DOCSLIB.ORG

Implications of Representing Identity in Comics

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

The Pennsylvania State University The Graduate School EXCEPTIONAL SISTAHOOD: IMPLICATIONS OF REPRESENTING IDENTITY IN COMICS FOR COLLABORATIVE ART EDUCATION PRACTICES AMONG WOMEN STUDENTS AND TEACHERS OF COLOR WITH DISABILITIES A Dissertation in Art Education and Women’s, Gender, and Sexuality Studies by Veronica Hicks © 2019 Veronica Hicks Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2019 The dissertation of Veronica Hicks was reviewed and approved* by the following: Booker Stephen Carpenter, II Professor of Art Education & African American Studies Interim Director, Penn State School of Visual Arts Dissertation Co-Adviser Co-Chair of Committee Ariane Cruz Associate Professor of Women’s, Gender, and Sexuality Studies Dissertation Co-Adviser Co-Chair of Committee Joel Priddy Associate Professor of Graphic Design Mary Ann Stankiewicz Professor Emeritus of Art Education Kimberly Powell Art Education Graduate Program Officer Associate Professor of Art Education *Signatures are on file in the Graduate School. ii ABSTRACT Mainstream comic books featuring disabled women of color characters reinforce stereotyped depictions of minority group identities. In a radical approach to the disability narratives in art education research and counter-storytelling by women of color, this study reads, produces, and shares comics from the perspective of a feminist art education researcher. This study highlights and critiques mainstream comics and the educational systems that maintain group oppression over disabled women of color by considering the creation of comics as an inquiry-based and arts-based education research method. I argue that comic book creators affect reader’s beliefs about disabled women of color by subverting or supporting their accurate representation. Comics created and shared by disabled women of color who are art students and teachers reveal personal and community narratives as a reaction to and reflection of their society. I review how comics created by White, able-bodied men overwhelmingly determine overwhelmingly the presentation of disabled women of color characters. Ultimately, the oppression of minority populations in education and in comics is maintained through the control of representation, which is accomplished through miseducation and misinformation reinforced in the form of laws, imagery, and societal norms. Thus, constructions of race, gender, and ability in comics should be critically examined and changed to counter the racist, sexist, and ableist sociocultural contexts and society producing those images. The study results reveal ways in which an art teacher and her former student employed collaborative art making practices to express their experiences through sequential art in the form of a comic book entitled, Woven. The act of sharing Woven, among a community of disabled female art students and teachers of color, communicated situational oppressions and forged unity around common themes of identity, art making, and community. The same community of disabled women art students and teachers of iii color participated in a survey about Woven. The survey results demonstrated disabled women of color—specifically art students and teachers in this study—identified overwhelmingly with the themes of art making, identity, and community. The creation and sharing of Woven with art teachers and students added to the representation of disabled women art students and teachers of color in comics publishing, and as a result, provided an accurate representation of this minority population’s experiences in art education. iv TABLE OF CONTENTS List of Figures ................................................................................................................................ ix List of Tables ................................................................................................................................. xi Prologue ........................................................................................................................................ xii Chapter 1. MISTY KNIGHT AS EXCEPTIONAL AND DIFFERENTLY ABLED WOMEN OF COLOR IN COMIC BOOKS: SITUATING THE STUDY........................................................... 1 An Art Class Dilemma ................................................................................................................ 7 Research Rationale...................................................................................................................... 8 Research Questions ................................................................................................................... 25 Scope: Assumptions and Limitations........................................................................................ 26 Organization of the Study ......................................................................................................... 26 Chapter 2. INVESTIGATING SILENCED AND CONCEALED NARRATIVES .................... 29 Intersectionality as Feminist Lens ............................................................................................ 30 Black and Brown Ink: A Justification for Critical Race Theory ............................................... 35 Tints and Shades: Black Disability Studies and Dis/ability Critical Race Theory ................... 41 Introduction of ES Characters in Comics ................................................................................. 46 Visualizing Exceptional Sista Artists........................................................................................ 47 Image-Conscious: Discussing Representation in Comics......................................................... 49 Re-Presenting Exceptional Sistas in Comics ............................................................................ 63 Summary ................................................................................................................................... 66 v Chapter 3. A COMICS METHODOLOGY TO FRAME STUDENT-TEACHER ART PRACTICES ................................................................................................................................. 67 Thought Bubbles: Inspiration for a Comics Methodology ....................................................... 67 Comics Methodology: Sequencing Student-Teacher Narratives .............................................. 69 Elements of Comics Methodology............................................................................................ 74 Arts-Based Research ................................................................................................................. 74 Narrative Inquiry ....................................................................................................................... 76 Comics Methodology ................................................................................................................ 78 Using a Comics Method........................................................................................................ 79 Case Study Interview Data and Procedure................................................................................ 82 Visual/Audio and Written Document Collection ...................................................................... 87 Comics Design and Development ............................................................................................. 87 Survey Data and Procedure ....................................................................................................... 87 Research Participants ................................................................................................................ 89 Mixed-Methods Benefits and Issues ......................................................................................... 91 Limitations of the Data ............................................................................................................. 92 Summary ................................................................................................................................... 93 Chapter 4. REVEALING THEMES: RESEARCH FINDINGS AND ANALYSIS .................... 95 Comics Method Case Study ...................................................................................................... 96 vi Comics Method Process ........................................................................................................ 97 Comics Method Results ...................................................................................................... 106 Theme of Identity ................................................................................................................ 107 Theme of Art Making ......................................................................................................... 111 Theme of Community ......................................................................................................... 113 Comics Method Discussion .................................................................................................... 114 Comics Method Conclusion .................................................................................................... 118 Survey Method ........................................................................................................................ 119 Survey Method Process....................................................................................................... 120 Survey Method Results ......................................................................................................
Recommended publications
  • A Thematic Reading of Sherlock Holmes and His Adaptations

