비판적 다문화주의 교육을 위한 자전적 그래픽 노블 활용 영미문학수업 모형과 사례

Abstract

Critical multiculturalism has recently been accepted as a pedagogical framework, which emphasizes diversity and social justice as a way of realizing praxis on the issue of race, gender, sexual orientation, religion, disability, migration, refugee, and so on. This frame is in line with rising of autobiographical graphic novels consisting of two different modes, image and text, which sheds light on the marginalized population’s voices. Based on the close potential connection between critical multiculturalism and autobiographical graphic novels, this paper proposes an instruction model and case with autobiographical graphic novels representing a variety of themes for diversity and social justice in the multicultural era. In the first section of the main body, theoretical backgrounds and key concepts of critical multiculturalism will be introduced including intersectionality, identity, positionality. critical race theory, whiteness studies, (trans)languaging, and microaggression. In the second section, a theoretical framework of graphic novel instruction will be examined closely, where basic elements of graphic novels and the Expanded Four Resources Model (EFRM) will be examined. In the third section, the instructional practice of multicultural autobiographical graphic novels will be presented, using six graphic novels. In the conclusion, ethical and political implications and pedagogical strategies will be proposed, which instructors need to recognize for graphic novel instruction based on critical multiculturalism.