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Using Superheroes to Visually and Critically Analyze Comics, Stereotypes, and Society
Abstract
The purpose of this article is to provide teachers and students useful methods for utilizing the power of comic books as literacy sponsors in ELA classrooms. Given the continued boom in the popularity of comics in popular culture, this provides a relevant way to introduce students to visual and critical analysis. Engaging in meaningful analysis of comic superheroes can help students develop the skills required to critically analyze the stereotypes and social issues both within comics and within the world that surrounds them. Through the study of traditional and contemporary comic book heroes, students can critique society and begin to develop voices for social change. In this article, we discuss one way we have implemented comic books into literacy instruction in high school English language arts classrooms to help students practice and develop visual literacy skills and to scaffold students’ entrance into the weighty conversations that accompany relevant social issues. Using four comics, Gotham Central, The Shadow Hero, The Authority, and Ms. Marvel, we offer teachers examples and guidance for incorporating this approach into their own classrooms.
... In relation to race, Cunningham (2010) discussed the absence of black supervillains within mainstream superhero media and how this impacts children's views of these characters whereas Cook (2017) went further and critically analysed the stereotypes presented by superheroes and villains while advising teachers to use this form of media as an opportunity to discuss and challenge stereotypical ideas in relation to race. ...
This study was inspired by the researcher's undergraduate thesis (Keegan, 2018) where children's perspectives on Marvel and DC Comic heroes and villains were analysed. This research looks to take a different angle by using children's drawings to understand how children's understanding of stereotypes influences their thinking, both directly in their art work as well as in society. Semi-structured interviews were used in order to give children maximum freedom and time to express their ideas. One visual chart of various Marvel and DC Comic characters was used alongside the children's original drawings in order to compare and contrast their understanding of gender, race and sexuality themes. Results indicated that children are influenced by stereotypes presented in superhero media, such as gender, race and sexuality themes. Heroes reflected the child's own gender and skin colour suggesting they relate to superhero characters when designed, while villains were more likely to have darker skin and to be male. Furthermore, this research discovered that children of ages five years to twelve years have the capacity to express deep insight into complex superhero themes and storylines with adult support. This research was a key example of why children's research needs to be conducted with children as co-researchers with an opinion to express, rather than creating research that talks on their behalf. Therefore, this study demonstrates that superhero themed play should be embraced more openly to inspire children to voice their own views in a child-friendly manner. Difficult and complex areas such as gender, race and sexuality themes can be explored safely by young children through superhero play and for our society, we need future generations to embrace diversity, not fear it.
... As the comic book media superhero genre [1,8] continues to grow, it is important for researchers to incorporate these images into the evaluations of media. The present research supports previous work that shows the prevalence of stereotypes in media [34,35,39], as well as specifically in comic book media [29,52]. Therefore, it is vital to evaluate these comic book heroes from a critical race and sexual orientation perspective. ...
The present multimethod research examines different stereotypes about race and ethnicity via a comic book superhero lens. This study focuses on the ascription of traits to a superhero figure developed specifically for this research, examining differences in trait ascription based on the race and sexual orientation of the hero. A diverse sample of participants (N = 371) were presented random drawings of either White, African American, Hispanic, Middle Eastern, Asian, or Native American superhero images and asked questions about their perceptions of the hero’s traits, character role (hero, villain, and sidekick), powers, and socio-economic status. Additionally, hero sexual orientation was manipulated (Heterosexual × Gay), bringing 12 conditions of hero identity that were randomly assigned to participants in a 6 (Race: White × Black × Latinx × Asian × Arab × Native American) × 2 (Sexual Orientation: Heterosexual × Gay) cross-sectional design. Results indicated that participants ascribed certain traits differently based on the race of the hero as well as how race and sexuality of the hero interacted. Additionally, results supported the use of original, fictional images as a means of examining participant perceptions of race and sexuality. These empirical findings can be helpful in the creation and real-world adaptations of comic book superhero media and understanding effects of comic media on the development and dissemination of stereotypes.
... As comic book media (Ndalianis, 2011) superhero genre (Mayfield, Mayfield, & Genestre, 2001) continue to grow, it is important for researchers to incorporate these images into the evaluations of media. The present research supports previous work that shows the prevalence of stereotypes in media (Mastro, 2015;Mastro, 2009;Tukachinsky, Mastor, & Yachi, 2015), as well as specifically in comic book media (Cook & Frey, 2017). Therefore, it is important to evaluate these comic book heroes from a critical race and sexual orientation perspective. ...
