Abstract
The authors take an interdisciplinary approach to frame current conceptions of citizenship and practices of citizenship education. Using the popular young adult novel The Hunger Games (Collins 2008) as a basis for learning, they discuss theories of teaching and learning about citizenship through multiliteracies and art to explore the challenges associated with teaching citizenship as a complex, multidimensioned construct. They also describe the benefits of drawing on literature, visual art, and dramatic art to prompt learning about difficult social concepts. Finally, they provide a hypothetical example of a social studies miniunit involving popular literature (The Hunger Games), visual art, and dramatic art. Elements of the unit have been employed in their work with preservice teachers.
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