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Journal articles on the topic 'Popular culture in education'

Author: Grafiati

Published: 29 July 2024

Last updated: 30 July 2024

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1

Giroux, Henry A. "Education and popular culture." Επιστήμη και Κοινωνία: Επιθεώρηση Πολιτικής και Ηθικής Θεωρίας 29 (August 7, 2015): 1. http://dx.doi.org/10.12681/sas.862.

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Στο κείμενο αοτό υποστηρίζεται ότι η κριτική παιδαγωγική πρέπει να εφαρμοστεί μέσα στα πλαίσια μιας πληρέστερης κατανόησης της πολιτικής διάστασης της εκλαϊκευμένης κουλτούρας. Αναλύονται τόσο οι συντηρητικές όσο και οι ριζοσπαστικές προσεγγίσεις της κουλτούρας αυτής και, με επιχειρήματα από τον Gramsci αλλά και τον Foucault, παρατίθενται προτάσεις για τον επαναπροσδιορισμό της ως πεδίο αγώνα και κυριαρχίας. Το καταληκτικό επιχείρημα είναι ότι ο παιδαγωγός, εάν επιδιώκει μια παιδαγωγική που απαιτεί κάποια άρθρωση γνώσης και απολαύσεων -αναπόσπαστες στην καθημερινή μαθητική ζωή-, οφείλει να αντιμετωπίζει την εκλαϊκευμένη κουλτούρα και την κοινωνική διαφορά ως το πεδίο στο οποίο καλείται να συναντήσει τους μαθητές του σε μια επικριτική και ενδυναμωτική παιδαγωγική συνάντηση.

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2

Gingell, J., and E. P. Brandon. "Popular Culture." Journal of Philosophy of Education 34, no. 3 (August 2000): 461–85. http://dx.doi.org/10.1111/1467-9752.00187.

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3

Moran, Barbara B. "Popular Culture and Library Education." Journal of Education for Library and Information Science 26, no. 1 (1985): 25. http://dx.doi.org/10.2307/40323181.

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4

Morgan, John. "Popular Culture and Geography Education." International Research in Geographical and Environmental Education 10, no. 3 (September 2001): 284–97. http://dx.doi.org/10.1080/10382040108667446.

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5

Strelitz, Larry. "Popular culture and media education." Communicare: Journal for Communication Studies in Africa 13, no. 1 (November 7, 2022): 64–75. http://dx.doi.org/10.36615/jcsa.v13i1.1974.

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6

Stevenson, Gordon. "Popular Culture Studies and Library Education." Journal of Education for Library and Information Science 41, no. 1 (2000): 15. http://dx.doi.org/10.2307/40324084.

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7

Daliot‐Bul, Michal. "Mirror images: popular culture and education." Journal of Peace Education 8, no. 1 (April 2011): 82–84. http://dx.doi.org/10.1080/17400201.2011.552267.

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8

Davies, Julia. "Young people, popular culture and education." Educational Review 64, no. 1 (February 2012): 129–30. http://dx.doi.org/10.1080/00131911.2011.619841.

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9

DOLBY, NADINE. "Popular Culture and Democratic Practice." Harvard Educational Review 73, no. 3 (September 1, 2003): 258–84. http://dx.doi.org/10.17763/haer.73.3.l225466l06204076.

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In this introduction to the study of popular culture in education, Nadine Dolby offers an insightful review of the literature informing this work. Her essay sets the tone and theme for this Special Issue, and begins to address why educators and educational researchers should pay particular attention to popular culture. Discussing the relevant literature and introducing readers to historical debates in the field, Dolby distinguishes between various understandings of popular culture and approaches to studying its relationship to education. Ultimately, Dolby argues, the importance of popular culture and its connection to education lies in the role it plays as a site for engaging in the process of democratic practice. She encourages educators to engage young people in a deep exploration of the multiple dimensions of popular culture and the public sphere, and highlights examples of this kind of engagement.

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10

Nichols, Mary P. "A defense of popular culture." Academic Questions 13, no. 1 (March 2000): 73–78. http://dx.doi.org/10.1007/s12129-999-1045-z.

