Media competes with public schools in terms of student engagement and time. However, the two needn't be mutually exclusive. The Pedagogy of Pop: Theoretical and Practical Strategies for Success discusses a variety of strategies and approaches for using social and mass media as tools through which teachers might improve schooling.
While there is a vast body of literature in this field, editors Edward A. Janak and Denise Blum have created a text which differs in two substantive ways: scope and sequence. In terms of scope, this work is unique in two facets: first, it presents both theory and practice in one volume, bridging the two worlds; and second, it includes lessons from secondary and postsecondary classrooms, allowing teachers on all levels to learn from each other. In terms of sequence, The Pedagogy of Pop draws on lessons from both historical and contemporary practice.
The introductory section of Janak and Blum's collection presents a pair of papers that use somewhat different approaches to examine the historical roots of contemporary critique. Part I presents a series of chapters designed to provide guidelines and theories through which educators on all levels can think about their practice, focusing more on the "why" of their approach than the "how." Part II presents a more "hands-on" approach by sharing a variety of specific strategies for incorporating pop culture in all its forms (technology, music, television, video games, etc.) in both secondary and postsecondary classrooms. The conclusion shows the praxis of teaching with popular culture, presenting a counterpoint to current thinking as well as a case study of the best of what can happen when popular culture is applied effectively.
Lexington Books; December 2012
- ISBN: 9780739176016
- Read online, or download in secure PDF or secure ePub format
- Title: The Pedagogy of Pop
- Author: Edward A. Janak (ed.); Denise F. Blum (ed.); Yvette Benavides (contrib.); Seth Besteman (contrib.); Carrie Brockheim (contrib.); Colleen Coughlin (contrib.); Jennifer Culver (contrib.); Sheila Delony (contrib.); Mikee Delony (contrib.); Charity Dishon-Fischer (contrib.); Brian Duchaney (contrib.); Jennifer Edelman (contrib.); Richard Ellefritz (contrib.); Jennifer Moyer Geiger (contrib.); Mike Hall (contrib.); Glinda Fountain Hall (contrib.); Sylvia Mac (contrib.); Amy Rakowsky Neeman (contrib.); David D. Newman (contrib.); Michelle Parke (contrib.); Julie Irene Prieto (contrib.); Bob Reese (contrib.); Cindy Roberts (contrib.); Forrest Roth (contrib.); Ludovic A. Sourdot (contrib.); Fred Waweru (contrib.)
Imprint: Lexington Books
In The Press
Editors Janak (Univ. of Wyoming) and Blum (Oklahoma State Univ.) draw lessons from historical and contemporary instructional classroom practice. The first part of the book provides guidelines and theories focusing on the "why" of teaching rather than the "how." Part 2 examines a variety of strategies for incorporating pop culture, including technology, music, television, video programming, etc., into lesson planning. Chapters 8 through 13 focus on pop culture as a form of pedagogy that enhances discussion of race, class, and gender in today's classrooms from pre-K-12. In the concluding chapters, pop culture provides the impetus to discuss topics that students are reluctant to discuss in the classroom (e.g., bullying). A new subgenre, creative life writing, is explored in the last chapter. The editors' goal for this book is to expand teachers' views and expand their own practice in the broadest terms. The final case study uses Department of Justice reports and the writings of Kayla Webley to focus on the suicide of Phoebe Prince. The 15-year-old Irish immigrant's text message "I can't take much more" drives home the painful truth about bullying and the power of putting theory into practice. Summing Up: Highly recommended
About The Author
Edward A. Janak is associate professor of educational studies at the University of Wyoming.
Denise Blum is assistant professor in social foundations at Oklahoma State University.