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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.
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.
Drawing on extensive fieldwork in Havana's secondary schools, Cuban
Youth and Revolutionary Values is a remarkable ethnography,
charting the government's attempts to transform a future generation
of citizens. While Cuba's high literacy rate is often lauded, the
little-known dropout rates among teenagers receive less scrutiny.
In vivid, succinct reporting, educational anthropologist Denise
Blum now shares her findings regarding this overlooked aspect of
the Castro legacy. Despite the fact that primary-school enrollment
rates exceed those of the United States, the reverse is true for
the crucial years between elementary school and college. After
providing a history of Fidel Castro's educational revolution begun
in 1953, Denise Blum delivers a close examination of the effects of
the program, which was designed to produce a society motivated by
benevolence rather than materialism. Exploring pioneering pedagogy,
the notion of civic education, and the rural components of the
program, Cuban Youth and Revolutionary Values brims with surprising
findings about one of the most intriguing social experiments in
recent history.
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