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11

Foster, David William, William H. Beezley, and Linda A. Curcio-Nagy. "Latin American Popular Culture." Hispania 84, no. 3 (September 2001): 473. http://dx.doi.org/10.2307/3657791.

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12

Ogdon, Bethany, Carla Freccero, Henry A. Giroux, and Richard Keller Simon. "Why Teach Popular Culture?" College English 63, no. 4 (March 2001): 500. http://dx.doi.org/10.2307/378892.

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13

Dowdall, Clare, Lalitha Vasudevan, and Margaret Mackey. "Popular culture and curriculum." Literacy 48, no. 1 (February 25, 2014): 1–3. http://dx.doi.org/10.1111/lit.12028.

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14

Maxwell, John. "Robot world: Education, popular culture, and science." Science Education 86, no. 3 (April 4, 2002): 439–41. http://dx.doi.org/10.1002/sce.10050.

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15

Scapp, Ron. "Education and popular culture: Identities in conflict." Innovation: The European Journal of Social Science Research 6, no. 3 (September 1993): 291–97. http://dx.doi.org/10.1080/13511610.1993.9968357.

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16

Richards, Chris, and Michael W. Apple. "Popular Culture, Politics, and the Curriculum." Educational Researcher 27, no. 5 (June 1998): 32. http://dx.doi.org/10.2307/1176740.

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17

Trier, James. "Teaching With Media and Popular Culture." Journal of Adolescent & Adult Literacy 49, no. 5 (February 2006): 434–38. http://dx.doi.org/10.1598/jaal.49.5.7.

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18

Trier, James. "Teaching Theory through Popular Culture Texts." Teaching Education 18, no. 2 (May 4, 2007): 151–65. http://dx.doi.org/10.1080/10476210701325242.

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19

Arthur, Leonie. "Popular Culture and Early Literacy Learning." Contemporary Issues in Early Childhood 2, no. 3 (October 2001): 295–308. http://dx.doi.org/10.2304/ciec.2001.2.3.3.

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20

Harmer, J. "Popular culture, methods, and context." ELT Journal 57, no. 3 (July 1, 2003): 288–94. http://dx.doi.org/10.1093/elt/57.3.288.

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21

Weinberg, C. R. "Learning from Popular Culture." OAH Magazine of History 24, no. 2 (April 1, 2010): 3. http://dx.doi.org/10.1093/maghis/24.2.3.

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22

Sabry, Tarik. "Emigration as popular culture." European Journal of Cultural Studies 8, no. 1 (February 2005): 5–22. http://dx.doi.org/10.1177/1367549405049489.

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23

Martínez, Delmarie, Edward F. Stanton, and Delmarie Martinez. "Handbook of Spanish Popular Culture." Hispania 83, no. 4 (December 2000): 801. http://dx.doi.org/10.2307/346458.

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24

Ogdon, Bethany. "REVIEW: Why Teach Popular Culture?" College English 63, no. 4 (March 1, 2001): 500–516. http://dx.doi.org/10.58680/ce20011219.

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25

Anderson, Sean, and Gregory J. Howard. "Crime, criminal justice, and popular culture." Journal of Criminal Justice Education 5, no. 1 (March 1994): 123–31. http://dx.doi.org/10.1080/10511259400083141.

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26

Brummett, Barry. "Rhetoric in Popular Culture." College Composition and Communication 46, no. 4 (December 1995): 579. http://dx.doi.org/10.2307/358335.

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27

Kim, Hae Ok. "Korean Popular Song Analysis for Language Culture Education." Language and Culture 12, no. 2 (May 30, 2016): 29–52. http://dx.doi.org/10.18842/klaces.2016.12.2.2.

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28

Reynolds, Pauline J. "Representing “U”: Popular Culture, Media, and Higher Education." ASHE Higher Education Report 40, no. 4 (August 2014): 1–145. http://dx.doi.org/10.1002/aehe.20016.

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29

Stephens, W. B., and David Vincent. "Literacy and Popular Culture: England 1750-1914." British Journal of Educational Studies 38, no. 3 (August 1990): 295. http://dx.doi.org/10.2307/3121432.

