Schooling, Popular Culture, and a Pedagogy of Possibility

1988 ◽  
Vol 170 (1) ◽  
pp. 9-26 ◽  
Author(s):  
Henry A. Giroux ◽  
Roger I. Simon
Keyword(s):  
Popular Culture ◽  
Critical Pedagogy ◽  
Everyday Life ◽  
Cultural Politics ◽  
Learning Process ◽  
Student Voice ◽  
A Site ◽  
The Relationship

In this paper, the authors analyze the importance of critical pedagogy by examining its potentially transformative relations with the sphere of popular culture. Popular culture is viewed not only as a site of contradiction and struggle but also as a significant pedagogical terrain that raises important questions regarding such issues as the relevance of everyday life, the importance of student voice, the significance of both meaning and pleasure in the learning process, and the relationship between knowledge and power in the curriculum. In the end of the piece, the authors raise a number of questions that suggest important inquiries that need to be analyzed regarding how teachers and others can further develop the notion of critical pedagogy as a form of cultural politics.

scholarly journals The Returned Yank as Site of Memory in Irish Popular Culture

2013 ◽  
Vol 47 (4) ◽  
pp. 1175-1195 ◽  
Author(s):  
ANN SCHOFIELD
Keyword(s):  
African American ◽  
Popular Culture ◽  
National Identity ◽  
Rural Life ◽  
Native Land ◽  
Population Loss ◽  
A Site ◽  
The Relationship

This article examines the figure of the Returned Yank in Irish popular culture to explain the contradiction between the Irish preoccupation with the figure of the emigrant who returns and the low number of emigrants who actually do return to their native land. The article argues that the Returned Yank is a lieu de mémoire or site of memory – a concept defined by French historian Pierre Nora as “any significant entity, whether material or non-material in nature, which by dint of human will or the work of time has become a symbolic element of the memorial heritage of any community” and used by scholars of African American and other cultures with particular concerns about memory and history. As a site of memory, the Irish Returned Yank allows the Irish to explore the meaning of massive population loss, the relationship with a diasporic population of overseas Irish, and tensions between urban and rural life. The article also suggests a relationship between Irish national identity and the Returned Yank.

Mobile Art

2020 ◽  
pp. 369-391
Author(s):  
Larissa Hjorth
Keyword(s):  
Everyday Life ◽  
Contemporary Art ◽  
Art Practice ◽  
Contemporary Culture ◽  
Mobile Media ◽  
Cindy Sherman ◽  
Media Arts ◽  
The Social ◽  
A Site ◽  
The Relationship

This chapter surveys the multiple ways in which mobile media art has been defined by outlining some of the ways in which the field has been defined as it moves from media arts and hybrid reality to a more holistic contemporary art practice. It is then considered how mobile art is heralding ways in which to rethink the relationship between the quotidian, the social, and the politics of data. Finally, the chapter reflects on movements by artists (such as Cindy Sherman) to social mobile media as a site for critique and questioning of contemporary culture and everyday life.

Epilogue

2017 ◽  
Author(s):  
Jeehyun Lim
Keyword(s):  
Social Construction ◽  
Cultural Politics ◽  
First Century ◽  
Cultural Significance ◽  
The Social ◽  
The Future ◽  
Conditions Of Possibility ◽  
A Site ◽  
Institutional Actors ◽  
The Relationship

The epilogue reflects on the future of bilingual brokering in the twenty-first century through David Henry Hwang’s bilingual play, Chinglish. While Chinglish seemingly overturns the social construction of bilingual personhood along the terms of possessive individualism by championing interlingual lapses, irregularities, and mistakes, this attempt to free the linguistic subject from the constraints of language as capital is delivered through a careful rendition of English-Mandarin bilingualism, enabled through such institutional actors’ interest in the play as the Chinese state. These conditions of possibility for Hwang’s bilingual play serve as a reminder that while bilingual personhood may recede from cultural significance as a site of examining the relationship between racial subjectivity and capital, bilingualism in cultural politics is still enmeshed in the flows of capital.

