Mabel Priscilla Cook
Biographic Data
| ID | 1062991 |
|---|---|
| NAME | Mabel Priscilla Cook |
| GIVEN NAMES | Mabel Priscilla |
| FAMILY NAME | Cook |
| SIGNATURE | COOK M P |
| AFFILIATIONS | Auburn University |
| ORCID | 0000-0003-3311-3864 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Rhetorical Affordances of Visuals in Composing Comics About Activism and Equity
This qualitative study draws on arts-based research and thematic analysis to examine the graphic narratives thirteen ELA preservice teachers composed to communicate their understandings of activism and to address social issues they believed important. The preservice teachers harnessed the affordances of visuals to compose graphic narratives that positioned their audience as younger readers to scaffold their reading experiences. These scaffolds in…
Composing comics as activism
This study examines the ways pre‐service English language arts teachers (PSTs) conceptualized activism and experimented with visual and multimodal approaches to composing about activism. Drawing on qualitative methods, we examined 22 PSTs' graphic narratives completed as part of their teacher preparation coursework, and center our discussion on three focal students' compositions. We frame our inquiry within the scholarship on critical literacies …
Preservice teachers and discursive shielding during critical conversations
This qualitative study examines the consequential evasive discourse moves 23 PSTs made during critical conversations about a young adult novel. Findings illustrated how PSTs engaged in a constellation of discourse moves—what we’ve theorized as shielding—that disrupted PSTs’ critical engagement with sociopolitical content and perpetuated whiteness. Although not all talk was protective, some participants responded to peers’ shielding to refocus con…
Examining Readers’ Critical Literature Circle Discussions of Looking for Alaska
Promising approaches to transforming English language arts classrooms into dialogic, democratic, and critical spaces for literature discussions involve the selection of compelling young adult literature (YAL) and the use of student‐centered discussion strategies (e.g., literature circles). Scholars have demonstrated, however, the shortcomings of YAL and literature circles for interrogating sociopolitical content in literary texts and society. Dra…
Adopting Hands-Off Approaches to Activism
This case study examines six English Language Arts (ELA) preservice teachers (PSTs) and the ways they recognize injustice and inequity in education, plan for addressing such issues, and engage as teacher-activists toward impacting the issues they recognize. This research was guided by the following two questions: In what ways do ELA PSTs use their own recognition of educational injustice/inequity to foster discussions of methods for addressing su…
Orton in the Archives
This paper reflects on what archives at Boston University, the British Library, the University of Leicester and Islington Library can tell us about the legacy of the playwright Joe Orton, and in particular about how his infamous diary was shaped for the consumption of others first by Orton himself, and then by his agent Peggy Ramsay and biographer John Lahr. Ramsay and Lahr's stewardship of the diary, I argue, reflects the particular social and c…
Orton in the Archives
This paper reflects on what archives at Boston University, the British Library, the University of Leicester and Islington Library can tell us about the legacy of the playwright Joe Orton, and in particular about how his infamous diary was shaped for the consumption of others first by Orton himself, and then by his agent Peggy Ramsay and biographer John Lahr. Ramsay and Lahr's stewardship of the diary, I argue, reflects the particular social and c…
Orton in the Archives
This paper reflects on what archives at Boston University, the British Library, the University of Leicester and Islington Library can tell us about the legacy of the playwright Joe Orton, and in particular about how his infamous diary was shaped for the consumption of others first by Orton himself, and then by his agent Peggy Ramsay and biographer John Lahr. Ramsay and Lahr's stewardship of the diary, I argue, reflects the particular social and c…
Examining Readers’ Critical Literature Circle Discussions of Looking for Alaska
Promising approaches to transforming English language arts classrooms into dialogic, democratic, and critical spaces for literature discussions involve the selection of compelling young adult literature (YAL) and the use of student‐centered discussion strategies (e.g., literature circles). Scholars have demonstrated, however, the shortcomings of YAL and literature circles for interrogating sociopolitical content in literary texts and society. Dra…
Adopting Hands-Off Approaches to Activism
This case study examines six English Language Arts (ELA) preservice teachers (PSTs) and the ways they recognize injustice and inequity in education, plan for addressing such issues, and engage as teacher-activists toward impacting the issues they recognize. This research was guided by the following two questions: In what ways do ELA PSTs use their own recognition of educational injustice/inequity to foster discussions of methods for addressing su…
Preservice teachers and discursive shielding during critical conversations
This qualitative study examines the consequential evasive discourse moves 23 PSTs made during critical conversations about a young adult novel. Findings illustrated how PSTs engaged in a constellation of discourse moves—what we’ve theorized as shielding—that disrupted PSTs’ critical engagement with sociopolitical content and perpetuated whiteness. Although not all talk was protective, some participants responded to peers’ shielding to refocus con…
Rhetorical Affordances of Visuals in Composing Comics About Activism and Equity
This qualitative study draws on arts-based research and thematic analysis to examine the graphic narratives thirteen ELA preservice teachers composed to communicate their understandings of activism and to address social issues they believed important. The preservice teachers harnessed the affordances of visuals to compose graphic narratives that positioned their audience as younger readers to scaffold their reading experiences. These scaffolds in…
Composing comics as activism
This study examines the ways pre‐service English language arts teachers (PSTs) conceptualized activism and experimented with visual and multimodal approaches to composing about activism. Drawing on qualitative methods, we examined 22 PSTs' graphic narratives completed as part of their teacher preparation coursework, and center our discussion on three focal students' compositions. We frame our inquiry within the scholarship on critical literacies …
Sociology (6 works) · Psychology (5 works) · Pedagogy (4 works) · Art (3 works) · Educator Training and Historical Pedagogy (3 works) · Law (3 works) · Literacy, Media, and Education (3 works) · Political science (3 works) · Visual arts (3 works) · Comics (2 works)