Making Space: Complicating a Canonical Text Through Critical, Multimodal Work in a Secondary Language Arts Classroom

Abstract

Abstract The authors document research completed in 10th‐grade language arts classes where a canonical play was read alongside a graphic novel in the hopes of shifting student understandings of power and privilege in literature. Using teacher action research as a methodological framework for this qualitative study, a teacher and researcher engaged in long‐term fieldwork and participant observation as a means of investigating what happens when nontraditional texts are paired with canonical works in diverse secondary classrooms. Findings illustrate that by placing a work of the dominant literary study tradition in dialogue with a contemporary graphic novel, students accessed multiple perspectives that allowed for emotional, academic, and critical learning. Additionally, findings speak to the value of multimodal composing as a way to privilege student voice in conversations across various literary narratives and forms.

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