Popular Culture and Critical Pedagogy: Reading, Constructing, Connecting (Pedagogy and Popular Cultu

Popular culture and critical pedagogy: reading, constructing, connecting / edited by Critical Pedagogy, Popular Culture and the Creation of Meaning, John A.
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Popular culture and critical pedagogy: The state of rap: Time and place in hip hop nationalism. From live performance to mediated narrative. Popular Music, 15 2 , - Google Scholar , Crossref. Hip hop to rap: Some implications of an historically situated approach to performance. Text and Performance Quarterly , 19 4 , - Rock, pop, and the written word pp. The practical politics of cultural studies. New hybrid identities and performance. University of Minnesota Press.

Notes on de-essentializing Black identities. Mute matter given form and function. An anthology of contemporary Afro-American literature pp. The Translanguaging Classroom Kate Seltzer. The Wonders of Wondering Tosca Killoran.

How to Grow a Giant Brain of Doom! Being Balanced Tosca Killoran. Other books in this series. American Education and Corporations Deron Boyles. Teaching Toward the 24th Century Karen Anijar. Weaver and Toby Daspit; Rethinking Joe: Learning with and from "The Simpsons", Mary E. Appelbaum; Teachers and Popular Culture Consumption: Talk in a Post-Holocaust Era. When he is not writing and reading, he is furthering his education at the movies or in front of the television.

Book ratings by Goodreads. Goodreads is the world's largest site for readers with over 50 million reviews. We're featuring millions of their reader ratings on our book pages to help you find your new favourite book. Educators can no longer afford to ignore these voices because they are reaching young people with unprecedented intensity and consistency, p. This description of reluctant students is not limited to Hong Kong students as these can be found in many schools around the world.

The article does not actually present any direct evidence about how popular culture was proven to be effective with Hong Kong students. The article demonstrates that researchers and educators from different cultural learning environments are presenting similar arguments and thoughts about the potentially positive role of popular culture in the classroom.

Perhaps the major issue with practice raised in these articles is the positionality of educators. As with many other questions, theories, or suggestions regarding education, the role of popular culture and its accompanying positionality challenges in language learning and socialization is without a unified consensus. However, there does appear to be some significant evidence that at least suggests it is something educators should consider as to whether it merits further exploration for their own personal situations or not.

The literature does appear to suggest that by using the popular culture of students in the classroom, the potential for enhanced learning, connections, and interactions with and between students, LI and L2, and their teachers is a distinct possibilityConnections for practice: As educators, we are in urgent need of a newly conceived language and literacy curriculum, in which we start where children are, in a media-filled world that is increasingly diverse and interconnected.

Pedagogy and Performance in Black Popular Culture

Haas, , xii Understanding Popular Culture is a mini unit designed to introduce students to the concept of popular culture and the role that it plays in their lives. Students explore popular culture through discussing, sharing, presenting, writing, and creating. Understanding Popular Culture Level: Solicit suggestions from students and redirect asneeded as they may not think of what they watch, listen to, or read right away.

Write some of their popular culture suggestions on the board or overhead. Teacher shares some of their own personal list of out of school interests. Next provide students with some time to generate a list of their own interests. After students have generated lists, teacher solicits a few more examples to put on board.

Teacher asks students if there might be a way to categorize the items. Put some examples under appropriate headings. Part 1 Homework Activity ,To conclude the introductory activity teacher directs students to redo their lists using headings to organize it. Also, instruct students are to rank their interests while they do so.

Popular Culture and Critical Pedagogy : Reading, Constructing, Connecting

Use a scale from with 10 being the items of most interest and 1 being the least. Complete task before next session. Ask students to share their headings and organizational strategies. Teacher writes some of their headings and ideas on the board. Introduce the word popular and ask students for a definition. Write it on the board popular is to be regarded with favour, approval, or affection by people in general; e. Ask students for a definition of the word culture and write it on the board culture is the behaviours and beliefs characteristic of a particular social, ethnic, or age group; e.

