1 5199-pop-culture-intro
TRANSCRIPT
“If it isn’t popular, then it isn’t culture.”
Youth, Media, and Popular Culture
Carolyn Guertin, PhDUOIT | EDUC5199G
30 June 2015
Tonight’s readings are
free for download
Intellect:http://bit.ly/1B25znl
Seeing Ourselves Through
Technology is free for Kindle:
http://amzn.to/1HkIopA
Articles from Mirror Images:
Popular Culture and Education
are linked through the
Weebly site in our library
Popular Culture and World Politics:
Theories, Methods, Pedagogiesis a free for
download online:http://bit.ly/1FAlrMz
The Walking Dead, Volume 1, by
Robert Kirkman (will be
downloadable from Blackboard)
Teaching Toward the 24th
Century is available online
in our library
DIY Citizenship: Critical Making
and Social Media is available in pb
or for Kindle
Assignments• Weekly Learning Blog or Vlog. Seven reading responses or analyses exploring
popular culture and teaching. Your entries should demonstrate deep knowledge of different pedagogical approaches. 250 wds/wk posted to course Weebly site prior to start of each class. Each entry should be a critical response to course materials. (10%)
• Weekly in-class assignments, usually in groups. Attendance is mandatory. (10%) • A 15-minute presentation with slides or a Prezi on a topic related to teaching a
class or unit in your subject area using a specific topic in popular culture. May be performed live or pre-recorded. Should include multimedia and be liberally illustrated and/or sonically rich with samples from your source material. This is a research assignment and should include critical theory and full citations in APA Style. (Due on date chosen - 30%)
• A 10 to 12 page essay on a topic related to popular culture and education. You might discuss genre fiction, music, television, comics, film, games, remix culture, transmedia, social practices (like participatory culture, selfies or hacking or queer media) or social movements (like the Occupy Wall Street or maker culture). (2500 – 3000 words). (Proposal due July 21st; final paper due August 13th: 50%)
Who am I?
Why should we study popular culture?
Why incorporate it into our teaching?
EdTwist for notetaking and sharing material:
https://edtwist.com/board/55908b22c154af3b0102d898
Breakout rooms: discuss your article from Why Popular Culture Matters (http://bit.ly/1B25znl). Then find examples of your subject on the Web (images or video clips) that you might use to enhance this topic in your
teaching. Designate a note-taker and a presenter.
• Fan Culture: pp. 4-5– Iyanuoluwa, Vikki, Jason,
• Punk & Post-Punk: pp. 6-7– Catherine, Ashley, Alison,
• Female DJs, pp. 8-9– Kathryn, Kathleen, Lori,
• Humour, pp. 10-14– Amy, Stephen, Maria, Nic
• Hip-Hop culture, pp. 18-19– Swati, Derek, Anna,
• Pornification of pop culture, pp. 22-23– Rahul, Sandy, Safiullah, Rodney,
• Fashion, pp. 25-29– Cassidy, Justin, Jeanette, Kevin
“Popular culture is not only about media; it is about identity, commodities and their connection
with education, curriculum, pedagogy and our notions of a just, democratic society. How do
multiple interpretations of popular culture enhance our understandings of education and how can critical
pedagogy – in the Freirean (2002) sense – be expanded to develop a student’s critical consciousness (of issues
of race, class, gender, and sexual preference)?”~ William M. Reynolds, p. 24
Paulo Freire’s Critical Pedagogy: Social critique as social change
• Critical pedagogy is a teaching method that aims to help in challenging and actively struggling against any form of social oppression and the related customs and beliefs. It is a form of theory and practice which serves to let pupils gain a critical awareness. Critical pedagogy is a type of pedagogy in which criticism of the established order and social criticism are essential. Critical pedagogy wants to question society in its understanding of the role that education has. From this point of view, social critique is necessary if one does not want an upbringing and education that contributes to the reproduction of inequality
An important key concept in this is emancipation. It is emancipation, liberation from oppressive social relations, which critical pedagogy is committed to. Social critique leads to social change. With this mode of critique we want students to see clearly that phenomena like inequality are not necessary, but arose in a certain historical context that has been established and produced by man-made social processes.
According to the critical pedagogy, education is inherently political, and any kind of pedagogy should be aware of this fact. A social and educational vision of justice and equality should be the basis for any kind of education. The liberation from oppression and human suffering should be an important dimension in education.
Source: http://daily-struggles.tumblr.com/post/18785753110/paulo-freire-and-the-role-of-critical-pedagogy
Freire’s Pedagogy of the Oppressed
1. Emphasis on dialogue as a foundation for respect2. Emphasis on praxis – action that is informed (and
linked to particular values). Talk leads to informed action on social justice issues.
3. Pedagogy of hope involves developing consciousness, but consciousness that is understood to have the power to transform reality (Taylor 1993: 52).
4. Education as lived experience5. Advocates collapsing the gap between teachers and
studentsCritique and discussion of these principles here: http://infed.org/mobi/paulo-freire-dialogue-praxis-and-education/
Jill Walker Rettberg proposes the idea that our reality is seen through ‘filters’ that can be technological, cultural
or cognitive
“Facebook filters our news feed and it also filters our behaviour. Cultural filters are as important as
technological filters. Our cultural filters, the rules and conventions that guide us, filter out possible modes of expression so subtly that we often are not even aware
of all the things that we do not see.”
In what ways do these filters aestheticise, anaesthetise, and defamiliarize us from the everyday?
Artist Candy Chang, “Before I Die”:https://www.ted.com/talks/candy_chang_before_i_die_i_want_to?language=en
Why is defamiliarization a key attribute of art (according to Rettberg and Shklovsky)?
In what ways can and does
popular culture defamiliarize the
everyday?
In what way do selfies act as a filter, according to Rettberg?
What were Shirley Cards? How did they function? What was one of their side effects?
On the racism of Shirley Cards: http://www.theguardian.com/artanddesign/2013/jan/25/racism-colour-photography-exhibition
Popular Culture Board for inspiration on Pinterest:
https://www.pinterest.com/carolynguertin/pop-culture/