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   In the graphic narrative Queen of the Sea, protagonist Margaret tells the story of her youth on a secret island. Multimodal texts can be used as a platform for academic inquiry, enticing the reader to closely engage with the visual images, text, and the interplay between the two. Studying the sociocognitive complexity of a text invites the reader to utilize theory-of-mind thinking to identify the mental states communicated in the narrative, as well as narratological constructs such as temporality and narrative empathy. As an opportunity for professional learning, this study analyzed the sociocognitive complexity of Dylan Meconis’s graphic narrative Queen of the Sea, using theory-of-mind thinking as an analytic frame for reading and exploring. Findings of this investigation highlight the complexity of graphic narratives and argue for their use as instructional texts in the English classroom.

This paper describes a snapshot of the recursive stages and ongoing, evolutionary development of St. Monica's School of Basic Learning for Women in Gulu, Uganda. The purpose of this paper is to describe the collaborative efforts between Sister Rosemary Nyirumbe and the faculty at St. Monica's School of Basic Learning for Women along with faculty and students at the university. This description highlights the theories underlying the servicelearning partnership, including postcolonial theory and education as a human right, while also providing a review of literature explicating conflict and peacebuilding efforts in northern Uganda, and the indigenous genesis of a new school for adult women. This paper also provides a brief narrative of the university team's initial experiences as partners engaging in cross-cultural, co-construction of school programming, professional development, and interdisciplinary curricular materials. Finally, this description closes with implications for future research.

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