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The place of childhood in popular culture is one that invites new readings both on childhood itself, but also on approaches to studying childhood. Discussing different methods of researching children's popular culture, they argue that the interplay of the age of the players, the status of their popular culture, the transience of the objects, and indeed the ephemerality - and long lastingness - of childhood, all contribute to what could be regarded as a particularized space for childhood studies - and one that challenges many of the conventions of "doing research" involving children.
Most children engage with a range of popular cultural forms outside of school. Their experiences with film, television, computer games and other cultural texts are very motivating, but often find no place within the official curriculum, where children are usually restricted to conventional forms of literacy. This book demonstrates how to use children′s interests in popular culture to develop literacy in the primary classroom. The authors provide a theoretical basis for such work through an exploration of related theory and research, drawing from the fields of education, sociology and cultural studies. Teachers are often concerned about issues of sexism, racism, violence and commercialism within the discourse of children′s media texts. The authors address each of these areas and show how such issues can be explored directly with children. They present classroom examples of the use of popular culture to develop literacy in schools and include interviews with children and teachers regarding this work. This book is relevant to all teachers and students who want to develop their understanding of the nature and potential role of popular culture within the curriculum. It will also be useful to language co-ordinators, advisers, teacher educators and anyone interested in media education in the 5-12 age-range.
Portrayals of Children in Popular Culture: Fleeting Images, edited by Vibiana Bowman Cvetkovic and Debbie Olson, is a collection which examines images of “children” and “childhood” in popular culture, including print, online, television shows, and films. The contributors to this volume explore the constructions of “children” and “childhood” rather than actual children or actual childhoods. In the chapters that are concerned with depictions of actual, individual children, the authors investigate how the images of those children conform or “trouble” current notions of what it means to be a child engaged in a contemporary “childhood.” This is a unique volume, because of the academic discourse which is employed—that of “Childhood Studies.” The Childhood Studies scholars represented in this collection utilize an interdisciplinary approach which draws upon various academic fields—their methodologies, theoretical approaches, and scholarly conventions—for the scholarly research in this collection. Together, the contributions to this collection interrogate classic notions of childhood innocence, knowledge, agency, and the fluid position of the signifier “child” within contemporary media forms. These interdisciplinary works function as a testament to the infectiousness of the child image in print, television, and cinematic contexts, and represent a new avenue of discursive scholarship; the questions raised and connections made provide fresh insights and unique perspectives to topics regarding children and childhood and their representation within multiple media platforms. The growing field of Childhood Studies is enriched by the intellectual originality represented by this volume’s authors who ask new questions about the enduring and captivating image of the child.
"Grounded in the field of adult education, this international compilation offers a range of critical perspectives on popular culture as a form of pedagogy. Its fundamental premise is that adults learn in multiple ways, including through their consumption of fiction. As scholars have asserted for decades, people are not passive consumers of media; rather, we (re)make our own meanings as we accept, resist, and challenge cultural representations. At a time when attention often turns to new media, the contributors to this collection continue to find “old” forms of popular culture important and worthy of study. Television and movies – the emphases in this book – reflect aspects of consumers’ lives, and can be powerful vehicles for helping adults see, experience, and inhabit the world in new and different ways. This volume moves beyond conceptually oriented scholarship, taking a decidedly research-oriented focus. It offers examples of textual and discursive analyses of television shows and films that portray varied contexts of adult learning, and suggests how participants can be brought into adult education research in this area. In so doing, it provides compelling evidence about the complexity, politics, and multidimensionality of adult teaching and learning. Using a range of television shows and movies as exemplars, chapters relate popular culture to globalization, identity, health and health care, and education. The book will be of great use to instructors, students, and researchers located in adult education, cultural studies, women’s and gender studies, cultural sociology, and other fields who are looking for innovative ways to explore social life as experienced and imagined."
In an increasingly global media culture, toys are both consumer products and playthings, revealing a complex relationship between capitalism and child psychology. This book analyses the gendered and cultural meanings of toys.
A Companion to Popular Culture is a landmark survey of contemporary research in popular culture studies that offers a comprehensive and engaging introduction to the field. Includes over two dozen essays covering the spectrum of popular culture studies from food to folklore and from TV to technology Features contributions from established and up-and-coming scholars from a range of disciplines Offers a detailed history of the study of popular culture Balances new perspectives on the politics of culture with in-depth analysis of topics at the forefront of popular culture studies
Is violence on the streets caused by violence in video games? Does cyber-bullying lead to an increase in suicide rates? Are teens promiscuous because of Teen Mom? As Karen Sternheimer clearly demonstrates, popular culture is an easy scapegoat for many of society's problems, but it is almost always the wrong answer. Now in its second edition, Connecting Social Problems and Popular Culture goes beyond the news-grabbing headlines claiming that popular culture is public enemy number one to consider what really causes the social problems we are most concerned about. The sobering fact is that a "media made them do it" explanation fails to illuminate the roots of social problems like poverty, violence, and environmental degradation. Sternheimer's analysis deftly illustrates how welfare "reform," a two-tiered health care system, and other difficult systemic issues have far more to do with our contemporary social problems than Grand Theft Auto or Facebook. The fully-revised new edition features recent moral panics—think sexting and cyberbullying—and an entirely new chapter exploring social media. Expanded discussion of how we understand society's problems as social constructions without disregarding empirical evidence, as well as the cultural and structural issues underlying those ills, allows students to stretch their sociological imaginations.
This book offers a range of perspectives on children's multimodal experiences, providing a ground-breaking account of the ways in which children engage with popular culture, media and digital literacy practices from their earliest years. Many young children have extensive experience of film, television, printed media, computer games, mobile phones and the Internet from birth, yet their reaction to media texts is rarely acknowledged in the national curricula of any country. This seminal text focuses on children from birth to eight years, addressing issues such as: * media and identity construction * media literacy practices in the home * the changing nature of literacy in technologically advanced societies * The place of popular and media texts in children's lives and the use of such texts in the curriculum. By exploring children's engagement with popular culture, media and digital texts in the home, community and early years settings, the contributors look at empirical studies from around the world, and draw out vital new theoretical issues relating to children's emergent techno-literacy practices. With an unmatchable team of international experts evaluating topics from text-messaging to the Teletubbies, this book is a long-overdue, fascinating and illuminating read for policy-makers, educational researchers and practitioners, and crosses over to appeal to those in the linguistics field.
The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II brings together state-of-the-art research and practice on the evolving view of literacy as encompassing not only reading, writing, speaking, and listening, but also the multiple ways through which learners gain access to knowledge and skills. It forefronts as central to literacy education the visual, communicative, and performative arts, and the extent to which all of the technologies that have vastly expanded the meanings and uses of literacy originate and evolve through the skills and interests of the young. A project of the International Reading Association, published and distributed by Routledge/Taylor & Francis. Visit http://www.reading.org for more information about Internationl Reading Associationbooks, membership, and other services.
This collection of essays explores contemporary reflections on interactions between gender and culture. The 11 contributions focus on varied dimensions of popular culture that define, interpret, validate, interrogate and rupture gender conventions. There are discussions on how children react to gender expectations and how this reaction is reflected in their activities like drawing and games. There are also investigations of films, female bodybuilding in the USA, transgender identity in Greek and Indian mythology, and women breaking glass ceilings and pioneering social movements in developing countries like India. Specific chapters are devoted to British TV series and Hindi films that address issues related to masculinity. Essays on challenges that women face in the corporate world and the real world of social inequalities, especially in developing countries, give this volume rich thematic diversity. The collection will be of interest to literary critics, film critics, gender studies scholars, and poets.