    A Thematic Reading of Sherlock Holmes and His Adaptations

    University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 12-2016 Crime and culture : a thematic reading of Sherlock Holmes and his adaptations. Britney Broyles University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Part of the American Popular Culture Commons, Asian American Studies Commons, Chinese Studies Commons, Cultural History Commons, Literature in English, British Isles Commons, Other Arts and Humanities Commons, Other Film and Media Studies Commons, and the Television Commons Recommended Citation Broyles, Britney, "Crime and culture : a thematic reading of Sherlock Holmes and his adaptations." (2016). Electronic Theses and Dissertations. Paper 2584. https://doi.org/10.18297/etd/2584 This Doctoral Dissertation is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. CRIME AND CULTURE: A THEMATIC READING OF SHERLOCK HOLMES AND HIS ADAPTATIONS By Britney Broyles B.A., University of Louisville, 2008 M.A., University of Louisville, 2012 A Dissertation Submitted to the Faculty of the College of Arts and Sciences of the University of Louisville in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Humanities Department of Comparative Humanities University of Louisville Louisville, KY December 2016 Copyright 2016 by Britney Broyles All rights reserved CRIME AND CULTURE: A THEMATIC READING OF SHERLOCK HOLMES AND HIS ADAPTATIONS By Britney Broyles B.A., University of Louisville, 2008 M.A., University of Louisville, 2012 Dissertation Approved on November 22, 2016 by the following Dissertation Committee: Dr.
  • The Practical Use of Comics by TESOL Professionals By

    The Practical Use of Comics by TESOL Professionals By

    Comics Aren’t Just For Fun Anymore: The Practical Use of Comics by TESOL Professionals by David Recine A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in TESOL _________________________________________ Adviser Date _________________________________________ Graduate Committee Member Date _________________________________________ Graduate Committee Member Date University of Wisconsin-River Falls 2013 Comics, in the form of comic strips, comic books, and single panel cartoons are ubiquitous in classroom materials for teaching English to speakers of other languages (TESOL). While comics material is widely accepted as a teaching aid in TESOL, there is relatively little research into why comics are popular as a teaching instrument and how the effectiveness of comics can be maximized in TESOL. This thesis is designed to bridge the gap between conventional wisdom on the use of comics in ESL/EFL instruction and research related to visual aids in learning and language acquisition. The hidden science behind comics use in TESOL is examined to reveal the nature of comics, the psychological impact of the medium on learners, the qualities that make some comics more educational than others, and the most empirically sound ways to use comics in education. The definition of the comics medium itself is explored; characterizations of comics created by TESOL professionals, comic scholars, and psychologists are indexed and analyzed. This definition is followed by a look at the current role of comics in society at large, the teaching community in general, and TESOL specifically. From there, this paper explores the psycholinguistic concepts of construction of meaning and the language faculty.
  • The New Snowden Hall Embraces Two Fundamental for the People Who Use the Building Every Day

    The New Snowden Hall Embraces Two Fundamental for the People Who Use the Building Every Day