Provide the following meaning on the board: Popular culture is the arts, materials, entertainment, trends, beliefs, and values that are shared by large groups o f society. Ask students if they think this is an appropriate definition.

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Review parts of definition anddiscuss as appropriate. Ask the students if their lists contain any examples of popular culture. Ask students to provide some examples, or use examples previously written on board, thatdemonstrate an art, or a material, or an entertainment, and so on. Suggest to students that theseare the components, the parts that make up, popular culture. Part 2 Homework ActivityAsk students to list their encounters with popular culture over the next day or two. Suggest that they not limit themselves to their lists of interests, but try and keep an open mind forall popular culture interactions.

Ask students to reflect on these encounters and determine whichof these encounters they find the most enjoyable and why. Part 3 - Popular Culture Differences and SharingTeacher asks for some examples of enjoyable popular culture encounters. Perhapsteacher can share one of their own examples as well. Ask students why those encounters wereenjoyable for them. Next ask for some encounters of popular culture that were not enjoyable andwhat was it that made them that way.

Teaching art or teaching to think like an artist?

Why do you think that might that be? Have studentscompare their highest and lowest items with a partner. Then pose the questions again. Follow aThink-Pair-Share format here: This will be a space where the teacher, or an assigned student, will write down any popular culture references that are unknown as they come up during class discussions. This will be a collaborative effort between the teacher and the students and they will both be responsible for indicating when there are new popular culture items encountered.

Remind students of the non- judgmental, collaborative nature of this undertaking and that the goal of it is to write down the items so they can be investigated as students wish. Part 3 Homework ActivitySelect one of your out of school interests that you are willing to share with the class. Prepare a short paragraph written report that describes this interest for other students.

This report will be presented orally to other students. If possible, bring the item or some representation of it to the class so students can look at it with their own eyes. Some questions to consider in your report include: If possible, teacher should model a sharing presentation with some item of their own choosing. Part 4 - Popular Culture Sharing and Influence on Your LifeA gallery of popular culture artifacts could be set up to coincide with the oral presentations. Students present their oral presentations today. If there are too many students to go in one day, this could be broken up over several days.

Speeches can be evaluated based on answering all of the assigned questions and a public speaking rubric. Allow class members time to pose questions at the end of presentations. How much time do you spend thinking about it, watching it, reading it, listening to it? How much money do you spend on it, buying other things like it? Part 4 Homework ActivityAsk students to pay attention to their interactions with popular culture over the next day or two and consider what effect it has on them. Does the encounter make them happy, sad, hungry, want to go shopping, want to play a game, etc.?

Students could be asked to talk to their parents or guardians as well to solicit their opinions as to what the effect of popular culture on their life is. Part 5 - Influence on Life Discussion and Final EvaluationStudents can share some examples from their journals and how popular culture influences their lives. Teacher might ask students how it makes them feel to be influenced this way by popular culture.

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Do they feel manipulated? Or do they feel it is all part oflife in the modem age?


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This discussion could lead to some further investigations and lessons about critical media literacy if desired. To wrap up this series of lessons, have students write down what they think popular culture is.

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Also consider whether or not we all share the same popular culture or if there are some differences. Why do you think there are differences? What could we do to see past these differences? Are there any new popular culture things you learned about during these activities that you are now interested in? How do you feel about some of the effects of popular culture in your life? Encourage students to provide examples to illustrate their understanding. Part 6 - Popular Culture Pop ArtTake the students to a computer lab with relatively up-to-date technology and good internet connection. Have students open up a word processing file and type in their lists of popular culture interests they created in the first lessons.

Students should use their rankings as a guideline for how many times to repeat the word. For example, if a student has selected Hannah Montana as one of their musical interests and ranked it as a seven, they would repeat Hannah Montana seven times. After students have finished typing lists, direct them to the Wordle web site http: Review the home page and explain to students how the process works. Explain to students that Wordle uses the amount of times a word appears to determine how big or small it will be.