The present multimethod research examines different stereotypes about race via a comic book superhero lens. This study focuses on the ascription of traits to a superhero figure developed specifically for this research, examining differences in trait ascription based on the race and sexual orientation of the hero. A diverse sample of participants (N= 371) were presented random drawings of either White, African American, Hispanic, Middle Eastern, Asian, or Native American superhero images and asked questions about their perceptions of the hero’s traits, character role (hero, villain, sidekick), powers, and socioeconomic status. Additionally, hero sexual orientation was manipulated (Heterosexual x Gay), bringing 12 conditions of hero identity that were randomly assigned to participants in a 6 (Race: White x Black x Latinx x Asian x Arab x Native American) x 2 (Sexual Orientation: Heterosexual x Gay) cross-sectional design. Results indicated that participants ascribed certain traits differently based on the race of the hero as well as how race and sexuality of the hero interacted. Additionally, results supported the use of original, fictional images as a means of examining participant perceptions of race and sexuality. These empirical findings can be helpful in the creation and real-world adaptations of comic book superhero media and understanding effects of comic media on the development and dissemination of stereotypes.
... It results in the connotation meaning of Raden Joko Kaiman in Banyumas context. The ability to survive after being struck by light is a non-humanistic trait, probably only owned by a superhero (Cook & Frey, 2017). In other words, this superhero characteristic is a manifestation of the connotative meaning of Raden Joko Kaiman. ...
This research tried to reveal the denotative and connotative meaning of Raden Joko Kaiman in Banyumas culture. Historically, Banyumas regency was founded by Raden Joko Kaiman in 1582. As the founding father of Banyumas regency, Raden Joko Kaiman could be semiotically interpreted as a superhero in the context of Banyumas. Based on Barthes, anything could be a sign. Raden Joko Kaiman in Barthes’ semiotic perspective could function as a sign since this figure could have both denotative and connotative meanings. Barthes’ semiotic theory investigated the process of reading signs and their interpretation by different cultures or societies. Barthes considered sign as both signifier the physical form of the sign as people perceived it through their sense and signified the interpreted meaning. This research was conducted using qualitative research since it collected reliable data and information through reading, comparing, and analyzing text by relating them to Banyumas context. There are four denotative meanings carried by this sign, namely, the son of Raden Harya Banyak Sosro, the godson of Kiai Mranggi, the son-in-law of Adipati Wargautama, and being Adipati Mrapat. Connotatively, Raden Joko Kaiman is interpreted as courage, strong moral codes, tolerance towards pain, and a great sense of responsibility.
... Consider symbolism, imagery, and stereotypes, as well as sequence metaphors, constellations, and translinear elements in comics (Arnheim, 1997;Cook & Frey, 2017;Duncan, 2012;Evans, 2016;Gill & Angosto-Ferrandez, 2018;Groensteen, 2013;Mandaville & Avila, 2009). ...
This chapter offers a number of comic creation exercises, specifically in regard to symbolism and leadership. Students utilize the features of the comic’s medium, such as panel size and sequencing, as well as symbolism, to convey ideas related to citizenship and leadership.
... As also noted previously, comics and stories in pop culture can be thought of as a modern form of myth (Cook & Frey, 2017;Halsall, 2018;Novak, 2014;Vandiver, 2000). Vandiver (2000) asserts how many of the stories in pop culture, such as the Terminator movies, share similarities with ancient myths. ...
This chapter offers a number of comic creation assignments. Creation is the highest level of Bloom’s revised taxonomy (Krathwohl, 2002). Students utilize the features of the comics medium, such as panel size and sequencing to name a few, to convey ideas related to citizenship in comic form.
... The attitudes we hold toward other people and the actions we take, the ideas we hold about ourselves resulting from our own cultural orientations, and the way we interact with others are psychological and citizenship questions. As pointed out in the introduction, some excellent work has been done on related topics such as disability in comics (Whalen, Foss, & Gray, 2016), cultural concerns, and stereotypes in comics (Cook & Frey, 2017;Dong, 2013) to name a few examples. ...
This chapter offers assignments which center on reading comics. These assignments are meant to help students read comics in light of ideas and concepts related to citizenship and the social studies.
