2024-03-29T13:17:03Zhttp://nur.nu.edu.kz/oai/requestoai:nur.nu.edu.kz:123456789/16542018-08-15T03:49:51Zcom_123456789_1647com_123456789_130col_123456789_1648
Abdykaimov, Ziyat
2016-07-01T04:14:09Z
2016-07-01T04:14:09Z
2016-06
Abdykaimov, Z. (2016). Experiencing inclusion in higher education: A student perspective on Nazarbayev University practices and lessons drawn from U.S. policies. NUGSE Research in Education, 1(1), 25-
28. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/1654
As the first Nazarbayev University (NU) student with special needs, I am currently researching emerging practices and policies of inclusion at NU. In this editorial I take an opportunity to reflect on my nearly year-long study experience at NU and present some lessons learned from the U.S. policies and practices of inclusion based on an investigation of the disability support system at University of Wisconsin-Madison,
one of the NU's strategic partners. I proceed from the premise that based on its model of partnership with top international universities, NU could collaborate with UW-Madison and bring lessons learned to its own practices of inclusion.
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Inclusion in Higher Education
student with special needs
policies of inclusion at NU
disability
disability support system
at University of Wisconsin-Madison
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Experiencing inclusion in higher education: a student perspective on Nazarbayev University practices and lessons drawn from U.S. policies
Article
oai:nur.nu.edu.kz:123456789/16552018-08-15T03:49:51Zcom_123456789_1647com_123456789_130col_123456789_1648
Yessenova, Aisara
2016-07-01T04:24:33Z
2016-07-01T04:24:33Z
2016-06
Yessenova, A. (2016). The benefits of blogging. NUGSE Research in
Education, 1(1), 29-32. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/1655
Blogging is an unconventional way for students to hone their academic writing skills. Blogs are "a chronological publication in which personal thoughts and opinions are posted" (Lai & Chen, 2011, p. 948). The introduction of blog writing to the Advanced English course spurred the enhancement of students' argumentative essay writing. This progress in developing one's own sense of style and voice corresponds with
the research findings by Warschauer (1997) and Montgomery (2015), who claim that the writing of student bloggers becomes more natural, reflective, and versatile.
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Blogging
academic writing skills
bloggers
blogs
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The benefits of blogging
Article
oai:nur.nu.edu.kz:123456789/16562018-08-15T03:49:51Zcom_123456789_1647com_123456789_130col_123456789_1648
Jumabayeva, Zhanna
2016-07-01T04:57:49Z
2016-07-01T04:57:49Z
2016-06
Jumabayeva, Z. (2016). Academic mobility and the labor
market. NUGSE Research in Education, 1(1), 8-14. Retrieved from
nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/1656
The current study is aimed to better understand the concept of academic mobility and identify its labor market outcomes in the context of Kazakhstan. The paper considers whether mobility is an advantage for the domestic employment market and whether it enhances graduates’ employability. The researcher also investigates whether in
Kazakhstan students’ participation in the international programs, particularly the Bolashak International Scholarship of the President of the Republic of Kazakhstan, affects their employment upon completion of their studies. This investigation indicates that increasingly large numbers of students continue to study abroad despite the lack of clear evidence supporting the gains graduates have in finding jobs. This suggests that students who return are not necessarily guaranteed with ideal jobs upon their graduation. Just because someone studied abroad, the competition for them does not disappear: work experience can have a higher priority. Hence, the results of this study showed that the Bolashak program is not always a ticket to a better future, at least in the short term.
