Exploring Racial Diversity in Graphic Novels Targeting Young Adults and Their Potential for Promoting Critical Literacy Among EFL Learners
Abstract
This thesis employs a qualitative literary analysis method to closely examine racial representation in two selected young adult graphic novels, New Kid (2019) and Class Act (2020) by Jerry Craft. The analysis aims to explore how race is depicted in the novels by delving into character development, dialogue, visual representations, and narrative choices. The thesis draws on critical literacy theory, including Lewison et al.’s (2002) four dimensions of critical literacy, and the concept of books as windows, mirrors, and sliding doors (Bishop, 1990), and presents data regarding the underrepresentation of marginalised groups in children’s literature. The study seeks to evaluate the selected texts’ suitability for English as a Foreign Language (EFL) learners and their potential to stimulate discussions, reflections, and critical dialogues in the classroom. The research thus aims to contribute to key educational goals and objectives in the field of English, ultimately benefitting both educators and learners. The study finds that the graphic novels effectively address issues of racial diversity through engaging narratives and visual storytelling, making them suitable for EFL learners. The graphic novels highlight the everyday experiences of their protagonists, addressing themes of name-calling, lack of personal boundaries, and navigating identity and differences. These narratives offer valuable opportunities for fostering critical literacy, empathy, and social justice in the classroom. Implications for EFL teaching include the potential to enhance learners’ critical literacy skills. By integrating these graphic novels into the classroom, teachers can create an inclusive learning environment that aligns with the goals of the English subject curriculum in Norway, promoting diversity, multiculturalism, and intercultural understanding. This thesis employs a qualitative literary analysis method to closely examine racial representation in two selected young adult graphic novels, New Kid (2019) and Class Act (2020) by Jerry Craft. The analysis aims to explore how race is depicted in the novels by delving into character development, dialogue, visual representations, and narrative choices. The thesis draws on critical literacy theory, including Lewison et al.’s (2002) four dimensions of critical literacy, and the concept of books as windows, mirrors, and sliding doors (Bishop, 1990), and presents data regarding the underrepresentation of marginalised groups in children’s literature. The study seeks to evaluate the selected texts’ suitability for English as a Foreign Language (EFL) learners and their potential to stimulate discussions, reflections, and critical dialogues in the classroom. The research thus aims to contribute to key educational goals and objectives in the field of English, ultimately benefitting both educators and learners. The study finds that the graphic novels effectively address issues of racial diversity through engaging narratives and visual storytelling, making them suitable for EFL learners. The graphic novels highlight the everyday experiences of their protagonists, addressing themes of name-calling, lack of personal boundaries, and navigating identity and differences. These narratives offer valuable opportunities for fostering critical literacy, empathy, and social justice in the classroom. Implications for EFL teaching include the potential to enhance learners’ critical literacy skills. By integrating these graphic novels into the classroom, teachers can create an inclusive learning environment that aligns with the goals of the English subject curriculum in Norway, promoting diversity, multiculturalism, and intercultural understanding.