POPULAR CULTURE AS AN EXPLANATORY PATTERN IN THE PROCESS OF CLASSROOM STUDIES IN HIGHER EDUCATION

2019 ◽  
Author(s):  
Vladimir Kim
Keyword(s):  
Higher Education ◽  
Popular Culture ◽  
Classroom Studies

scholarly journals Leaning Out in higher education: A structural, postcolonial perspective

2017 ◽  
Vol 15 (3) ◽  
pp. 295-308 ◽  
Author(s):  
Liz Jackson
Keyword(s):  
Higher Education ◽  
Popular Culture ◽  
Gender Equality ◽  
Status Quo ◽  
Next Generation ◽  
Start Up ◽  
Economic Sphere ◽  
The Status

A new kind of gender equality ideology is rising in popularity in Western societies. While emphasising gender equality for the next generation, this new ideology sees feminism in a pragmatic and simplistic way, as nonthreatening to the status quo, in politics, popular culture, and economy. In the economic sphere, Sheryl Sandberg’s “Lean In” has become well known for aiming to guide women to succeed alongside men in the workplace by changing their behaviours and attitudes. Its recommendations for women have impacted perspectives in the non- rofit and start-up worlds, arts, and more. However, there are some limitations to the kind of feminist thinking exemplified by Lean In. This article critically examines Lean In as a discourse or ideology in relation to higher education within and outside Western societies. I argue first that such ideology employs a deficiency model of gender equality that makes women accountable for sexism by focusing on internal rather than external change. Second, I argue that such discourses essentialize gender. Third, I argue that it is not easy to translate the advice given to women across international contexts, as Lean In reflects cultural conceptions of the workplace.

You Got an Ology?

2019 ◽  
pp. 178-194
Author(s):  
Matthew Grimley
Keyword(s):  
Higher Education ◽  
Political Philosophy ◽  
Popular Culture ◽  
Second World War ◽  
World War ◽  
Student Protest ◽  
Margaret Thatcher ◽  
The Press ◽  
Second World

In the decades after the Second World War, sociology was a vogue subject in British universities, eclipsing more traditional disciplines such as history and political philosophy. New departments sprang up in the expanding universities. Academics in other subjects reacted in different ways, some embracing sociology in the hope that some of its cachet would rub off on them, others denouncing it for not being a real subject. By the 1970s, though, the fortunes of sociology were dramatically reversed, as radical sociologists clashed with their more empirical colleagues, and were blamed by the press for inciting student protest. The radical sociologist became a folk devil, epitomized by Malcolm Bradbury’s The History Man (1975), and was particularly demonized by the supporters of Margaret Thatcher. The Thatcher governments attempted to reduce sociology’s funding in higher education, but they found it harder to reverse its more diffusive influence over other disciplines and popular culture as a whole.

The Integration of Popular Culture in K-12 and Higher Education English Language Curricula

2022 ◽  
pp. 276-295
Author(s):  
Brittany Ann Garling ◽  
Ashley Steele Heiberger
Keyword(s):  
Higher Education ◽  
English Language Learners ◽  
Popular Culture ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Background Information ◽  
Teaching Approaches ◽  
Use Of Technology ◽  
K 12

In this chapter, the authors present the approaches and benefits of integrating popular culture into the English language learning classroom. They provide background information on classroom use of technology and popular culture as well as student demographics. This chapter addresses counterarguments against the inclusion of popular culture for literacy development and explains why the advantages outweigh the concerns. Also discussing the teaching approaches that are supported by the incorporation of popular culture, the authors provide reasons and examples of effective curricula, including lessons, materials, and topics. The authors base their argument on research as well as personal experience to claim that the incorporation of popular culture will support linguistically and culturally responsive teaching approaches and will promote student engagement, connections, and motivation in ways that support learning for English language learners in both K-12 and higher education settings.

scholarly journals Trigger Warnings: History, Theory, Context, edited by Emily J. M. Knox

