ENGLISH TEACHERS’ PERCEPTIONS OF MEDIA AND IDENTITY IN A POST-TRUTH WORLD: AN ARTS-BASED QUALITATIVE STUDY USING COMIC MAKING AS METHOD

This study sought to learn from English teachers in Tennessee who worked through the pandemic. This study asked teachers to explain how they teach about media in their English classrooms, and it asked them to show how media affected their identities through art. This study found that though varied approaches exist, their comfort in teaching CML was dependent on personal safety, political influence, and administrative support. Participants showcase the media’s myriad effects in artwork while their stories are depicted in comic form. Implications for teacher practice and research are also discussed.