An Autoethnographic Approach to Adaptations and Limitations in Comics

Abstract

This chapter explores the experiences of a White male educator in an Appalachian fringe rural setting. Using an Emic perspective, he draws upon autoethnography to explore pedagogy and positionality. In particular, the author focuses on graphic novels and how visual texts can engage readers from underrepresented populations. The medium's limitations are explored, including the lack of some positive representation of minoritized students. Particular texts are named and explored, and the implications of this project include a framing of classroom practice that is both welcoming and text-centered. Further implications point to the necessity for writing and composing with the underrepresented students in mind.