2019 ◽  
Vol 3 (2-3) ◽  
pp. 12
Author(s):  
Martin Garnar
Keyword(s):  
Higher Education ◽  
Popular Culture ◽  
Case Studies ◽  
Negative Impact ◽  
Educational Process ◽  
Intellectual Freedom ◽  
Multiple Viewpoints ◽  
Controversial Topic ◽  
The One ◽  
Trigger Warnings

Since its emergence as a complicated and controversial topic in higher education, trigger warnings have spread beyond academia into popular culture. To be “triggered” has entered the vernacular, and usually with negative connotations about the sensibilities of the one being triggered. Emily Knox’s timely book provides multiple viewpoints on trigger warnings within the context of how trauma and its aftereffects impact the educational process, while also exploring the potentially negative impact of trigger warnings on intellectual freedom. Through a combination of theoretical essays, historical examinations, and case studies, this collection of essays provides a variety of perspectives that, in combination, will challenge any reader’s preconceptions about the topic.

The Politics of Gender, Language and Hierarchy in Mamet's “Oleanna”

1995 ◽  
Vol 29 (2) ◽  
pp. 199-213 ◽  
Author(s):  
Christine Macleod
Keyword(s):  
Higher Education ◽  
Popular Culture ◽  
Sexual Politics ◽  
Single Woman ◽  
Physical Assault ◽  
Male Aggression ◽  
American Mind ◽  
The Public ◽  
Audience Reaction ◽  
Fatal Attraction

Ever since it was first staged in May 1992, Mamet's Oleanna seems, on both sides of the Atlantic, to have been perceived, publicised and reviewed almost exclusively as a manifestation of backlash sexual politics — that is, as a work characterised by outrage and hostility towards the agenda of contemporary feminism. Although the play entered the public arena too late to be addressed in Susan Faludi's 1992 study Backlash: The Undeclared War Against Women, its attitudes have typically been read as symptomatic of the same aggrieved and aggressive masculinity which Faludi diagnoses in such exemplary texts as Allan Bloom's The Closing of the American Mind (1987) and Roger Kimball's Tenured Radicals: How Politics Has Corrupted Our Higher Education (1990). The play also lends itself with deceptive ease to a comparison with one of Faludi's most alarming paradigms of backlash popular culture, the Hollywood blockbuster Fatal Attraction. Both narratives depict a fundamentally decent man, loyal to wife and family, who becomes the target of and is almost destroyed by the machinations of a vengeful single woman. In both cases the action culminates in an explosive physical assault on the offending female character. And, in performance, the violence of both denouements releases and apparently sanctions a similar surge of vicarious male aggression. Howls of “Kick her ass!” and “Kill the bitch!” were a regular occurrence at screenings of Fatal Attraction, and audience reaction to Oleanna has often followed the same pattern: Elaine Showalter reports a male acquaintance saying “I nearly climbed up on the stage to kick the shit out of the little bitch myself.”

scholarly journals ESPO and Academy for Gerontology in Higher Education Section Symposium: A New Normal in Teaching? Incorporating Unconventional and Creative Ideas Into Gerontology Curriculum

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 195-195
Author(s):  
Lauren Bouchard ◽  
Yan-Jhu Su ◽  
Marilyn Gugliucci
Keyword(s):  
Higher Education ◽  
Popular Culture ◽  
Music Education ◽  
Negative Stereotypes ◽  
Self Reflection ◽  
Classroom Activities ◽  
Current Events ◽  
Classroom Conversations ◽  
Political Office ◽  
Culture Technology

Abstract This symposium is intended to highlight novel, applied examples and classroom activities in gerontology curriculum. In accordance with the AGHE gerontological education competencies, these authors will provide insightful and fun connections to arts/humanities, popular culture, technology, and current events to inspire conversation, interest, self-reflection, and empathy in the classroom. The first author will discuss social media (e.g., TikTok) as a segue to difficult classroom conversations regarding negative stereotypes and ageism in society. Presenter two will discuss cross-field educational connections between music education and gerontology. Next, presenter three will put present a unique activity regarding technology, homeownership, and retirement with a competitive flair. Presenter four utilizes documentary to encourage empathy in nursing. Finally, presenter five will present a timely class debate regarding United States political office and ageism that is sure to create lively and relevant conversation.

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