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30

Kleiner, Marcus S. "Populäre Medienkulturen. Programmatische Positionen : Popular media cultures. Programmatic positions." SPIEL 4, no. 1 (January 1, 2019): 147–85. http://dx.doi.org/10.3726/spiel.2018.01.08.

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The article discusses the relationship between popular cultures, pop cultures and popular media cultures as transformative educational cultures. For this purpose, these three cultural formations are related to the themes of culture, everyday life, society, education, narration, experience and present. Apart from a few exceptions, such as in youth sociological works on cinema and education, in the context of media literacy discussions or in dealing with media education, educational dimensions of popular cultures and pop cultures have generally not been the focus of attention in media and cultural studies.

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31

Kleiner, Marcus S. "Populäre Medienkulturen. Programmatische Positionen : Popular media cultures. Programmatic positions." SPIEL 4, no. 1 (January 1, 2019): 147–85. http://dx.doi.org/10.3726/spiel.2019.01.08.

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The article discusses the relationship between popular cultures, pop cultures and popular media cultures as transformative educational cultures. For this purpose, these three cultural formations are related to the themes of culture, everyday life, society, education, narration, experience and present. Apart from a few exceptions, such as in youth sociological works on cinema and education, in the context of media literacy discussions or in dealing with media education, educational dimensions of popular cultures and pop cultures have generally not been the focus of attention in media and cultural studies.

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32

Fisherkeller, JoEllen. "Writing Superheroes: Contemporary Childhood, Popular Culture, and Classroom Literacy:Writing Superheroes: Contemporary Childhood, Popular Culture, and Classroom Literacy." Anthropology Education Quarterly 29, no. 4 (December 1998): 502–4. http://dx.doi.org/10.1525/aeq.1998.29.4.502.

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33

Clauss, Arrietta W. "Using Popular Culture To Teach Chemistry." Journal of Chemical Education 86, no. 10 (October 2009): 1223. http://dx.doi.org/10.1021/ed086p1223.

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34

Valdanha Neto, Diógenes. "Em terreno movediço: entre a cultura e a instituição da educação popular / Into quicksands: between the culture and the institution of popular education." Cadernos CIMEAC 10, no. 1 (July 16, 2020): 80. http://dx.doi.org/10.18554/cimeac.v10i1.4024.

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A Educação Popular se expressa em diversas práticas dos movimentos populares. Circundar alguns de seus aspectos teóricos mais centrais pode contribuir para maior assertividade e fecundidade das ações educacionais. Frente a isso, este ensaio teórico tem o objetivo de argumentar sobre a centralidade do conceito antropológico de cultura para a existência da Educação Popular na condição de práxis educacional, e discutir limites e possibilidades de sua institucionalização. Parte-se da discussão conceitual mais aprofundada do conceito antropológico de cultura, sobretudo a partir do diálogo de Paulo Freire com outros autores. Em seguida, são discutidas algumas possibilidades e limitações decorrentes dessa centralidade – o Marco de Referência da Educação Popular para as Políticas Públicas (2014) é discutido como parâmetro para a questão. O artigo é finalizado em meio ao reconhecimento da perene situação de movimento da Educação Popular como paradigma educacional e maior expressão de sua potência criadora.Palavras-chave: Educação Popular. Paulo Freire. Políticas Públicas. Cultura. Educação do Campo. ABSTRACT: Popular education is expressed in various practices of popular movements. Framing some of its most central theoretical aspects can contribute to greater assertiveness and fruitfulness of educational actions. Therefore, this article aims to argue about the centrality of the anthropological concept of culture for the existence of Popular Education as an educational praxis, and to discuss limits and possibilities of its institutionalization. It starts from a deeper conceptual discussion of the anthropological concept of culture, especially from Paulo Freire's dialogue with other authors. Then, some possibilities and limitations arising from this centrality are discussed – the Popular Education Framework for Public Policies (2014) is discussed as a parameter for the issue. The article ends with the recognition of the enduring situation of movement in the educational paradigm of Popular Education as its greater expression of creative power.Keywords: Popular education. Paulo Freire. Public policy. Culture. Rural Education.

