in your classrooms when you teach them? How do comics illustrate contact zone precepts such as speech acts, transculturation, unsolicited oppositional discourse, autoethnography, and safe houses? How does the integration of comics themselves set up contact zones in the classroom? Which texts do you teach to get at notions associated with contact zone pedagogy? How does teaching a comics course set up a contact zone with professional colleagues, departments, university officials, etc? Articles should make explicit mention to contact zone theory and its component concepts. Deadline July 2010.
Volume 1 #2
Volume 1 #2
“Teaching the Works of Alan Moore”
(planned 2011 released or per article as considered ready by the review board)
Alan Moore may be the most influential and controversial comics writer of the 20th and 21st centuries. How do you teach his complex, multilayered works in your high schools classrooms, your college courses, etc? What are the challenges associated with teaching his texts or specific texts and how do you and your students address them? Can they be addressed? How does his output “fit” with notions of literature, literary, canon, etc. as you teach them in your courses? Articles may cover several of Moore’s texts or focus specifically on one. Deadline October 2010.
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