Asking Tough Questions: Ms. Marvel and Tokenism in the Classroom

I’m proud to say that teaching the first volume of G. Willow Wilson’s Ms. Marvel in my college fiction classes has become somewhat routine. In each of the zillion times I’ve helmed an “Intro to Fiction” course, Ms. Marvel has always been someone’s first encounter with a “Muslim superhero” (I put that term in quotes because of the difficulty in defining that term) and it has always been someone’s favorite work of the semester. Most of our conversations revolve around how Ms. Marvel undoes stereotypes that pop culture at large attaches not just to Muslim figures, but heroes and villains more generally. Thus, Ms. Marvel becomes a tool that I use to help students look at the media they consume more critically, precisely because it is “outside the norm.”


Recently, I had the privilege of guest teaching Ms. Marvel for a 300-level course. At my university, these courses are typically reserved for professors and senior grad students. Having never taught anything myself above a 100-level course, I was admittedly quite nervous – these undergrads were smart, sharp, and would keep me on my toes. They did not disappoint: while I didn’t have to go through my usual schtick of “here’s is why representation is important,” I did have to teach in a way that required me to adapt and formulate ideas on the fly. I’ve never been very good at that, even as a student myself. So, when a student pointed out that Ms. Marvel was problematic because of tokenism, I froze. In teaching 100-level classes, this point had never been brought up by my own students, and I myself had never considered it. I was at a loss for how to respond, and looking back, I’m still quite sure I made a mess of it.

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