This process was briefly described in Lisa Taylor's article, “Reading Desire: From Empathy to Estrangement, from Enlightenment to Implication.” Students in Taylor's teacher-education course write their first journal as they read Persepolis, commenting especially on their identification with Marjane. Students read contextual materials alongside Persepolis and learn more about history, then revisit their first journal. The purpose of this activity was to have students question their empathic identifications, which often are merely projections of the self onto the other. The recursive journals allowed students to examine their assumptions and place of privilege.
|Persepolis image from Slant Magazine|