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academic mobility
labor market
Bolashak program
employability
Academic mobility and the labor market
Article
oai:nur.nu.edu.kz:123456789/16572018-08-15T03:49:51Zcom_123456789_1647com_123456789_130col_123456789_1648
Kovaleva, Lyudmila
2016-07-01T05:06:22Z
2016-07-01T05:06:22Z
2016-06
Kovaleva, L. (2016). Quality of education in Kazakhstani universities:
Real or not real? NUGSE Research in Education, 1(1), 2-7. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/1657
The quality of education in the sector of higher education has been one of the key priorities of the government for the last decade. In order to assure the quality of education and produce highly qualified human resources, the country needs to have an effective tool for assessing the activities of higher education institutions. Successful
international experiences and the need to integrate into the European Higher Education Area urged Kazakhstan to introduce the procedure of external accreditation by independent quality assurance agencies. To understand the effectiveness of the external accreditation in the framework of Kazakhstani context, there is a need to contemplate
the issues of the general concept of quality, overall procedure of quality assurance as well as its strong and weak points. While there are ongoing debates about the efficiency of quality assurance agencies and their impact on quality of education, it is important to realize that the internal quality within universities cannot be assured by the
means of external review alone. In summary, this article argues that the process of assuring the quality of education in Kazakhstani institutions has to be a cooperative attempt of both quality assurance agencies and educational organizations. Therefore, the culture of quality and attitudes of society, policy-makers and universities towards
quality assurance agencies is an important issue for discussion.
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quality assurance
external accreditation
quality assurance agency
evaluation
standards
higher education, Kazakhstan
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Quality of education in Kazakhstani universities: real or not real?
Article
oai:nur.nu.edu.kz:123456789/16582018-08-15T03:49:53Zcom_123456789_1647com_123456789_130col_123456789_1648
Syzdykbayeva, Rizagul
2016-07-01T05:11:31Z
2016-07-01T05:11:31Z
2016-06
Syzdykbayeva, R. (2016). The role of languages in developing plurilingual identities in Kazakhstan. NUGSE Research in Education, 1(1), 15-19. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/1658
Kazakhstan is a multicultural country that conducts democratic policy towards every ethnic group living there; therefore, major language policy documents raise the importance of maintaining and developing all languages in Kazakhstan. Moreover, raising Kazakh, Russian and English speaking plurilinguals is seen as a key factor for
establishing peace and reciprocity among all nations. This paper reviews how language policies contribute to the development of plurilingual individuals in Kazakhstan, and analyzes their role as major drivers for promoting a multilingual society. It also focuses on language policies along with ensuing initiatives through the lenses of historic roots, socio- political context, and outcomes.
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plurilingual identities
language policies
multilingual society
multicultural society
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The role of language policies in developing plurilingual identities in kazakhstan
Article
oai:nur.nu.edu.kz:123456789/16632018-08-15T03:49:55Zcom_123456789_1647com_123456789_130col_123456789_1648
Baigazina, Altyn
Gapbassova, Lyazat
2016-07-04T08:04:23Z
2016-07-04T08:04:23Z
2016-06
Baigazina, A. & Gapbassova, L. (2016). Academic mobility and the labor market. NUGSE Research in Education, 1(1), 22-24. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/1663
Henry Ford once wisely noted, “Coming together is a beginning. Keeping together is progress. Working together is success”. This quote accurately mirrors the team spirit that has inspired and fueled the creation of the first peer-reviewed student-led journal at Nazarbayev University Graduate School of Education. Indeed, the first issue of Research in Education has received tremendous support from NUGSE faculty and the student community, who have willingly taken the initiatives to become peer-reviewers, editors, proofreaders, administrators, designers, writers and authors. This has been a long learning process for all of us, and in this editorial we have collected tips from our contributors for future authors. These recommendations explain how to nail down your
research hunch, how to present convincing argumentation in your writing and turn it into a solid paper. In addition, our contributors will help you to clarify what publishing ethics you might want to consider to make your paper look substantial and share their experience on how to navigate through the rigorous publishing process for success.