    M C CARDELL INSTALLED AS VICE-CHANCELLOR n FACES OF SEWANEE VETERANS WINTER 2011 SewaneePUBLISHED FOR ALUMNI AND FRIENDS OF THE UNIVERSITY OF THE SOUTH The New Snowden Hall A home of wood and stone for the study of forestry and geology Sewanee_WTR11.indd 1 1/21/11 2:21 PM Editor Buck Butler, C’89 Associate Editor Pamela Byerly in this Graphic Designer Susan Blettel ISSUE Assistant Editor Heather Walsh, C’12 Photographers Stephen Alvarez, C’87, David Bean, Woodrow Blettel, Buck Butler, Don Hamerman, Tad Merrick, Paul O’Mara, Maurice Taylor, Lawson Whitaker, C’73 Sewanee is published quarterly by the University of the South, including the College of Arts and Sciences and The School of Theology, and is distributed without charge to alumni, parents, faculty, students, staff, and friends of the University. © Copyright 2011, Sewanee. A Home of Wood and Stone Faculty All rights reserved. members and architects collaborated every step of Send address changes to: the way to make sure the renovation and new addition Office of University Relations to Snowden Hall made it the ideal place for the study 735 University Avenue of forestry and geology in Sewanee. P AGE 12 Sewanee, TN 37383-1000 Phone: 800.367.1179 E-mail: [email protected] The Vets Sewanee alumni who are veterans of the armed forces gathered on the Mountain in November Write to us: We welcome letters. for a special Veterans Day celebration. We took the Letters should refer to material pub- opportunity to learn a little about their service, which lished in the magazine and include the writer’s full name, address, and spans military history from World War II to Operation telephone number.
  • Talking Book Topics November-December 2017

    Talking Book Topics November-December 2017

    Talking Book Topics November–December 2017 Volume 83, Number 6 Need help? Your local cooperating library is always the place to start. For general information and to order books, call 1-888-NLS-READ (1-888-657-7323) to be connected to your local cooperating library. To find your library, visit www.loc.gov/nls and select “Find Your Library.” To change your Talking Book Topics subscription, contact your local cooperating library. Get books fast from BARD Most books and magazines listed in Talking Book Topics are available to eligible readers for download on the NLS Braille and Audio Reading Download (BARD) site. To use BARD, contact your local cooperating library or visit nlsbard.loc.gov for more information. The free BARD Mobile app is available from the App Store, Google Play, and Amazon’s Appstore. About Talking Book Topics Talking Book Topics, published in audio, large print, and online, is distributed free to people unable to read regular print and is available in an abridged form in braille. Talking Book Topics lists titles recently added to the NLS collection. The entire collection, with hundreds of thousands of titles, is available at www.loc.gov/nls. Select “Catalog Search” to view the collection. Talking Book Topics is also online at www.loc.gov/nls/tbt and in downloadable audio files from BARD. Overseas Service American citizens living abroad may enroll and request delivery to foreign addresses by contacting the NLS Overseas Librarian by phone at (202) 707-9261 or by email at [email protected]. Page 1 of 128 Music scores and instructional materials NLS music patrons can receive braille and large-print music scores and instructional recordings through the NLS Music Section.
  • Comics As a Medium Dor Inquiry: Urban Students (Re-)Designing Critical Social Worlds

    Comics As a Medium Dor Inquiry: Urban Students (Re-)Designing Critical Social Worlds

    University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2015 Comics as a Medium dor Inquiry: Urban Students (Re-)Designing Critical Social Worlds David Eric Low University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Education Commons Recommended Citation Low, David Eric, "Comics as a Medium dor Inquiry: Urban Students (Re-)Designing Critical Social Worlds" (2015). Publicly Accessible Penn Dissertations. 1090. https://repository.upenn.edu/edissertations/1090 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/1090 For more information, please contact [email protected]. Comics as a Medium dor Inquiry: Urban Students (Re-)Designing Critical Social Worlds Abstract Literacy scholars have argued that curricular remediation marginalizes the dynamic meaning-making practices of urban youth and ignores contemporary definitions of literacy as multimodal, socially situated, and tied to people's identities as members of cultural communities. For this reason, it is imperative that school-based literacy research unsettle status quos by foregrounding the sophisticated practices that urban students enact as a result, and in spite of, the marginalization they manage in educational settings. A hopeful site for honoring the knowledge of urban students is the nexus of alternative learning spaces that have taken on increased significance in ouths'y lives. Many of these spaces focus on young people's engagements with new literacies, multimodalities, the arts, and popular media, taking the stance that students' interests are inherently intellectual. The Cabrini Comics Inquiry Community (CCIC), located in a K-8 Catholic school in South Philadelphia, is one such space.
  • A General History of the Burr Family, 1902

