“I Will Never Look at This Movie the Same Again”

2021 ◽  
pp. 21-42
Author(s):  
Salika A. Lawrence
Keyword(s):  
Popular Culture ◽  
Critical Literacy ◽  
Social Issues ◽  
School Experiences ◽  
School Practices ◽  
History Curriculum ◽  
Sources Of Knowledge ◽  
Secondary Classroom ◽  
School History ◽  
Self Study

This chapter describes self-study research that used qualitative methods to examine how films were incorporated into the secondary classroom. The study documents how popular culture movies were used in an urban high school history class to facilitate students' critical literacy. By viewing the film Enemy of the State, students were able to bridge their inside-of-school experiences with their outside-of-school practices. Incorporating popular culture movies into the history curriculum helped students shift their perspective of films from entertainment to sources of knowledge. Linking the film to the history curriculum helped students see how past events helped to shape contemporary life. Students were able to ask questions about broader social issues and engage in research to further explore topics raised in the film.

scholarly journals Use of Children’s Popular Culture in Literacy Curricula: An Analysis of the Papers by Parry (2002) and Dickie and Shuker (2014) through the Lenses of “No Research Can Be Value-Laden”

2017 ◽  
Vol 7 (1) ◽  
pp. 174
Author(s):  
Fatma Aslanturk Altintug ◽  
Emre Debreli
Keyword(s):  
Popular Culture ◽  
Critical Literacy ◽  
Critical Role ◽  
Primary Teachers ◽  
School Experiences ◽  
Research Articles ◽  
Research Topics ◽  
Selection Of ◽  
School Curricula

This paper focuses on the importance of children’s out-of-school experiences as their popular culture and discusses how such experiences contribute to their creativity and critical thinking. In addition to this, the paper also discusses the critical role of researchers’ values in terms of how values affect the design and process of research. From this standpoint, it analyses two research articles, namely as: “Popular culture, participation and progression in the literacy classroom”, by Parry (2014), and “Ben 10, superheroes and princesses: primary teachers’ views of popular culture and school literacy”, by Dickie and Shuker (2014). Throughout the analysis, the paper discusses how the values of the authors’ of these papers affected their selection of the research topics, as well as the process of research, by bringing out the importance of critical literacy in pre-school curricula.

Drama in Education Reaching Beyond the “Art Form or Teaching Tool” Dichotomy

2018 ◽  
Vol 5 (3) ◽  
pp. 70-77
Author(s):  
Irina Lešnik
Keyword(s):  
Elementary Education ◽  
Social Issues ◽  
Drama In Education ◽  
History Curriculum ◽  
Art Form ◽  
Creative Solutions ◽  
Theatre Pedagogy ◽  
Emotional Level

Abstract In the following article we try to re-evaluate, the place drama occupies in contemporary elementary education. By limiting the role of drama to literature studies and theatre productions, we lose a greater potential Theatre Pedagogy has to offer to a much broader educational spectrum. The participatory practices of Theatre and Drama in Education (TiE, DiE) promote active learning, based on a most organic children’s activity - play. While students co-create the fictional world of drama, teacher's guidance is crucial in setting new challenges, encouraging students to find creative solutions and reflect on often-complex social issues. Because of its art component, drama challenges the participants on a cognitive as well as emotional level, becoming a truly transformational experience. As such, Drama in Education is especially useful when approaching sensitive and controversial topics. This thesis is presented on a case study observing Year 6 students at St’ Michael’s CE Academy in Birmingham, UK, using Drama in Education method as part of History curriculum.

scholarly journals Exposure to queer characters in Konigsberg’s Openly Straight through social messaging

Literator ◽  
2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Matthys J. Uys ◽  
Salomé Romylos ◽  
Carisma Nel
Keyword(s):  
Critical Literacy ◽  
Social Constructivism ◽  
Social Issues ◽  
Data Generation ◽  
Sexual Diversity ◽  
The Social ◽  
Entry Points ◽  
Language Classroom ◽  
Social Messages ◽  
Social Messaging

Research conducted by The Other Foundation has indicated that South Africans view the lives of queer individuals as lifestyle choice (34%), illness (12%), sin (5.10%), results of these individuals’ upbringing (3.80%) and/or resulting from the influence of ancestral spirits (3.70%). Advocacy and information about sexual orientation and sexual diversity through literary as characters may be instrumental in possibly changing negative perceptions of queer individuals. This article aims to show how a selected young adult queer novel, and the social messaging that emerges from the text, may be a potentially influential location for creating an awareness and better understanding of queer individuals. The aim of the investigation on which the article is based was to examine the possibility or viability of implementing critical literacy in secondary education systems in the language classroom as an opportunity to address social issues in heteronormative environments. The social messages found in queer texts may be used as entry points to fruitful discourse in language classroom environments. The study followed a qualitative approach with the use of critical hermeneutics as a strategy of inquiry and social constructivism as philosophical worldview. The queer text utilised was Openly Straight (2013) by Bill Konigsberg with the method of data generation being document analysis. The main findings were that queer texts should form part of the language classroom (as learners may read these texts critically and emphatically) and that Bill Konigsberg’s Openly Straight contained social messages that can contribute to positive influences on queer- and heterosexual readers.

