Parents and Teachers: Superhero Responsibly

This post is an extension of a radio interview that I participated in addressing the presence of superheroes in the classroom.

superheroThe board and faculty of a private school in my hometown has, with the support of many parents, endeavoured to ban superheroes from its halls. As both a teacher and mother I cannot condone these choices. It goes without saying that as a comic book enthusiast I am deeply disappointed. To the parents and teachers willing to censure superheroes I have this to say: please, superhero responsibly.

With the advent of the Marvel Cinematic Universe (MCU) And recent DC films, superheroes are at a cultural peak. Those who do not understand the broad scope of superhero literature, its many facets and depth, choose to select this medium as a scapegoat for undesirable behaviour and disinterest in reading. Superheroes are not the problem; disrespect for the power of comics is the problem.  Arguments against superheroes in the classroom and hallways of schools range from being too violent, addressing only very basic story lines, and stamped with the label “bad” literature. There are many adults in the education system who still devalue the worth of the graphic novel as a medium for teaching literature. It is not only a question of misunderstanding superheroes, but of graphic storytelling and art as a whole. A paradigm shift needs to occur to eradicate this archaic perception.

I do not, under any circumstances, want my six year old son watching violent television, film, or reading violent books. So he doesn’t, but he watches and knows all about superheroes. As the responsible adult in our relationship, I monitor what he reads and watches to ensure its age appropriateness. The popular films from the MCU, along with the Christopher Nolan Batman films and DC’s burgeoning Justice League films are not for children. Nor are the majority of graphic novels and weekly and monthly single issues at your local comic book store. Superhero comics are largely targeted towards young adults and adult audiences. The characters are targeted to children. Books, comics and films for children do not touch on the same themes as the films you watch or hear about in popular culture. The Superhero Squad, for example, treat themes of friendship, teamwork and personal growth. Doctor Doom is always bested, sometimes with Iron Man’s blasters, but more than the fighting are the plot driven discussions about why the problem at hand exists. Often the show ends with a moral. My son can watch this show. He is not violent as a result. He uses his words, not his actions when faced with a disgruntled friend. He wants to be as good a friend as Wolverine and as strong a leader as Iron Man and Captain America are. It is ok that he doesn’t know exactly what Wolverine is best at, but when he does find out later on he will already know that Wolverine is a character that can be counted on- a leader who makes tough choices. Wolverine will become more believable as my son’s world becomes more real. My son lives in a violent world. He doesn’t need comics to teach him that. If anything, they can help him escape it.

Superheroes are only written into simple story lines in the minds of the uneducated people who don’t read comics. I would argue they are full of substance, figurative language, advanced vocabulary and rich plot detail. I have a degree in English Literature, a degree in education, and soon I will have a degree in library sciences. I know good literature when I see it, or read it; and I read A LOT.

As a teacher I would often use superhero story lines in my English and senior history classes. For example, Superman: Red Son is the story of Superman’s crash landing in Russia. In my History 12 Global Studies class, we consider the outcome of the Cold War if Superman had been raised in the Soviet Union. The purpose is to encourage students to think outside of the box. To buoy their curiosity as they consider what they take for granted as normal and look at it from another perspective. Our role as teachers is not to indoctrinate our beliefs and ideas, it is to inspire youth to acknowledge their own. If I use Superman as a vehicle to get them to think of the world from a soviet lens, then I have granted them permission to reject, momentarily, what they know for what could have been. Similarly, in an effort to make Hercules more interesting to a disinterested World History 10 student, I suggest All Star Superman, where our protagonist takes on Herculean trials as the student realizes his hero is a flawed being; god-like, but not a god.

Superheroes are flawed. Stripped bare of their powers and technology they are flawed men and women who do not conform and fit into conventional society. The X-men are spokesmodels for the marginalized. Batman is constantly seeking an outlet for dealing with the death of his parents. Captain America struggles in vain to ensure morality, ethics and values in a world saturated in corruption. Readers, every single one of us, are flawed beings. Each of us longing to belong. Why not let our young readers engage with the stories of their cultural icons and heroes who reflect the very struggles they endure?

The role of the parent, the teacher, and the educational system is to provide mentorship for our students. To enlighten a future society to appreciate and concede to the perspectives of others. Teaching them that the literature and the characters they admire and love are not appropriate, unacceptable, or rubbish is teaching them to censure what they do not understand. Censorship is fundamentally backwards in a society where we value free thinking and education.

I will continue to teach with superheroes. When my students walk into my classroom they will be greeted with a poster of Spiderman and a collection of comic figurines lining my desk. I will discuss the movies they watch, the comics they read, and in turn students will continue to ask to be in my homeroom; the space they feel safe to express who they are and where they see their interests proudly positioned on the walls around them. My son will be encouraged to learn more about the superheroes he loves, he will be praised for the comics he himself creates, and when the time comes, with his mom and dad as excited as he is, he will watch superheroes on the big screen.

Banning superheroes is an act akin to the malevolence of super villains.

Don’t be a villain. Superhero responsibly.

By Leigha Chiasson-Locke   @ldchiasson17

 

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s