    A General History of the Burr Family, 1902

    historyAoftheBurrfamily general Todd BurrCharles A GENERAL HISTORY OF THE BURR FAMILY WITH A GENEALOGICAL RECORD FROM 1193 TO 1902 BY CHARLES BURR TODD AUTHOB OF "LIFE AND LETTERS OF JOBL BARLOW," " STORY OF THB CITY OF NEW YORK," "STORY OF WASHINGTON,'' ETC. "tyc mis deserves to be remembered by posterity, vebo treasures up and preserves tbe bistort of bis ancestors."— Edmund Burkb. FOURTH EDITION PRINTED FOR THE AUTHOR BY <f(jt Jtnuhtrboclur $«88 NEW YORK 1902 COPYRIGHT, 1878 BY CHARLES BURR TODD COPYRIGHT, 190a »Y CHARLES BURR TODD JUN 19 1941 89. / - CONTENTS Preface . ...... Preface to the Fourth Edition The Name . ...... Introduction ...... The Burres of England ..... The Author's Researches in England . PART I HISTORICAL AND BIOGRAPHICAL Jehue Burr ....... Jehue Burr, Jr. ...... Major John Burr ...... Judge Peter Burr ...... Col. John Burr ...... Col. Andrew Burr ...... Rev. Aaron Burr ...... Thaddeus Burr ...... Col. Aaron Burr ...... Theodosia Burr Alston ..... PART II GENEALOGY Fairfield Branch . ..... The Gould Family ...... Hartford Branch ...... Dorchester Branch ..... New Jersey Branch ..... Appendices ....... Index ........ iii PART I. HISTORICAL AND BIOGRAPHICAL PREFACE. HERE are people in our time who treat the inquiries of the genealogist with indifference, and even with contempt. His researches seem to them a waste of time and energy. Interest in ancestors, love of family and kindred, those subtle questions of race, origin, even of life itself, which they involve, are quite beyond their com prehension. They live only in the present, care nothing for the past and little for the future; for " he who cares not whence he cometh, cares not whither he goeth." When such persons are approached with questions of ancestry, they retire to their stronghold of apathy; and the querist learns, without diffi culty, that whether their ancestors were vile or illustrious, virtuous or vicious, or whether, indeed, they ever had any, is to them a matter of supreme indifference.
  • (“Spider-Man”) Cr

    (“Spider-Man”) Cr

    PRIVILEGED ATTORNEY-CLIENT COMMUNICATION EXECUTIVE SUMMARY SECOND AMENDED AND RESTATED LICENSE AGREEMENT (“SPIDER-MAN”) CREATIVE ISSUES This memo summarizes certain terms of the Second Amended and Restated License Agreement (“Spider-Man”) between SPE and Marvel, effective September 15, 2011 (the “Agreement”). 1. CHARACTERS AND OTHER CREATIVE ELEMENTS: a. Exclusive to SPE: . The “Spider-Man” character, “Peter Parker” and essentially all existing and future alternate versions, iterations, and alter egos of the “Spider- Man” character. All fictional characters, places structures, businesses, groups, or other entities or elements (collectively, “Creative Elements”) that are listed on the attached Schedule 6. All existing (as of 9/15/11) characters and other Creative Elements that are “Primarily Associated With” Spider-Man but were “Inadvertently Omitted” from Schedule 6. The Agreement contains detailed definitions of these terms, but they basically conform to common-sense meanings. If SPE and Marvel cannot agree as to whether a character or other creative element is Primarily Associated With Spider-Man and/or were Inadvertently Omitted, the matter will be determined by expedited arbitration. All newly created (after 9/15/11) characters and other Creative Elements that first appear in a work that is titled or branded with “Spider-Man” or in which “Spider-Man” is the main protagonist (but not including any team- up work featuring both Spider-Man and another major Marvel character that isn’t part of the Spider-Man Property). The origin story, secret identities, alter egos, powers, costumes, equipment, and other elements of, or associated with, Spider-Man and the other Creative Elements covered above. The story lines of individual Marvel comic books and other works in which Spider-Man or other characters granted to SPE appear, subject to Marvel confirming ownership.

