The third edition of this book analyzes over 165 films distributed
throughout the United States over the last 80 years to construct a
theory of curriculum in the movies that is grounded in cultural
studies and critical pedagogy. The portrayal of teachers in popular
motion pictures is based on individual efforts rather than
collective action and relies on codes established by stock
characters and predictable plots, which precludes meaningful
struggle. These conventions ensure the ultimate outcome of the
screen narratives and almost always leave the educational
institutions - which represent the larger status quo - intact and
dominant. To interrogate "the Hollywood curriculum" is to ask what
it means as a culture to be responsive to films at both social and
personal levels and to engage these films as both entertaining and
potentially transforming.
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