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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.
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