  • Copyright and Use of This Thesis This Thesis Must Be Used in Accordance with the Provisions of the Copyright Act 1968

    COPYRIGHT AND USE OF THIS THESIS This thesis must be used in accordance with the provisions of the Copyright Act 1968. Reproduction of material protected by copyright may be an infringement of copyright and copyright owners may be entitled to take legal action against persons who infringe their copyright. Section 51 (2) of the Copyright Act permits an authorized officer of a university library or archives to provide a copy (by communication or otherwise) of an unpublished thesis kept in the library or archives, to a person who satisfies the authorized officer that he or she requires the reproduction for the purposes of research or study. The Copyright Act grants the creator of a work a number of moral rights, specifically the right of attribution, the right against false attribution and the right of integrity. You may infringe the author’s moral rights if you: - fail to acknowledge the author of this thesis if you quote sections from the work - attribute this thesis to another author - subject this thesis to derogatory treatment which may prejudice the author’s reputation For further information contact the University’s Copyright Service. sydney.edu.au/copyright PROFESSIONAL EYES: FEMINIST CRIME FICTION BY FORMER CRIMINAL JUSTICE PROFESSIONALS by Lili Pâquet A thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy Faculty of Arts and Social Sciences University of Sydney 2015 DECLARATION OF ORIGINALITY I hereby certify that this thesis is entirely my own work and that any material written by others has been acknowledged in the text. The thesis has not been presented for a degree or for any other purposes at The University of Sydney or at any other university of institution.
  • Using Comics and Graphic Novels in K-9 Education: an Integrative Research Review

    Using Comics and Graphic Novels in K-9 Education: an Integrative Research Review

    STIC 11 (1) pp. 37–54 Intellect Limited 2020 Studies in Comics Volume 11 Number 1 © 2020 Intellect Ltd Article. English language. https://doi.org/10.1386/stic_00014_1 Received 1 November 2019; Accepted 12 February 2020 LARS WALLNER Linköping University KATARINA ERIKSSON BARAJAS Linköping University Using comics and graphic novels in K-9 education: An integrative research review Keywords Abstract classroom The aim of this article is to increase knowledge on the use of comics as materials in K-9 education (ages comics 6–15). This is achieved through an integrative research review. Reference lists and websites have been education searched, both by database searches and manually, and the results analysed and cross-referenced to iden- graphic novels tify common areas of research and possible gaps in knowledge. 55 texts (research articles and doctoral integrative research theses) were found, with 40 first authors from fourteen countries. The results revealed several gaps in review knowledge. Most of the analysed studies had been carried out in North America, which suggests that more K-9 studies in other educational contexts, published in English, are needed, and that cross-national studies of comics in education will be productive. Furthermore, only three of the analysed texts describe studies www.intellectbooks.com 37 Lars Wallner | Katarina Eriksson Barajas that have high ecological validity, while all of the remaining 52 studies were ‘staged’ studies, in which the researcher had introduced material and observed the results. This suggests that further studies that utilize non-experimental research methods are needed. Finally, most studies focus on students’ reading prefer- ences in regard to comics, rather than, for example, on how students compose comics or what they learn through comics.
  • I BENDIX 4 Baby Shop Specials $229.95 Cans in Legislature Have

