Abstract
This chapter wishes to embrace one of the thorny elements of using comics in classrooms; that some of them are comic. The flippancy which pervades them, and which has served to be part of the charm and irreverence of the form, is problematic precisely because it is comedy. Funny moments draw attention to distinctions between us. Embracing this risky aspect of comics though can offer rich and fruitful spaces to open and to explore difficult issues. Drawing together humour research, comics studies and education, this chapter will argue that actively noticing, teaching and talking about humour in comics is a way of encouraging, even young readers, to think about themselves and their own boundaries, and about those of others.
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Notes
- 1.
Humour comics is a generalised definition used within this chapter to encompass all comics where laughter and fun are central.
- 2.
In the interests of clarity, this chapter will specifically consider the UK context and, therefore, use British terminology. Although terminology may differ, the issues around SEL and school education are however internationally widespread.
- 3.
For a more through exploration of this topic see Arresting development: comics at the boundaries of literature (Pizzino, 2016).
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Pursall, D. (2022). Comics and Social-Emotional Laughter. In: Aman, R., Wallner, L. (eds) Teaching with Comics. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-05194-4_4
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