... It is thought that comic books have an important place among these text types. Compared to traditional reading and writing processes, comic books attract more students' interest (Cook & Frey, 2017). It has a simple and understandable function for communication (Jyoti, 2018). ...
Abstract
The purpose of this research is to improve informative and narrative writing skills of middle school students. Text writing process is not limited to written text; it has been tried to move to a multimodal dimension. Comic books are used as multimoal texts. For this purpose, students generated informative and narrative comic books. An action plan was prepared for this text generation process and the research was carried out in accordance with this action plan. Therefore, the study was designed with action research. The research group is middle school students. Data collection techniques were student diary, semi-structured interview form, semi-structured observation form, documents. The documents consist of comics produced by the students. Descriptive analysis and content analysis techniques were used together in the analysis. It has been determined that the writing process has not attracted students. Comic books have been shown to attract students It has also been found that the process of semantics interpretation of the text is facilitated. It has been determined that most spelling and punctuation mistakes were made in the writing process. It is thought that the reasons for these mistakes are the habits of out-of-school life. It has been determined that writing processes related to multimodal texts have a positive effect on students' interest and sense of responsibility. Based on the results of the research, it is possible to make writing studies for the integration of multimodal texts with in-school and out-of-school life; the effectiveness of the writing process must be increased by increasing the number of layers; it is suggested that the multimodal text rendering process can contribute to classroom management.
Keywords: Comic book; graphic novel; informative writing; middle school student; narrative writing.
Drawing on scholarship that conceptualizes the learning and meaning making of Black girls through the Black Girl Literacies framework, this chapter highlights examples of literacy practices in action in Marvel graphic novels with prominent Black girl characters. This framework can be used as a pedagogical tool to examine visual texts to see what themes are emergent and what can we learn from these characters, which can inform instructional practices and approaches to teaching a diverse set of students. It can ground educators in the understanding of the subversive literacies of Black girls.
In this essay, a case study approach is used to examine ways in which comics and graphic narratives can be used to provide a context within which undergraduate students may theorize about culture. The authors employed Batman: Year One as an organizing narrative for students to theorize about culture and communication. Specifically, students were challenged to (1) understand applications of communication theory in the context of graphic narrative, (2) use graphic narrative as a space for theorizing about communication and culture outside of comics, (3) utilize narrative theory to extrapolate meaning from complex, multi-modal forms of communication. While this case study is situated within the Communication Discipline, the project may be customized to fit courses related to Rhetoric (English), Narrative Theory, or Critical/Cultural Studies.
This chapter also contains reading activities, but this chapter specifically centers on leadership and symbolism.
The first chapter of the book serves as the introduction where various strands of thought are weaved together to show why the reading and creating of comics is a good fit for teaching citizenship in the present age. The first chapter forms the foundation and inspiration for all the activities in the later chapters.
The purpose of this research is to improve informative and narrative writing skills of middle school students. The study was designed with action research. The research group is middle school students. Data collection techniques were student diary, semi-structured interview form, semi-structured observation form and documents that consist of comics produced by the students. Descriptive analysis and content analysis techniques were used together in the analysis. It has been determined that the writing process has not attracted students; however, comic books have been shown to attract students It has also been found that the process of semantic interpretation of the text is facilitated. It has been determined that most spelling and punctuation mistakes were made in the writing process. It is thought that the reasons for these mistakes are the habits of out-of-school life. It has been determined that writing processes related to multimodal texts have a positive effect on students’ interest and sense of responsibility.Keywords: Comic book, graphic novel, informative writing, middle school student, narrative writing.*
This study qualitatively explored how readers use critical thinking to perceive leadership in The Walking Dead comic books. Sixty-nine participants gave responses regarding their thoughts about leadership in the comic via an online survey. A majority of the participants indicated a wide range of values for comics as a learning experience. Most participants perceived leadership in the comic books as an individual who protects others and makes decisions. After completing the online survey, 22 participants gave acceptable and relevant responses about their perceptions of leadership and how they form these perceptions. Information was collected through email interviewing. The study concluded that individuals did not have a process for perceiving leadership, but the central theme in identifying a leader was to simply determine who is leading. Critical thinking dispositions were demonstrated in the participants’ perceptions of leadership, regardless of education and experience with comics, leadership, or critical thinking. The findings suggest comics can be used in the classroom to engage critical thinking when perceiving leadership.