Back to Practices and Narratives

2022 ◽  
pp. 265-279
Author(s):  
Elisabetta Risi ◽  
Riccardo Pronzato
Keyword(s):  
Critical Pedagogy ◽  
Everyday Life ◽  
Daily Activities ◽  
Digital Platforms ◽  
The Core ◽  
Research Fields ◽  
Auto Ethnography ◽  
Core Idea ◽  
The Relationship

The role of digital platforms in everyday life is a concern within different research fields; therefore, several authors have supported the need to investigate them and their underlying meshing of human and computational logic. In this chapter, the authors present a methodological proposal according to which auto-ethnographic diaries can be fruitfully employed to examine the relationship between individuals and algorithmic platforms. By drawing on a critical pedagogy approach, they consider auto-ethnography both as a practice of access to algorithmic logics through rich first-hand data regarding everyday usage practices as a response to datafication. The core idea behind this narrative method is to use inductive self-reflexive methodological tools to help individuals critically reflect on their daily activities, thereby making their consumption of algorithmic contents more aware and allowing researchers to collect in-depth reports about their use of digital platforms and the following processes of subjectification.

Fashioning the Nation

2017 ◽  
Author(s):  
Raka Shome
Keyword(s):  
Cultural Politics ◽  
Female Body ◽  
The Body ◽  
White Female ◽  
White Femininity ◽  
A Site ◽  
The Relationship ◽  
New Britain

This chapter explores the relationships among fashion, white femininity, multiculturalism, and the nation. More specifically, it asks how a “fashionable” white female body comes to signify a nation's modernity given the link between fashion and newness, and how shifts in dominant fashion styles signify shifts in a nation's temporality. Focusing on Princess Diana's changing fashion style, the chapter considers the relationship between fashion and cultural politics as well as fashion as a citizenly discourse in New Britain. It also situates the engagement of Diana's body (as well as the body of other white national women such as Cherie Blair) with Asian and particularly Indian fashion, paying attention to the emerging phenomenon of celebrity black (Western) women and Indo-fascination. By analyzing the link between contemporary multiculturalism and fashion, the chapter shows how (white) female fashion functions as a site through which shifting spatiotemporalities of the nation are narrated while raising several interrelated issues regarding national modernity and gendered appearance.

scholarly journals As imagens dos quadrinhos: aplicações e dificuldades no uso educacional

2017 ◽  
Vol 12 (25) ◽  
pp. 46
Author(s):  
Fábio Da Silva Paiva ◽  
Ernani Nunes Ribeiro
Keyword(s):  
High School ◽  
Everyday Life ◽  
Cognitive Processes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Comic Books ◽  
The Relationship

RESUMO Este estudo, de caráter bibliográfico, propõe apresentar uma análise referente às imagens dos quadrinhos, apresentando uma discussão sobre aplicações e restrições no uso seu educacional. Abrange o conceito de imagem e sua relação com os Quadrinhos. Apresenta as Histórias em Quadrinhos no diálogo com o processo de ensino e aprendizagem, entendendo que a educação faz uso de experiências e vivências de uma sociedade e de toda sua obra para estabelecer a cultura e caminhar no sentido da ampliação de conhecimentos e do acúmulo de saberes. Ao entendermos que esse processo ocorre inserido nas práticas cotidianas, podemos entender a leitura das HQs como uma das maneiras de mediação, transmissão e também de apropriação de cultura e, portanto, de realização do processo de educação. Realiza análise sobre a utilização de HQs no ENEM e traça um comparativo utilizando o Censo Escolar. Conclui sobre a importância do uso de Quadrinhos na Educação e a função potencializadora das imagens nos processos cognitivos. Conclui haver disparidade entre as posições ministeriais relacionadas ao uso dos Quadrinhos na Educação. Palavras-chave: Histórias em Quadrinho. Imagens. Educação.   ABSTRACT   The purpose of the following bibliographical paper is to present an analysis of comic books images and their uses and restrictions when applied to education. It discuss the concept of image when it comes to Comic Books. It displays the relationship between comic books and the teaching and learning process. It assumes that education uses all experiences inherent to society in order to enhance knowledge. When it is assumed that such process is part of everyday life, reading comic books can be seen as a way to mediate, transmit, and appropriate culture and therefore implement education. It analyzes the use of Comic books at National High School Exam (ENEM) and compares it to the School Census. In addition, it shows the importance of using Comic Books within Education and the potential of images when it comes to cognitive processes. Finally, it shows the variance of official opinions regarding the use of Comic Books within education.   Keywords: Comic Books. Images. Education.

