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This edited volume focuses on the cultural production of knowledge in the academy as mediated or presented through film and television. This focus invites scrutiny of how the academy itself is viewed in popular culture from The Chair to Terry Pratchett's ‘Unseen University’ and Doctor Who's Time Lord Academy among others. Spanning a number of genres and key film and television series, the volume is also inherently interdisciplinary with perspectives from History, Cultural Studies, Gender Studies, STEM, and more. This collection brings together leading experts in different disciplines and from different national backgrounds. It emphasises that even at a point of mass, global participation in higher education, the academy is still largely mediated by popular culture and understood through the tropes perpetuated via a multimedia landscape.
The essays in this book examine various forms of popular culture and the ways in which they represent, shape, and are constrained by notions about and issues within higher education. From an exploration of rap music to an analysis of how the academy presents and markets itself on the World Wide Web, the essays focus attention on higher education issues that are bound up in the workings and effects of popular culture.
The history of the study of popular culture in American academia since its (re)introduction in 1967 is filled with misunderstanding and opposition. From the first, proponents of the study of this major portion of American culture made clear that they were interested in making popular culture a supplement to the usual courses in such fields as literature, sociology, history, philosophy, and the other humanities and social sciences; nobody proposed that study of popular culture replace the other disciplines, but many suggested that it was time to reexamine the accepted courses and see if they were still viable. Opposition to the status quo always causes anxiety and opposition, but when the issues are clarified, often opposition and anxiety melt away, as they now are doing. Anxiety and opposition were generated on another level when people in academic and curricular power felt that voices were being raised that questioned their credentials and control. They flailed out with every argument at their command, generally thinking only of their self interest and not that of the students and the future of academic education. Generally this wall of opposition has also been breached. The Popular Culture Association and its many friends and backers in academia, in the United States and abroad, has demonstrated that the study of our everyday and dominant culure should be taken seriously, understandingly and analytically, just as all other aspects of culture should be. Taken that way the study can be useful in developing better educated and responsible citizens from the cradle to the grave. The humanities and social sciences are too important for any portion--especially the majority portion--to be ignored or downplayed. The study of popular culture constitutes a significant and important element, one that can be ignored only at peril.
From the magazines and newspapers of the mid-1800s to movies and apps of the twenty-first century, popular culture and media in the United States provide prolific representations of higher education. This report positions artifacts of popular culture as pedagogic texts able to (mis)educate viewers and consumers regarding the purpose, values, and people of higher education. It: Discusses scholarly literature across disciplines Examines a diverse array of cross-media artifacts Reveals pedagogical messages embedded in popular culture texts to prompt thinking about the multiple ways higher education isrepresented to society through the media. Informative and engaging, higher education professionals can use the findings to intentionally challenge the (mis)educating messages about higher education through programs, policies, and perspectives. This is the 4th issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
This book analyses higher education from cultural perspectives and reflects on the uses of intellectual devices developed in the cultural studies of higher education over the last decades. It presents fresh perspectives to integrate cultural studies in higher education with wider societal processes and studies the internal life of higher education. The book uses cultural perspectives developed in previous studies to understand a variety of processes and reforms taking place.
The essays in this book examine various forms of popular culture and the ways in which they represent, shape, and are constrained by notions about and issues within higher education. From an exploration of rap music to an analysis of how the academy presents and markets itself on the World Wide Web, the essays focus attention on higher education issues that are bound up in the workings and effects of popular culture.
Winner of the Popular Culture Association's 2018 John G. Cawelti Award for the Best Textbook / Primer What is popular culture? Why study popular culture in an academic context? An Introduction to Popular Culture in the US: People, Politics, and Power introduces and explores the history and contemporary analysis of popular culture in the United States. In situating popular culture as lived experience through the activities, objects, and distractions of everyday life, the authors work to broaden the understanding of culture beyond a focus solely on media texts, taking an interdisciplinary approach to analyze American culture, its rituals, beliefs, and the objects that shape its existence. After building a foundation of the history of popular culture as an academic discipline, the book looks broadly at cultural myths and the institutional structures, genres, industries, and people that shape the mindset of popular culture in the United States. It then becomes more focused with an examination of identity, exploring the ways in which these myths and mindset are internalized, practiced, and shaped by individuals. The book concludes by connecting the broad understanding of popular culture and the unique individual experience with chapters dedicated to the objects, communities, and celebrations of everyday life. This approach to the field of study explores all matters of culture in a way that is accessible and relevant to individuals in and outside of the classroom.
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.
Contains informal interviews with 13 significant figures in the development of the field of popular culture studies. The interviews explore the academic revolution inaugurated in the late 1960s and early 1970s in the fields of the humanities and social sciences with the founding and subsequent influence of the Popular Culture Association and American Culture Association and the interviewees' thoughts about the changes. Annotation copyrighted by Book News, Inc., Portland, OR
Rev. ed. of: The four cultures of the academy. 1st ed. c1992.