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35

Siahaan, Daniel Syafaat. "Pendidikan Kristiani sebagai Instrumen Penyadaran Pentingnya Pertumbuhan Spiritualitas dalam Konteks Budaya Populer." GEMA TEOLOGIKA 1, no. 2 (October 31, 2016): 123. http://dx.doi.org/10.21460/gema.2016.12.218.

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This article is written based on my observation and experience, who "sucked"� into populer culture. People inevitably will always "sucked"� into the black hole of culture. In popular culture, people are considered to be humans if only they satisfy their libido. So, popular culture can blurring self identity in the society, because communal similarity is preferred. Self identity formed from communal understanding of popular culture concept and force� someone to follow it. Therefore, the challenge of popular culture to spirituality is very obvious because it concerns a person identity. Spirituality always departs from the inside to the outside. While the phenomenon of popular culture, the meaning is controlled by the community and adapted into self. This article written to realizing the importance of spiritual growth in the context of popular culture, which can be done firstly through Christian Education.

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36

Runhare, Tawanda. "Contemporary issues in education studies: young people, popular culture and education." Gender and Education 24, no. 3 (May 2012): 354–56. http://dx.doi.org/10.1080/09540253.2011.649570.

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37

Hudson, Darrell L. "Popular Culture and Public Health." Pedagogy in Health Promotion 2, no. 4 (June 22, 2016): 251–55. http://dx.doi.org/10.1177/2373379916650691.

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The key to living a longer, healthier life lies in one’s ability to maintain a healthy lifestyle and make health behavior changes. Public health professionals face the difficult task of developing effective health communication to encourage healthy lifestyles for an American public distracted by competing demands, such as work obligations and family responsibilities, along with savvy commercial marketing from soft drink makers and fast-food restaurants. Public health educators must do a better job of equipping public health students to meet these challenges. The goal of this article is to describe components of a transdisciplinary problem-solving course, titled “Popular Culture and Public Health,” offered at a private university in the Midwest, geared to help prepare students to meet these challenges. Components from the course described here serves as a model for development of an engaging, solution-oriented course for public health education.

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38

Nymś-Górna, Agnieszka. "Popular culture in education and socialization – opportunities and threats." Podstawy Edukacji 13 (2020): 119–26. http://dx.doi.org/10.16926/pe.2020.13.08.

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The article is a review. The purpose of this text is to review the ideas about the impact of popular culture on children and adolescents. Due to the great possibilities of popular culture, this influence is ambiguous and predictable. The concepts therefore only show certain tendencies. Children and adolescents are certainly special recipients of popular culture content. The dynamics of their development affects the way content is perceived. On the other hand, however, they can be not only passive recipients, but also active recipients who, by processing the incoming content, may derive additional benefits from it. For this reason, popular culture becomes an educational space with great potential, which, however, must be skillfully disposed of in order to achieve the intended effects of work.

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39

Abib, Pedro Rodolpho Jungers, and Albert Alan de Sousa Cordeiro. "A Educação da Capoeira: uma pedagogia da Cultura Popular / The Education of Capoeira: a popular culture pedagogy." Educação em Foco 21, no. 33 (May 11, 2018): 223–41. http://dx.doi.org/10.24934/eef.v21i33.1644.

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Este trabalho analisa as práticas pedagógicas presentes no jogo da capoeira, manifestação da cultura popular brasileira oriunda da resistência dos africanos escravizados no Brasil no período colonial. No ensino da capoeira percebe-se que a oralidade é a principal forma de transmissão de saberes, a ancestralidade, através do respeito existente aos capoeiras mais velhos, é uma das principais premissas, ludicidade e musicalidade são características fundamentais. Não podemos nos furtar em mostrar as contribuições que estas pedagogias não escolares podem trazer à educação escolar, promovendo uma profunda reflexão sobre a escolarização, avaliando seus pressupostos políticos, éticos, estéticos e epistemológicos, perpassando pelo currículo a ser adotado, os modelos de avaliação a serem empregados e a didática a ser desenvolvida dentro da prática de ensino, pois todas essas dimensões do educar estão presentes no ensino da capoeira e por vezes se apresentam de formas bem mais inclusivas e respeitosas.

