Teaching the Comic "Yummy" to Engage Adolescent Empathy, Critical Reflection, and Community Awareness

Autor/inn/en	Dallacqua, Ashley K.; Sheahan, Annmarie; Davis, Alexandra N.
Titel	Teaching the Comic "Yummy" to Engage Adolescent Empathy, Critical Reflection, and Community Awareness
Quelle	In: Journal of Moral Education, 51 (2022) 3, S.404-421 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
DOI	10.1080/03057240.2021.1890554
Schlagwörter	Empathy; Prosocial Behavior; Teaching Methods; Cartoons; Classroom Techniques; Moral Values; Moral Development; High School Students; Language Arts; English Instruction; Emotional Response; Critical Reading; Student Diversity; Ethnic Groups; Units of Study; English Literature; Juvenile Gangs; Student Attitudes; Perspective Taking; Power Structure; Social Differences; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Empathie; Teaching method; Lehrmethode; Unterrichtsmethode; Zeichentrickfilm; Klassenführung; Moral value; Ethischer Wert; Moralische Entwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sprachkultur; English langauage lessons; Englischunterricht; Emotionales Verhalten; Kritisches Lesen; Ethnie; Lerneinheit; Englische literatur; Jugendbande; Schülerverhalten; Zukunftsperspektive; Sozialer Unterschied
Abstract	For researchers interested in how pedagogy within schools can be used as a catalyst for adolescent moral development, investigating practitioner-based studies of classroom practices that support the growth of prosocial behaviors is crucial. This paper delineates a qualitative study conducted in an ethnically diverse high school language arts classroom where texts were being utilized to promote moral development across multiple domains. Authors describe how the critical reading and discussion of the comic "Yummy" led students to express emotional responses to the text centered in feelings of empathy, gratitude, and community awareness. Findings suggest that these specific emotional reactions demonstrate potential for critical, social consciousness and the development of empathic and prosocial behaviors. Fundamentally, this paper seeks to enrich scholarship in the field of adolescent moral development by arguing that pedagogy within schools can be utilized to promote emotions and cognitions that lead to community action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01