Critical Discussions: Unveiling the Possibilities of Using Persepolis in a High School Classroom

• In Event: Roundtable Session 12
  In Roundtable Session: Conversations in Children’s Literature: Multimodal Texts, Representations of Identity, and Culturally Responsive Teacher Education

Abstract

This paper presents research with a diverse group of high school students reading the graphic novel, Persepolis. We were interested in how reading this text contributes to reader’s views of gender. Using this graphic novel shaped powerful discussions not only about gender roles, gender performance, and sexuality, but also about how cultural expectations are involved and can complicate these issues. The medium contributed to students’ frequent discussion of gender roles and expectations. Further, by entering both familiar and unfamiliar worlds portrayed in Persepolis, issues and opinions of oppression and marginalization surfaced. This text, in its form and content, facilitated an environment for critical dialogue and opened possibilities for addressing negative and restricting opinions around gender, sexuality, and culture.

Authors

• Ashley Kaye Dallacqua, The Ohio State University

• Dorothy Sutton, Metro Early College High School