A lot of my students enjoy reading graphic novels. I think there is some debate on whether graphic novels can be a legitimate literary text students should study. Although they contain far fewer words than prose, graphic novels are ripe with visual techniques that students learn to interpret. Furthermore, with the fewer words, students are required to fill in the blanks for themselves. My own students recognize that graphic novels and prose both employ description but that a graphic novel can be a great medium for story-showing instead of storytelling. I really enjoyed reading American Born Chinese. The author ties together three different story lines in a surprising way. Also, I think he addressed the issues of bullying, stereotypes and identity in a whole new way. Even if students aren't struggling with anti-Asian discrimination, they could be dealing with their sexuality or another aspect of their identities. Here are some ways I would use this text:
1. Students can study graphic novels as a medium to tell a story or narrative. First, as they read American Born Chinese they note one of the main story-lines and how the author develops the story through images. Students would write their own narratives and then create a graphic novel or comic for that narrative. Students are writing and thinking critically about which details are important and how a scene would really look. They are connecting the writing with images in their heads.
2. American Born Chinese is all about stereotypes, racism, discrimination and identity. Jin Wong realizes he is ostracized by his peers and by high school decides to change his identity. Through the three story lines, students can see various examples and effects stereotyping. In the Monkey King story, the monkey king turns violent when he is restricted from appreciation (and a good lunch) just because he is a monkey. He exchanges his kingdom and the love of his monkeys for power and an identity above the other deities. Young Wong's teachers are blatantly careless with their stereotypes. Wong's peers make a lot of assumptions about him and won't be his friend. Then he makes a couple friends (also Asian) who all suffer from various moments of bullying. Finally, Chin-Kee is the ultimate stereotype. He refers to himself in first person; he has terrible grammar; he eats cats and gizzards, he wears a top-knot and old fashion clothing. Probably the worst stereotype mentioned was when Chin-Kee told the girl he wanted to bind her feet and make her have his babies as if she was a possession. Students often struggle with taking their knowledge of the past (or just rumors) and applying them to the present. Some of my own students were calling Japanese people our enemies because of what happened in World War II. Then I asked them if they knew any Japanese people and if they were really like how they were thinking of them. Students can use their own experiences to understand this topic better and how to end it in their society.
3. Finally, I think it would be fun to look at the proverbs and wisdom present in this text. Chinese culture is often depicted as one rich in proverbs and parables. Students can read this graphic novel for the stories Yin's mother tells him and the monkey story-line. They can determine what the moral of the stores are and compare them to Western fables. In addition, students can write proverbs and fables of their own to demonstrate a point.
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