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40

Kruppa, Patricia Stallings, and David Vincent. "Literacy and Popular Culture: England, 1750-1914." History of Education Quarterly 31, no. 2 (1991): 293. http://dx.doi.org/10.2307/368455.

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41

Johanningmeier, Erwin V., Paul Farber, Eugene F. Provenzo, and Gunilla Holm. "Schooling in the Light of Popular Culture." History of Education Quarterly 36, no. 1 (1996): 57. http://dx.doi.org/10.2307/369303.

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42

Foster, David William, Harold E. Hinds, and Charles M. Tatum. "Handbook of Latin American Popular Culture." Hispania 69, no. 4 (December 1986): 891. http://dx.doi.org/10.2307/342635.

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43

Tuzel, Sait, and Renee Hobbs. "The use of social media and popular culture to advance cross-cultural understanding." Comunicar 25, no. 51 (April 1, 2017): 63–72. http://dx.doi.org/10.3916/c51-2017-06.

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Although we live in a global society, educators face many challenges in finding meaningful ways to connect students to people of other cultures. This paper offers a case study of a collaboration between teachers in the US and Turkey, where 7th grade students interacted with each other via online social media as a means to promote cultural understanding. In a close analysis of a single learning activity, we found that children had opportunities to share ideas informally through social media, using their digital voices to share meaning using online writing, posting of images and hyperlinks. This study found that students valued the opportunity to develop relationships with each other and generally engaged in sharing their common interests in Hollywood movies, actors, celebrities, videogames and television shows. However, not all teachers valued the use of popular culture as a means to find common ground. Indeed, teachers had widely differing perspectives of the value of this activity. Through informal communication about popular culture in a «Getting to Know You» activity, students themselves discovered that their common ground knowledge tended to be US-centric, as American students lacked access to Turkish popular culture. However, the learning activity enabled students themselves to recognize asymmetrical power dynamics that exist in global media culture. Si bien vivimos en una sociedad global, los educadores se enfrentan a numerosos desafíos a la hora de hallar formas significativas de conectar a los alumnos con gente de otras culturas. Este artículo muestra un caso práctico de colaboración entre profesores de los Estados Unidos y Turquía, en el que alumnos de séptimo grado interactuaron entre sí a través de las redes sociales con el fin de promover la comprensión cultural. Al analizar una única actividad de aprendizaje hallamos que los alumnos tenían la oportunidad de compartir ideas informalmente a través de las redes sociales, usando su voz digital para compartir significados mediante la escritura online, publicación de imágenes e hipervínculos. Este estudio halló que los alumnos valoraban la oportunidad de relacionarse entre sí y tendían a compartir su interés común en películas de Hollywood, actores, famosos, videojuegos y programas de televisión. Sin embargo, no todos los profesores valoraban el uso de la cultura popular como medio para la búsqueda de puntos en común. En efecto, los profesores tenían perspectivas muy distintas sobre el valor de esta actividad. Mediante la comunicación informal en torno a la cultura popular en una actividad de conocimiento mutuo, los propios alumnos descubrieron que sus conocimientos en común tendían a estar centrados en los Estados Unidos, en tanto en cuanto los alumnos americanos no tenían acceso a la cultura popular turca. Sin embargo, la actividad de aprendizaje permitió a los propios alumnos reconocer las dinámicas de poder asimétrico que existen en la cultura mediática global.

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44

Rigby, Brian. "The reconstruction of culture: Peuple et Culture and the popular education movement." French Cultural Studies 29, no. 4 (October 28, 2018): 300–307. http://dx.doi.org/10.1177/0957155818791514.

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One of the most significant popular cultural movements of the Liberation was the organisation Peuple et Culture. Born in the Christian-Socialist ethos of the École des Cadres at Uriage under the Vichy regime, and inspired by the cultural policy of the Front Populaire, it developed as a Resistance organisation, bringing culture to the bands of résistants in the Vercors. At the Liberation and in the early years of the Fourth Republic, it played a key role in defining cultural reconstruction, emphasising the need for infrastructure and trained personnel, and working towards a holistic approach to workers’ education and culture from school years into all stages of adulthood. As such, in spite of political and theoretical inconsistencies and contradictions, it laid the ground for future cultural planning policies under the Fifth Republic.