Cultural Political System

2017 ◽  
pp. 221-237
Author(s):  
Kavita Karan
Keyword(s):  
Popular Culture ◽  
New Media ◽  
Social Issues ◽  
The Political ◽  
Political Issues ◽  
Indian Cinema ◽  
Election Process ◽  
Political Roles ◽  
Political Songs

The use of popular culture of music, dance, songs, theatre, videos and films for electioneering has been part of the Indian election process. Politics has been the narrative of Indian cinema since the beginning of century where political themes, political roles and political issues were exemplified through lead roles of politicians, enactment of political scenes, political satires and songs. This chapter examines the role of film artists in politics, popular political songs in films and campaign films that have expanded the levels of traditional and new media campaigning in India. Films and songs in the films glorify the country, arouse patriotism and whenever needed expose social issues such as high prices, corruption, feudalism, and other political issues. In the process, political campaign films became a way of marketing parties and candidates. This further characterizes the future of the political cultural system and the political economy of Indian cinema.

scholarly journals Curriculum Reform and the Teaching of History in High Schools during the Ma Ying-jeou Presidency

2017 ◽  
Vol 46 (1) ◽  
pp. 101-130
Author(s):  
Vladimir Stolojan
Keyword(s):  
High School ◽  
High Schools ◽  
Curriculum Reform ◽  
Policy Making ◽  
History Curriculum ◽  
School History ◽  
Policy Making Process ◽  
The Subject ◽  
First Time ◽  
Taiwan Independence

The last two years of Ma Ying-jeou's (Ma Yingjiu) presidency saw the eruption of a controversy surrounding proposed revisions to the high school history curriculum. Although not the first time that the subject of history has exacerbated the tensions between holders of a China-centred view of Taiwan's history and those favouring a more Taiwan-centred approach, this crisis, which took place mainly between 2014 and 2015, was undoubtedly the fiercest witnessed by the Taiwanese society in the sphere of educational issues. By putting the 2014–2015 dispute into perspective through a review of the different attempts made by the pro-Taiwan independence Chen Shui-bian (Chen Shuibian) and the pro-unification Ma Ying-jeou governments to edit the history curriculum, this article will underline the specificities of this particular controversy. This contribution will, therefore, help to shed new light not only on the perception of Taiwan's history promoted by the Ma administration, but also the policy-making process which characterised the last years of Ma's presidency.

Transforming early childhood educators’ conceptions of “dark play” and popular culture

2017 ◽  
Vol 18 (2) ◽  
pp. 114-126
Author(s):  
Carolyn Bjartveit ◽  
E Lisa Panayotidis
Keyword(s):  
Early Childhood ◽  
Popular Culture ◽  
Creative Thinking ◽  
Social Issues ◽  
Virtual Space ◽  
Modern World ◽  
Problem Solving Skills ◽  
Children's Play ◽  
Children’S Play ◽  
Course Format

In an online graduate-level early childhood education course, the authors sought to playfully disrupt and transform educators’ conceptions of children’s “dark play,” as provoked by contemporary popular culture. Embracing the imaginative potential of darkness and liminality, the course participants problematized and expanded their thinking concerning what constitutes children’s play scripts focused on themes of fear, power, and violence. Cognizant that some educators are reluctant and even refuse to allow children opportunities to engage in play centered on troubling social issues, the educators co-authored a fantastical tale, inspired by the Disney animation film Frozen, and included course topics, classroom observations, and their own childhood memories of “dark play.” Vivian Paley’s ideas about the connections between storytelling and play provided a creative impetus to the fictional narrative-imagining exercise, as did Hans-Georg Gadamer’s notion of Spiel. Eliciting the literature of children’s play experiences through fictional story-writing, and “play” as a contemporary aspect of creative thinking, the educators entered imaginary worlds of their own making. Unlike a traditional online graduate course format that often incorporates textual readings, posts, and responses, the authors strived to foster a virtual space in which the educators buttressed theories about play and imagination in a deeply felt, experiential, and playful manner. In creating an imaginary story based on the film, the participants gained a different understanding of the nature of play, and came to recognize how popular-culture play themes can provoke and strengthen children’s imaginative and abstract thinking, problem-solving skills, and emotional development. Likewise, this narrative experience showed the potential and role of “dark play” in initiating new ways of thinking and talking with children about the complex issues of the modern world.

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