ABSTRACT This article draws from a year-long ethnographic study documenting the use of comics in a school. Focusing on literacy work in a social studies classroom, it documents how comics were welcomed into and challenged classroom spaces. Comics were introduced, read, and engaged with collaboratively. While comics were able to support strategic practices, such as a standardized curriculum implemented by the school system, their presence and use in classrooms helped to surface teachers’ and students’ awareness of their typical rhythms. There were impacts to the ways in which students and teachers recognized and critiqued literacy practices in their school. By inviting a comic into their curriculum, teachers were also inviting changes to the space in which they and their students were learning.

中文翻译：

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合作阅读漫画并挑战读写规范

摘要 本文取材于一项为期一年的民族志研究，该研究记录了漫画在学校的使用情况。专注于社会研究课堂中的扫盲工作，它记录了漫画是如何被欢迎进入课堂空间并受到挑战的。漫画被引入、阅读和协作。虽然漫画能够支持战略实践，例如学校系统实施的标准化课程，但它们在课堂中的出现和使用有助于让教师和学生意识到他们的典型节奏。这对学生和教师认可和批评学校扫盲实践的方式产生了影响。通过邀请漫画进入他们的课程，教师也邀请改变他们和学生学习的空间。