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45

Sutherland, Margaret B., Pam Gilbert, and Sandra Taylor. "Fashioning the Feminine: Girls, Popular Culture and Schooling." British Journal of Educational Studies 40, no. 3 (August 1992): 309. http://dx.doi.org/10.2307/3120908.

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46

Richards, Chris. "Book Reviews: Popular Culture, Politics, and the Curriculum." Educational Researcher 27, no. 5 (June 1998): 32–34. http://dx.doi.org/10.3102/0013189x027005032.

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47

Giroux, Henry A., and Roger I. Simon. "Schooling, Popular Culture, and a Pedagogy of Possibility." Journal of Education 170, no. 1 (January 1988): 9–26. http://dx.doi.org/10.1177/002205748817000103.

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In this paper, the authors analyze the importance of critical pedagogy by examining its potentially transformative relations with the sphere of popular culture. Popular culture is viewed not only as a site of contradiction and struggle but also as a significant pedagogical terrain that raises important questions regarding such issues as the relevance of everyday life, the importance of student voice, the significance of both meaning and pleasure in the learning process, and the relationship between knowledge and power in the curriculum. In the end of the piece, the authors raise a number of questions that suggest important inquiries that need to be analyzed regarding how teachers and others can further develop the notion of critical pedagogy as a form of cultural politics.

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48

B., S. "Transforming Borders: Chicana/o Popular Culture and Pedagogy." Harvard Educational Review 81, no. 4 (December 1, 2011): 777–79. http://dx.doi.org/10.17763/1943-5045-81.4.777.

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49

BAL, Mazhar. "Use of Popular Culture Texts in Mother Tongue Education." Journal of Education and Learning 7, no. 2 (March 20, 2018): 293. http://dx.doi.org/10.5539/jel.v7n2p293.

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The aim of this study was to associate popular culture texts with Turkish language lessons of middle school students. For this purpose, a model was proposed and a suitable curriculum was prepared for this model. It was aimed to determine how this program, which was the result of associating popular culture texts with Turkish language lesson outcomes, operated during classroom practices. The study was designed based on action research principles. The participants of the research were 19 (12 males and 7 females) seventh grade students. These pariticipants were selected according to the criterion sampling technique. Audio and video recording, questionnaire form, student and research diary, observation form, student activity files were used as data collection tools. Descriptive analysis technique was used in the analysis of these data. According to research data, it was seen that the Turkish language lessons associated with popular culture texts contributed to the development of basic language skills and developed a critical perspective on popular culture texts. However, for the action research process, students expressed their opinion that the lessons were fun and related to out of school life.

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50

Mayo, Peter. "Gramsci: Power, culture & education." ACTIO NOVA: Revista de Teoría de la Literatura y Literatura Comparada, no. 4 (December 18, 2020): 23–45. http://dx.doi.org/10.15366/actionova2020.4.002.

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This paper traces the connection between cultural work and power in the thinking and writing of Italian socio-political theorist and strategist, Antonio Gramsci. His rootedness in Marxism and a deep humanistic culture are emphasised as well as how his main conceptual tools (e.g. Hegemony, Intellectuals, ‘Popular Creative Spirit’, Critical Appropriation and ‘National-Popular’) are central to his analyses of different forms of cultural production, intellectual activity and educational developments in his time. The paper dwells on his musings on the ever so pertinent issue of Migration as it found expression in the literature of his time and their implication for reflection on the same issue in more recent times. Importance is given to the role of political and artistic movements of the period such as Futurism and their legacy for present day life. Parallels are drawn between Gramsci’s cultural views and those of later thinkers such as Raymond Williams, Stuart Hall and Henry A. Giroux who often adopt a Gramscian lens in their economic-social-cultural analysis. The core theme of this paper is the influence of culture and cultural workers/intellectuals in the process of social transformation.

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