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Maus Is an Ideal Model for Literacy Learning and Teaching

By: Dana

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It is this encouragement to critically engage with and reflect on the politics of historical representations hat make up the third point in this critical tool kit. Through exposure to texts like Maus, students can be made aware that although Vladek Spiegelman's horrific experiences were specific in a concrete historical context, genocide is not confined to the past, as he current situation in Darfur, Sudan, unfortunately demonstrates. After their reading of Maus, students could move on to Vibram Fivefingers Shoes other graphic novels such as Barefoot Gen and Persepolis as additional texts to reflect on the issues of militarism, revolution, and human rights. In his way, students' own prejudices can be questioned and examined through engagement with these reorientations of otherness along with the consequences four own complicity in reinforcing them. The discussions and reflection that these texts can generate help students to examine the racist practices that shape their own school environment (Corson, 2002).

In their final point, Morgan and Ramanathan's 2005) advocacy of the use of multimodal and semi-tic strategies in their critical literacy tool kit can be implemented in the classroom with the multimodal text of Maus. In its multiplicity of discourses, Maus an ideal model for literacy learning and teaching; conceptualized in the multiliteracies framework to two salient aspects. First, in many classrooms in forth America and Europe that are increasingly characterized by a linguistic and cultural diversity lat reflects unprecedented global migration, the affirmative teaching of texts that feature characters whose multilingual and who use this ability to survive id negotiate their way in a dangerous world will certainly acknowledge the identities of multilingual udents who find themselves in institutions that often promote monolingualism. Vladek Spiegelman, who speaks Polish, Yiddish, English, German, and Swedish, survives in large part due to his ability to employ his linguistic resources in a variety of situations. In one scene at the Auschwitz concentration camp, he teaches his Polish guard English in exchange for better clothes and food, which help him and his friend to survive the daily brutality.

But it is not only his command of languages that aids him in critical times, it is also Vladek's knowledge of how to use various discourses in specific situations, or what Gee (2008) called the "Discourses" with a capital D. Vladek knows how to use different talk with Nazi officers, Polish guards, and potentially treacherous countrymen. This is brilliantly illustrated by Spiegelman's use of various Vibram Five Fingers characters wearing the masks of other animals so that they are able to pass, or remain undetected. This visual metaphor of the need for people to adopt different guises in daily interactions with people will be noted by students who are learning how to navigate in a new society. Indeed, as ELLs learn to "juxtapose different languages, discourses, styles, and approaches; they gain substantively in meta-cognitive and meta-linguistic abilities and in their ability to reflect critically on complex systems and their interactions" (New London Group, 1996, p. 69). Maus is thus an excellent example for ELL students of how people use different registers for different occasions, which in the particular case of Maus may well determine one's fate.

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