By Anthony Manna (auth.), Joanne Kilgour Dowdy, Sarah Kaplan (eds.)

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Freire, P. (1972). Pedagogy of the Oppressed, translated by M. B. Ramos. Harmondsworth: Penguin. Frey, N. & Fisher, D. (2004). Using graphic novels, anime, and the Internet in an urban high school. English Journal, 93(3), 19–25. 2307/4128804. Glazer, S. (2005, September 18). Manga for girls. The New York Times Book Review, 16–17. Jacobs, D. (2007). More than words: Comics as a means of teaching multiple literacies. English Journal, 96(3), 19–25. Jones, G. (2004). Men of tomorrow: Geeks, gangsters, and the birth of the comic book.

Because many teachers do not consider themselves “artists,” they need the safety of the traditional language of lesson planning so that they can at least begin a class with an idea of what might take place in that session. If the class develops in a way that was unexpected, such as if one student were to create a character faster than the others, then the teacher may point that individual to another step to facilitate his or her creativity. In other words, the steps act as a safety net for the teachers.

Image Partners Custom Publishing/National Urban League. Gardner, H. (1983). Frames of mind. New York: Basic Books. Giddings, P. (1984). When and where I enter: The impact of black women on race and sex in America. New York: Bantam Books. Harste, J. (1994). Visions of literacy. Indiana Media Journal, 17(1), 27–32. Higginbotham, E. B. (1993). Righteous discontent: The women’s movement in the black Baptist church: 1880–1920. Cambridge: Harvard University Press. Kaufman, J. (1999). ’: Life’s roles with puppet performances.

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