Graphic novels can be used in the secondary school classroom as part of a multiliteracies approach to help develop critical literacies of English‐language learner (ELL) students. One particular graphic novel, Maus, is discussed as a possible teaching resource. Intellectually substantive graphic novels that foreground racism and immigrant otherness often resonate with ELL students. These texts' multimodalities along with their engaging content reflecting the diverse identities present in many classrooms work in tandem to help deepen the students' reading engagement. For ELL students, their increased engagement via graphic novels can facilitate their entry and apprenticeship into important social networks that amplify opportunities for academic success in mainstream classes. Reporting from a collaborated pilot study of teaching Maus in an ELL high school class, I conclude by examining how it can be used to develop and draw on students' multiliteracies practices.
بإمكان أن تُستخدَم الروايات المصورة في الصفوف الإعدادية كجزء من منهاج تعددية تعليم القراءة والكتابة سعياً في مساعدة تنمية المعارف النقدية لدى دارسي اللغة الإنجليزية. ويتم النقاش حول رواية مصورة معينة مَوْس كمصدر تعليمي محتمل. وتؤثر الروايات المصورة ذات الأهمية الذهنية التي تضع التمييز العنصري وفكرة الآخر من حيث المهاجرين على دارسي اللغة الإنجليزية حق التأثير. إن تعددية شكليات النصوص هذه بالإضافة إلى محتوياتها الشيقة التي تعكس الهويات المتنوعة المتواجدة في كثير من الصفوف تعمل في تضافر للمساعدة في تعميق انغماس الطلاب في القراءة. وقد يسهل ازدياد انشغال دارسي الإنجليزية بواسطة الروايات المصورة دخولهم وتمهنهم في شبكات اجتماعية مهمة تكثر الفرص من خلالها لنجاح دراسي في الصفوف الرئيسية. وأنا في الختام أنتهي بالفحص الطريقة التي قد تُستخدَم من أجل تطوير واستغلال ممارسات تعددية تعليم المعارف لدى الطلاب مقدماً الخبر من اختبار تمهيدي تعاوني حيث تم تدريس رواية مَوس المصورة في صف دارسي اللغة الإنجليزية الثانوي
图画小说可以在中学课堂上作为多种读写文化教学方法的一部分，帮助英语学习者学生培养批判式读写文化。本文讨论一本特别的图画小说《鼠族》用作教学资源的可能性。有实质知识内容而凸显出种族主义及非我族类移民差异的图画小说，经常都能引起英语学习学生的共鸣。这些文本的多模态性质及其具吸引力的内容，能反映出在很多教室里存在着的多种多样身份认同，促进加深学生阅读这些小说的投入。就英语学习者学生而言，透过图画小说增强阅读的投入，有助于促进他们进入重要的社交网络及从中得到学徒式的训练，增大他们在主流班级中得到学术成功的机会。本研究报告是关于高中英语学习者教室教授《鼠族》图画小说的协作式初步研究，在其结论中，作者考查如何使用该教学来培养及借鉴学生的多种读写文化实践。
On peut utiliser des romans en images dans les classes du second degré en tant que partie d'une approche des multilittératies pour aider à développer la littératie critique des élèves d'anglais langue deux (EEL). Il est question ici d'un roman en images particulier, Maus, en tant qu'éventuel support pédagogique. Les romans en images qui sont solides intellectuellement qui mettent en avant le racisme et la différence ont souvent un écho chez les élèves EEL. Ces textes multimodaux avec leur contenu incitatif reflétant les diverses identités représentées dans les classes, agissent en tandem pour aider les élèves à approfondir leur engagement dans la lecture. Dans le cas des EEL, cet engagement accru grâce aux romans en images peut faciliter l'entrée et l'apprentissage dans d'importants réseaux sociaux qui améliorent les possibilités de succès scolaire par rapport aux classes ordinaires. En reportant une étude pilote d'enseignement de Maus, dans une classe de collège pour EEL, Je conclus en examinant comment on peut l'utiliser à développer et à tirer parti des pratiques de littératie multiple des élèves.
