Abstract
In this chapter, we argue in favor of the value of cartooning in educational contexts as a cross-curricular tool to foster students’ agency, multimodal communication, and civic engagement. We designed and conducted two cartoon workshops in primary schools in Argentina. Thirty-three students aged 10–13 years old were asked to create a multimodal cartoon about social inequalities and social empathy. Most of the students were able to accomplish the task by deploying a repertoire of multimodal narrative and rhetorical resources. They created imaginary and experiential situations in order to address—from their own viewpoint—economic, gender, and ethnic inequalities, often denouncing a lack of empathic concern. This evidenced a committed, or a committed-playful motivation. We provide insights into the scope of this creative and multimodal activity.
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Acknowledgments
We thank the teachers and school management teams that gave us the opportunity to implement our cartoon workshops. We are especially thankful to all the students that participated in this experience and created their own cartoons.
This study has been partially supported by grants PIP 1908, PIP 0498, and PUE 22920180100046CO from CONICET, PICT 2020-00557 from Agencia Nacional de Promoción Científica y Tecnológica, and C-162 from Universidad Nacional del Comahue, Argentina.
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Pedrazzini, A., Zinkgräf, C., D’Adamo, P., Bugallo, L., Lozada, M. (2022). Cartooning in Educational Contexts: A Promising Way to Promote Cross-Curricular Work with Children and Adolescents. In: Aman, R., Wallner, L. (eds) Teaching with Comics. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-05194-4_6
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DOI: https://doi.org/10.1007/978-3-031-05194-4_6
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