The irony of ‘cool club’: the place of comic book1reading in schools

Abstract

Comics and education is usually synonymous with low literacy levels, reluctant readers and a predominantly male audience. Through an ethnographic study of an extra-curricular Graphic Novel Reading Group set up in a secondary school, this paper questions such assumptions and discusses some of the complex issues around the place that comic book reading occupies amongst adolescent readers in educational institutions. It demonstrates the sophistication of their readings of comics through the value placed on form (Groensteen) but acknowledges that it is the marginal cultural position (Pustz) that comics still occupy in Britain which also constitutes much of their value for these teenage readers. The place of comic book reading in schools is thus problematized when one considers actual, as well as implied, readers.

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