Графические романы можно использовать на уроках как материал для развития полиграмотности – в частности, для становления критической грамотности учащихся, для которых английский язык не является родным (ELLs). Роман Mausпредложен в качестве привлекательного учебного ресурса для таких учащихся, поскольку им обычно интересны интеллектуально насыщенные графические романы, посвященные вопросам расовой дискриминации и жизни иммигрантов. Наряду с содержанием, отражающим этническое разнообразие, характерное ныне для состава учащихся во многих школах, сама полимодальность этих текстов вызывает интерес учащихся к чтению. Знакомство с графическими романами и обретенные с их помощью навыки грамотности облегчают для ELLs вхождение в важные для подростков социальные сети, что способствует академическому успеху и выравниванию их академических возможностей по сравнению со сверстниками. B статье описан эксперимент по изучению романа Maus в ELL‐классе средней школы и конкретные методы и рекомендации для развития полиграмотности таких учеников с опорой на уже имеющиеся у них языковые навыки.
Novelas dibujadas pueden servir en la escuela secundaria como parte de un acercamiento de múltiples competencias para ayudar el desarrollo de competencias críticas de los estudiantes que están aprendiendo inglés (ELL por sus siglas en inglés). Se discute una novela dibujada en particular, Maus, como un recurso posible para la enseñanza. Estudiantes de ELL a menudo encuentran interesantes las novelas dibujadas de contenido intelectualmente sólidos que tienen como fondo el racismo y la otredad de los inmigrantes. Las múltiples modalidades de estos textos, junto con su contenido atractivo que refleja la diversidad de identidades en muchas aulas, funcionan en conjunto para aumentar el interés del estudiante en la lectura. Para los estudiantes de ELL, este interés puede facilitar su entrada a—y su conocimiento de—las redes importantes de contactos que aumentan las posibilidades de tener éxito en las clases corrientes. Reportando desde una clase de ELL a nivel secundario en la que se ha enseñado Maus, finalizo examinando cómo se puede usar para desarrollar y tomar ventaja de las múltiples competencias de los estudiantes.
The texts that adolescents encounter today are often multimodal, meaning they incorporate a variety of modes, including visual images, hypertext, and graphic design elements along with written text. Expanding the perspectives readers use to make sense of the multimodal texts is an important aspect of comprehension instruction. Moving beyond the traditional cognitive strategies often incorporated in instruction frameworks for comprehending written texts, this article presents three additional perspectives for comprehending visual images. Examples from each perspective are included to help middle and high school teachers expand the strategies students draw from to interpret and understand visual images and multimodal texts.
When I was a kid reading comics, I used to sometimes think ''they saved the mother and kid from the falling building, but would they rescue me if they knew I was a fag?'' I now have an answer for that. (Letter 17)
Despite their commercial appeal and cross-media reach, superheroes are only recently starting to attract sustained scholarly attention. This groundbreaking collection brings together essays and book excerpts by major writers on comics and popular culture. While superhero comics are a distinct and sometimes disdained branch of comics creation, they are integral to the development of the North American comic book and the history of the medium. For the past half-century they have also been the one overwhelmingly dominant market genre. The sheer volume of superhero comics that have been published over the years is staggering. Major superhero universes constitute one of the most expansive storytelling canvases ever fashioned. Moreover, characters inhabiting these fictional universes are immensely influential, having achieved iconic recognition around the globe. Their images and adventures have shaped many other media, such as film, videogames, and even prose fiction. The primary aim of this reader is twofold: first, to collect in a single volume a sampling of the most sophisticated commentary on superheroes, and second, to bring into sharper focus the ways in which superheroes connect with larger social, cultural, literary, aesthetic, and historical themes that are of interest to a great many readers both in the academy and beyond. © 2013 by University Press of Mississippi. All rights reserved.
Female graphic writers have been under-represented in scholarship about the emerging field. This essay argues that Marjane Satrapi, Alison Bechdel, and Rutu Modan use the genre to push in from the (literal and metaphorical) margins to challenge literary, sexual, and nationalist norms through both their storylines and their illustrations.
