This collection attempts to incorporate cultural studies into the understanding of schooling, not simply addressing how students read themselves as "members" of a distinct culture, but how they, along with teachers and administrators, read popular texts in general. The purpose of this book is to suggest some alternative directions critical pedagogy can take in its critique of popular culture by inviting multiple reading of popular texts into its analysis of schooling and seeing many forms of popular culture as critical pedagogical texts.
Schools have been traditionally defined as institutions of instruction, but the authors of this volume challenge that position in order to generate a new set of cultural categories and constructs through which the nature and process of schooling can be more appropriately understood. Giroux and McLaren develop a theory of schooling that takes into account not only the more traditional relationship between teaching and learning, but also the import of wider cultural dynamics such as language, mass culture, popular culture, the state, theories of readership, ethnographic research, and subcultural studies.
Teaching about the media and popular culture has been a major concern for radical educators. Yet in recent years, the hyperbolic rhetoric of "critical pedagogy" has come under attack, not only from theoretical perspectives such as feminism, anti-racism and postmodernism, but also in The Light Of Actual Classroom Experience. The Notion That Teachers Might "liberate" students through rationalistic forms of ideological critique has been increasingly questioned, not only on the grounds of its political arrogance, but also because of its ineffectiveness in practice. This book seeks to move beyond the limitations of these debates, and to explore positive alternatives. It contains a broad international range of contributions, covering practice from primary schools right through to higher education. The authors draw on diverse perspectives, including poststructuralism, postmodernism, cultural studies, anti-racism and feminism; yet they share a willingness to challenge radical orthodoxies, and to offer positive practical alternatives.
This revised edition of the Popular Culture Primer is an introductory text that traces the history of popular culture and cultural studies. Besides covering the traditional subjects such as the influence of the Frankfurt School and the Centre for Contemporary Cultural Studies, this book covers the cultural studies of science and technology, the biosciences, drugs, and sports as well as other often-ignored topics such as science fiction, fan cultures, and childhood studies. It looks at the impact these topics have on our understanding of education and popular culture. The Popular Culture Primer is an essential text for any class devoted to teaching the history and importance of the subject.
This book furthers the discussion concerning critical pedagogy and its practical applications for urban contexts. It addresses two looming, yet under-explored questions that have emerged with the ascendancy of critical pedagogy in the educational discourse: (1) What does critical pedagogy look like in work with urban youth? and (2) How can a systematic investigation of critical work enacted in urban contexts simultaneously draw upon and push the core tenets of critical pedagogy? Addressing the tensions inherent in enacting critical pedagogy - between working to disrupt and to successfully navigate oppressive institutionalized structures, and between the practice of critical pedagogy and the current standards-driven climate - The Art of Critical Pedagogy seeks to generate authentic internal and external dialogues among educators in search of texts that offer guidance for teaching for a more socially just world.
This ground-breaking book analyzes contemporary education discourse in the light of curriculum politics and popular culture, using sources ranging from academic scholarship to popular magazines, music video, film and television game shows. Mathematics is used as an extreme case, since it is a discipline so easily accepted as separable from politics, ethics or the social construction of knowledge. Appelbaums juxtaposition of popular culture, public debate and professional practice enables an examination of the production and mediation of common sense distinctions between school mathematics and the world outside of schools. Terrain ordinarily displaced or excluded by traditional education literature becomes the pendulum for a new conversation which merges research and practice while discarding pre-conceived categories of understanding The book also serves as an entertaining introduction to emerging theories in cultural studies, progressively illustrating the uses of discourse analysis for comprehending ideology, the implications of power/knowledge links, professional practice as a technology of power, and curriculum as at once commodities and cultural resources. In this way, Appelbaum effectively reveals a direction for teachers, students and researchers to cooperatively form a community attentive to the politics of curriculum and popular culture
For all of its promise, public education in the twentieth century never lived up to its democratic potential. This book takes a serious look at the slow erosion of the fuller democratic meaning of a public education and a public life.
This book is a principled, accessible and highly stimulating discussion of a politics of resistance for today. Ranging widely over issues of identity, representation, culture and schooling, it will be required reading for students of radical pedagogy, sociology and political science.