    I BENDIX 4 Baby Shop Specials $229.95 Cans in Legislature Have

    * > ,' v ^ >'’ v%/ t' :,’ V* ■■' , 'V '*-*Tl. V ' - ^ ' I MllMIUTr IIA T ^ ^ «» ' - Phr*-an' INffMi _af Mar■ta 1#6# : eflL'i.W waim 'affito'^^ Maay O : Caiartoa W. Oaraon af IB Walla iw aM hw iyitatia aodaty wlUj to born l a lf c and Mra. Edward wlB hoM a __ It toBlfbt at tha ItaHaa>Ainaal‘ , _jraat waa tnnafamd Iran tha o’aloak at « 7 : jhti wsfamtoy Maamctal honttal ya»: „ Banaan a t M Ctordan atraat on 0’alodt A ll 8$ i V i7dwii aaa cIoboaiadTMgaatraatattrSO] Batnrday at the Manchaatar I^ractical Gi/ta For ; .^«B M -’af «tauriaMmm ay and e’doek. ___ tarday aftanoan to tba Nawtagton hoi^lal, attar auffatlag an fttaok ortol hoapttaL The baby win ba MtmcheBter- ' A City o f ViUaye Charm named Anthony Bdamrd. Mra. »— ■ an mntndad that ofpoeumonto. rrian & may aand carda to Mm at tha Nawtagton Ilanaan'a paranta, Mr. and M ra today to tha toat day tor puirdwa- Chartaa E. MaUor M Arltagtoa. Mother’s Day AdvarUNas an Para I t ) UANCHESTER, CONN., TUESDAY, MAT 8,1949 4 F U U in :B K N PA^BS) PRICE POUR Cl Vatarana hoa^tal. Nawtagton. VOL* LXVm .. NO. 181 • ■ ■At / *: !IW 'tntimtjr tiw tlckato tor Ladtoa* Night VIrglata. and New York Oty tare ■i.,— - U t. wtoch wfit ba bald on latuiday. lOeim. ^ ;• ▼idtliig in town tor the paat R a g . 9 4 . 9 6 5 2 ’ * X 5 2 *’ P riiit«d ■ta- lli tlw »!•• A group a t young paopio a t tha Mra carl Bchwarta of Pttkla iMOl t i Oonoordto Uitbaran diurah to atraat returned home Prfday attar Ih a Manehastar Ragtotarad Win Top Schodantic Honor# at High School Schoors __ 1 1» a gnawta o< Uun- "Miriwg ptoM for a tomily banguat a two wadu’ vacatton at Madeira liUncheon Sets Bradley Declares »m«««rtiig Mothar to ba baM Beach, Florida Mr.
  • {Download PDF} Justice League of America: the Silver Age Vol. 3 1St

    {Download PDF} Justice League of America: the Silver Age Vol. 3 1St

    JUSTICE LEAGUE OF AMERICA: THE SILVER AGE VOL. 3 1ST EDITION PDF, EPUB, EBOOK none | 9781401268626 | | | | | Justice League of America: The Silver Age Vol. 3 1st edition PDF Book Fawcett Publications, Inc. For those unfamiliar with the concept, Earth-Two was a parallel dimension where the superheroes who debuted in the Golden Age of Comics resided, while Earth-One was where the superheroes who debuted in the Silver Age resided. Len Wein became the regular writer with , and for three issues, we get 33 heroes: the JLA, the Justice Society of Earth-2, the long-forgotten Seven Soldiers of Victory, and a few honorary members like Metamorpho and Zatanna. Even a Marvel Zombie like myself couldn't resist these classic covers. Comics Buyer's Guide Black Hand Nekron. Archived from the original on April 26, Entertainment Weekly. The beginning is harder to figure out. Mike W. It solidified once and for all the importance of superhero groups, and in the process provided a playground where DC's characters could attract new fans while entertaining established admirers. Lionel Luthor Chloe Sullivan. Martian Manhunter. Vixen would take over the team, with Plastic Man rejoining the group. Len Wein wrote a three-part fill-in story for Justice League of America [66] that ran from 35 to Rarely featured in most of the stories, Superman and Batman did not even appear on the cover most of the time. Justice League characters. A follow-up limited series, entitled I Can't Believe It's Not the Justice League , soon was prepared, although it was delayed due to the events shown in the Identity Crisis limited series, but was eventually released as the second arc in JLA: Classified.
  • Dashed Against the Rock

    Dashed Against the Rock

    DASHED AGAINSTTHE ROCK 31 Romance of the ¢om1ng Elge E W . J . C OLVILL " E m r' o n o r Tm : PROB LE M o r LIF E ” “ " A UTH OR o r PIRITUAL Tn s n a m n n c s Sr' um s s m Tm o so rm S , , " ' Oxxsn w s TEMPLE TON , n rc . H a ppy sha ll he b e tha t t a keth a n d dashet h t hy little ” o n es a ga in st th e ro ck Psa lm i 9 e i se e rs o n cxxxvi . (R v d V i ) BOSTON LBY RI H P BLI CO C , U SHERS 9 Bo sw o n rn STRE E T Y W B J . C LV . O ILLE. M Tvsoc ruu mv a v . C sum c 8 Co . BOSTO N A ss. U . S. J S u : , , , A M Y V E RY D E A R F RI END A N D N OB LE B E NEF A C TO R GE. J! . 012 . 33mm TH I S B OOK I S R E S PECTF ULLY A ND A FFECTI ONA TELY IN LOV ING MEMORY O F A M UNIFICENT PH ILANT H RO PIC E A RTH LY C A RE E R A ND IN SINCERE CON V ICTI ON T H A T TH OUGH UN SEEN B Y EYES OF F L E SH TH A T GRACI O US LIFE I S STILL E! PAN D ING IN S TR ENGT H A ND U S EFULNE S S W .