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Teaching Sociology.
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TAPPINGINTO PARALLELUNIVERSES:
USINGSUPERHEROCOMICBOOKSIN SOCIOLOGYCOURSES*
KELLEYJ. HALL
BETSYLUCAL
Collegeof WilliamandMary
Bend
IndianaUniversity-South
thankLauraNichols,RebeccaErickson,
"*We
ChristineRobinson,EmiliaLombardi,and the
anonymousreviewers for their comments on this
note. A previous version of this paper was
presented at the annual meetings of the North
VA 23187;
of WilliamandMary,Williamsburg,
or Betsy Lucal
e-mail:kjhall@facstaff.wm.edu
of Sociology,IUSB,P.O. Box
at theDepartment
7111, SouthBend,IN 46634;
e-mail: BLUCAL@IUSB.EDU
Editor's note: The reviewers were Cheryl
andLinHuff-Corzine.
Laz,AnnaKarpathakis,
of multiplepagesandpanelsthattell a story,or
at least a series of vignettes,from monthto
month. In this article, we use "comic books,"
to refer
"comics,"and "books"interchangeably
told by a sequenceof picto those "narratives
tures, with the dialoguein the form of speech
balloons" (Harvey 1996:3) that are published
monthly.
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60
Superheroes
Superherocomics are the most widely published and familiar type of comic book.
Batman, Spider-man, and Superman are a
few of the most familiar examples. Superhero comic books tend to focus on the
exploits of one character and her or his
supporting cast (e.g., Wonder Woman,
Spawn, and Incredible Hulk) or a team of
superheroes (e.g., Justice League, X-Men,
and WildC.A.T.S.). Superhero team books
work especially well for this exercise because they include a variety of charactersfor
students to analyze. Regardless of the number of main characters, superhero books
tend to focus on adventure, including scenes
with physical action (i.e., battles, chases,
etc.), violence (i.e., fighting, punching,
kicking, etc.), weapons (i.e., blasters,
claws, fists, swords, etc.), and good versus
evil (or good versus good until they learn
they are fighting the same enemy). The
characters featured in these books tend to
wear colorful, tight, or armored costumes,
and they typically have bulging muscles and
oversized body parts. We have found that
superherocomics provide a wealth ofpossibilities for sociological analysis.2 The next
section discusses the specific ways that instructors can use these books in their
courses.
61
USINGCOMICBOOKS
IN THE CLASSROOM
Sociologyof Gender
We first developed this exercise as a means
for studentsto examine portrayalsof gender
in popular culture. We have found that this
exercise gives students an opportunity to
consider the social construction of gender.
Questions that studentscan address include:
How would you characterize the male and
female characters' appearances? How are
2A second,extremelypopular,genrethat instructorscouldalso use is the "badgirl"genre.
Frequently
producedby smallcompanypresses,
thesebookshavethe sameadventureandaction
of superherocomics, but the maincharacteris
always a busty, thin-waisted,scantily clad
woman. The "bad girl" women are usually
ninjas, sorceresses,vampires,or vigilantesof
some sort. A few "badgirls"are: LadyDeath,
Vampirella,Shi, and Dawn. "Badgirl" books
frequentlydepictwomenin sexualposes (i.e.,
receptiveto sexual advanceswith legs spread)
more so than mainstreamsuperherobooks
(though mainstreamsuperhero books have
tendedtowardthesedepictionssince "badgirls"
hit the scene). We have not used "bad girl"
comicsin ourclasses.
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62
TEACHINGSOCIOLOGY
differentissues,eachcomicbookshouldhavea
page numbersomewhereon each page. Since
pages are frequentlynot numbered,you may
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COMICBOOKSIN SOCIOLOGYCOURSES
63
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64
TEACHINGSOCIOLOGY
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65
1995.Race, Class,andGender:AnAnthology.
CA:Wadsworth.
Belmont,
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66
TEACHINGSOCIOLOGY
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