| Title: |
Striving for Truth, Justice and Racial Diversity: A Critical Race Content Analysis of DC Graphic Novel for Young Adults |
| Language: |
English |
| Authors: |
René M. Rodríguez-Astacio; Christian M. Hines; Henry Miller |
| Source: |
English Teaching: Practice and Critique. 2025 24(1):75-88. |
| Availability: |
Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Critical Race Theory; Content Analysis; Cartoons; Novels; Young Adults; Minority Groups; Racism; Race; Political Attitudes; Power Structure; Intersectionality; English Teachers; English Instruction; Teaching Methods; Language Arts |
| DOI: |
10.1108/ETPC-09-2024-0141 |
| ISSN: |
1175-8708 |
| Abstract: |
Purpose: The purpose of the study is to analyze how the popular comic book series DC Graphic Novel for Young Adults depicts superhero, civilian and villains of color in the titles and address how the collection engages in or avoids discussions of racism. Design/methodology/approach: This study uses a critical race content analysis to analyze how characters of color are represented in the DC Graphic Novel for Young Adults collection. Findings: The findings demonstrate the series' uneven attempts at writing about race and racism. The DC Graphic Novels for Young Adults illustrates more radical politics in some titles but reifies dominant beliefs in others. The analysis also shows how many titles approach discussions of oppression from a single axis approach rather than an intersectional one. The series strives for racial diversity and justice; sometimes achieving the goal, but not always. Research limitations/implications: The study demonstrates how the DC Graphic Novel for Young Adults constructs hegemonic ideas of "appropriateness" about race, racism and readership in some titles while offering explicit discussions about race and racism in others. Practical implications: The authors outline potential ways English teachers can position titles in the DC Graphic Novel for Young Adults in English classrooms to develop students' racial literacies. Originality/value: This paper provides an analysis of superhero comics produced specifically for adolescent readers and written by an intentional racially diverse cohort of authors. The methodology can inform future studies of graphic novels for adolescent readers. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1471204 |
| Database: |
ERIC |