scholarly journals Transcoding Kant: Kracauer’s Weimar Marxism and After

2013 ◽  
Vol 21 (3) ◽  
pp. 57-85 ◽  
Author(s):  
Mike Wayne
Keyword(s):  
Critical Pedagogy ◽  
Walter Benjamin ◽  
The Third ◽  
The Aesthetic ◽  
A Site ◽  
The Relationship

Abstract Kracauer’s rehabilitation in the 1990s sidelined his Marxist framework of the middle-to-late Weimar era in favour of the then still dominant if decaying paradigms of poststructuralism and postmodernism. It was also silent on the relationship between Kant and Marxism in Kracauer’s work. This essay addresses these weaknesses by arguing that Kracauer transcoded the structure of Kant’s ‘problematic’ around reification into a Marxist framework in the middle-to-late Weimar period. The essay considers how Kracauer conceived the mass ornament (photography and film especially) as a site of reification and critical pedagogy. It explores his strategies of de-reification and their overlap with Walter Benjamin and the ruptures and continuities between the radical Weimar work and his later Theory of Film. The essay argues that the Theory of Film can be better understood as a transcoding of Kant’s philosophy of the aesthetic in the third Critique into the film camera itself, although the Marxian framework of the Weimar period is now considerably attenuated.

BARBERS, BARBERSHOPS AND SEARCHING FOR ROMAN POPULAR CULTURE

2015 ◽  
Vol 83 ◽  
pp. 91-109 ◽  
Author(s):  
Jerry Toner
Keyword(s):  
Popular Culture ◽  
Everyday Life ◽  
Cultural Discourse ◽  
The Relationship ◽  
The City

This paper looks at one particular group of non-élite tradesmen — barbers — to see what they can tell us about popular culture, primarily in the city of Rome in the early Empire. It begins by looking at the significance barbers had in wider cultural discourse. Grooming the hair sat under that difficult umbrella term, cultus, which related to all manner of adornment and refinement. A key question for the study of ancient popular culture is whether it is possible to see through this largely élite literary construction and discern something of the underlying realities of everyday life. The paper argues that some level of plausible reconstruction is possible, and outlines what characteristics can be discovered about non-élite life. But popular sociability in the barbershop raised concerns among élite writers, and the paper examines these as a way to understand the nature of the relationship between popular and élite cultures.

The emotional component of teaching. A reflective training experience with teachers

2020 ◽  
pp. 254-267
Author(s):  
Alessandra Priore
Keyword(s):  
Professional Practice ◽  
Learning Process ◽  
Professional Experience ◽  
School Life ◽  
Training Experience ◽  
Emotional Component ◽  
Emotional Dimensions ◽  
Teaching Learning ◽  
The Relationship ◽  
Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

Colonialism and the Highland Clearances

2017 ◽  
Vol 8 (1) ◽  
pp. 22-48 ◽  
Author(s):  
Iain Mackinnon
Keyword(s):  
Industrial Development ◽  
Comparative Approach ◽  
Indigenous Research ◽  
Internal Colonialism ◽  
New Approach ◽  
A Site ◽  
Relationship Of ◽  
The Relationship ◽  
Imperial State ◽  
Late Modern

This article employs a new approach to studying internal colonialism in northern Scotland during the 18th and 19th centuries. A common approach to examining internal colonial situations within modern state territories is to compare characteristics of the internal colonial situation with attested attributes of external colonial relations. Although this article does not reject the comparative approach, it seeks to avoid criticisms that this approach can be misleading by demonstrating that promoters and managers of projects involving land use change, territorial dispossession and industrial development in the late modern Gàidhealtachd consistently conceived of their work as projects of colonization. It further argues that the new social, cultural and political structures these projects imposed on the area's indigenous population correspond to those found in other colonial situations, and that racist and racialist attitudes towards Gaels of the time are typical of those in colonial situations during the period. The article concludes that the late modern Gàidhealtachd has been a site of internal colonization where the relationship of domination between colonizer and colonized is complex, longstanding and occurring within the imperial state. In doing so it demonstrates that the history and present of the Gaels of Scotland belongs within the ambit of an emerging indigenous research paradigm.

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