This qualitative case study explored the relationship between comprehension strategies and graphic novels in one Grade 4 classroom, utilising children as informants. The primary research questions related to children's applications of metacognitive reading comprehension strategies as well as the potential for graphic novels to support the students’ development as readers. Findings demonstrated that the children were able to apply two types of strategies to their reading of graphic novels: ‘keys’ that supported form-specific comprehension strategies and ‘master keys’ that supported more general comprehension strategies that could be applied to other types of texts. Student preferences for graphic novels aligned with their preferences for reading narrative novels and non-fiction, and did not align with preferences regarding comics or cartoons. Student preferences for reading graphic novels increased throughout the study. Fluent student responses to graphic novels through process drama were identified. Implications of the study involve the employment of graphic novels to support metacognitive strategies for reading and writing as well as to facilitate process drama.
Discussion of the use of comic books and graphic novels in school and public libraries highlights the role of school library media programs; how to use comics and graphic novels in teaching; the Japanese use of comic books; their use in literacy education; and the influence of comics on reading habits. (LRW)
This article analyzes gender and race issues as they appear in the comic book series Amazing Fantasy and Araña, especially pertaining to issues of representation. The author finds that although small steps toward a more varied representation of minority groups are present in this comic book series, the characters are still depicted in gender and race stereotypical ways. The author does, however, find that unlike most minority groups' portrayals and most heroines' portrayals, ethnic identity is expressed in many ways but still does not overcome the larger issues of racial stereotyping present in the comic book series.
Submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Doctor of Philosophy, Department of Modern Languages and Comparative Studies. Thesis (Ph.D.)--University of Alberta, 1995.
El autor ofrece un acercamiento al mundo de las historietas desde el punto de vista de que se trata de un medio de comunicación con una estructura y un lenguaje propio. Analizan los diversos elementos de las historietas, desde el vocabulario hasta su diseño y su retórica.
Purpose
This paper aims to provide an historical perspective and current guidance for youth librarians collecting graphic novels for teens.
Design/methodology/approach
The paper provides a brief review of the historical issues involved with censorship/intellectual freedom and comics and of current teen‐oriented graphic novels with gay, lesbian, bisexual, transgender, queer, and questioning of sexual orientation (GLBTQ) content in Canada and the USA. It also provides a context for negotiating intellectual freedom and collection management policy issues, and suggestions for targeted acquisitions of teen graphic novels with GLTBQ content.
Findings
The paper provides a brief overview of US and Canadian censorship of comics, including how this legacy affects today's market. It recognizes the difficulty of obtaining information and recommendations for teen‐appropriate graphic novels containing GLBTQ content, and makes suggestions for core collection items.
Research limitations/implications
Only English sources from the USA and Canada are reviewed. Francophone Canadian literature is relevant but outside of the scope of this paper.
Practical implications
The paper is a useful source of information for the librarian looking for collection development suggestions, and/or for the librarian dealing with or preparing against intellectual freedom challenges to graphic novels or GLBTQ material for teens.
Originality/value
This paper furthers discussion of censorship of graphic novels and of GLBTQ material, and provides concrete suggestions to librarians developing a teen graphic novel collection. The issue is timely, as the graphic novel industry is booming and the ALA has documented an increasing number of challenges to graphic novels in libraries. Few previous papers on graphic novels or comics have included Canadian content, although the Canada‐American library worlds, publishing industries and legal codes are historically and currently intertwined.
When commas meet Kryptonite: Lessons from the comic book project
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Bitz, M. (2010). When commas meet Kryptonite: Lessons from the comic book project. New
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Black superheroes, milestone comics, and their fans
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Brown, J.A. (2001). Black superheroes, milestone comics, and their fans. Oxford, MS:
University of Mississippi Press.
The circle: Part 2. The Authority
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Batman: The dark knight returns
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Moore, A. (1986). Batman: The dark knight returns. New York, NY: DC Comics.
Doonesbury' draws attention to new book on same-sex unions
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Superheroes: A modern mythology
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Enter the superheroes: American values, culture, and the canon of superhero literature
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Using Superheroes to Visually and Critically Analyze Comics Published by DigitalCommons@University of Nebraska-Lincoln
- Frey Cook
Cook and Frey: Using Superheroes to Visually and Critically Analyze Comics
Published by DigitalCommons@University of Nebraska-Lincoln, 2017
Reading the visual: An introduction to teaching multimodal literacy
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Graphic novel gurus: Students with learning disabilities enjoying real literature. The California Reader
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Part one of five: Meta morphosis
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Comics in education Retrieved from http
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SANE journal: Sequential Art Narrative in Education, Vol. 2, Iss. 2 [2017], Art. 1