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Title
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Not to be “Destoried”: How an Academically Marginalized Student Employs Comics and Multimodal Authorship to Claim a Counter-Identity | Ubiquity
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Abstract/Description
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This article presents a 2-year case study of Héctor, a member of a school-based Comics Inquiry Community. Through a close, chronological examination of Héctor’s multimodal reading and composing practices as a sixth- and seventh-grade student, the article shows Héctor using comics as a medium to think beyond the places, spaces, and identities assigned to him by others. On account of his immigrant background and a pronounced stutter, Héctor has been narrated by teachers through a diagnostic language of deficit. In this article, I highlight ways in which Héctor turned to multimodal authorship to resist narratives that would situate him as lesser in terms of his capacities as a reader, writer, speaker, and intellectual, and to recast himself as a heroic and academically viable figure.
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Date
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2017
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In publication
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Ubiquity: The Journal of Literature, Literacy, and the Arts
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Volume
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4
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Pages
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6-56
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Medium
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en
Film/Audiovisual
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Background/context type
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en
Conceptual
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Open access/free-text available
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en
Yes
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Peer reviewed
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en
Yes
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Language
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en-US
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ISSN
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2379-3007
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Citation
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Low, D. E. (2017). Not to be “Destoried”: How an Academically Marginalized Student Employs Comics and Multimodal Authorship to Claim a Counter-Identity | Ubiquity. Ubiquity: The Journal of Literature, Literacy, and the Arts, 4, 6–56.
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