Using Graphic Narratives to Teach Critical Visual Literacy
11 Conclusion: Lessons of Critical Visual Literacy
Conclusion: Lessons of Critical Visual Literacy
As technological advances change the way we communicate and view the world through apps and mobile devices, the centrality of the image/text creates a dire need for visual literacy. Reading the world is no longer limited to reading the word; students need to be able to read images as they read text to decode for meaning, intention, and effect. Educational policy is moving away from teaching about the visual as arts budgets are cut and focus continues to be on the standardized assessment of reading and math skills. In this globalized world, students need greater instruction in critical textual, media, and visual literacy that engages with representations of difference in race, ethnicity, gender, sexuality, class, and location. Postcolonial theory provides an analysis of global relationships of power and displaces the West as center of all knowledge and creativity. Critical multicultural education focuses on school as a social and political institution that functions to marginalize certain groups and privilege others. Border theory is in many ways a contemporary form of pragmatic philosophy that roots ambiguity in the traveling between cultural and geographic borders. Border theory is the connection between postcolonialism and critical multicultural education; it celebrates uncertainty and the doubting of assumptions that are embedded in imbalanced relationships of power and privilege. My focus on the use of contemporary, border-crossing graphic authors necessitates a form of critical ← 199 | 200 → multicultural pedagogy that questions Eurocentric, modern myths that are entrenched...
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