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publication tips
NUGSE
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Publication tips from NUGSE faculty
Article
oai:nur.nu.edu.kz:123456789/16642018-08-15T03:49:55Zcom_123456789_1647com_123456789_130col_123456789_1648
Montgomery, Philip
2016-07-04T08:12:55Z
2016-07-04T08:12:55Z
2016-06
Montgomery, D. P. (2016). Welcome letter from the editor. NUGSE Research in Education, 1(1), 1. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/1664
Scholarly research is as much a science as it is an art. The articles presented in this inaugural issue of NUGSE Research in Education reflect the high academic and ethical standards of educational research and policy analysis. All of our authors have completed graduate or postgraduate courses in research methods and educational policy studies. They have chosen and researched the topics themselves, topics which are relevant to
education in Kazakhstan and which deserve a wider audience. This critical and analytical inquiry can and will bring positive change to schools, universities and governmental organizations, by placing value on passionate intellectual curiosity and meticulous evidence-based decision-making. The very act of writing, reviewing and editing these articles, we hope, will encourage students to tackle the big problems and wrestle with the big ideas in their field.
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NUGSE Research in Education
NUGSE
scholarly research
Welcome letter from the editor
Article
oai:nur.nu.edu.kz:123456789/16652018-08-15T03:49:56Zcom_123456789_1647com_123456789_130col_123456789_1648
Kozhabayeva, Kamila
Sanat, Aisulu
2016-07-04T08:18:56Z
2016-07-04T08:18:56Z
2016-06
Kozhabayeva, K. & Sanat, A. (2016). Welcome letter from the editorial board. NUGSE Research in Education, 1(1), 21. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/1665
As American writer, political activist, and the first special needs woman in history to get a bachelor’s degree, Helen Keller said, “Alone we can do so little; together we can do so much.” Truly, each member of the NUGSERIE editorial board contributed a brick to establish a solid base for this journal. Below, we would like to share our voices, so that you have an idea what we have gained from this extraordinary experience. The
following paragraphs are collated and edited responses from our Editorial Board: two MSc students, two MA students, two PhD students, two alumni, and two faculty members.
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NUGSE Research in Education
Welcome Letter from the Editorial Board
Article
oai:nur.nu.edu.kz:123456789/20872018-08-15T03:50:04Zcom_123456789_1647com_123456789_130col_123456789_2238
Akimenko, Olessya
2016-12-20T05:01:17Z
2016-12-20T05:01:17Z
2016
Akimenko, O. (2016). Teaching approaches: Theory and practice. NUGSE Research in Education, 1(2), 2-8. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2087
While according to some authors, teaching approach is the way of teaching students, implying the kinds of teaching
and learning activities that a teacher conducts and the ways in which teacher engages students with the subject
matter, other authors use this term to refer to the way of teaching, which can take the form of a lecture, tutorial,
or laboratory work. The paper first focuses in particular on the theoretical understandings of teacher-centered and
student-centered approaches, executive, facilitator, and liberationist teaching approaches, as well as lecture, direct
instruction, and group discussion. These theories are then examined in regard to teaching approaches in
Kazakhstan, whose educational system has recently undergone significant changes, moving from traditional to a
more competence-based type of education, thereby encouraging students to develop the ability to apply the
knowledge and experience in order to solve problems. By examining these theories and their application in
Kazakhstan, it is hoped to shed light on the areas for further growth and improvement.
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teaching approaches
approaches to teaching
mainstream schools
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Teaching Approaches: Theory and Practice
Article
oai:nur.nu.edu.kz:123456789/20882018-08-15T03:50:04Zcom_123456789_1647com_123456789_130col_123456789_2238
Jumabayeva, Zhanna
2016-12-20T05:08:47Z
2016-12-20T05:08:47Z
2016
Jumabayeva, Z. (2016). The key drivers of the Unified National Test in Kazakhstan: A critical analysis of its impact on school leavers. NUGSE Research in Education, 1(2), 16-20. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2088
This study is aimed to identify the key drivers of the Unified National Test in Kazakhstan and to determine its
impact on school leavers. The main key drivers of implementing the new assessment policy include the following:
saving students’ time, receiving school certificate and combating corruption. The paper also considers whether the
Unified National Test is a successful assessment policy. This investigation indicates that there are both advantages
and disadvantages in implementing the Unified National Test. For example, with the introduction of new system
of assessment, there have been many changes in students’ lives. However, some of these changes are considered
as hopeless as they caused social problems like suicide. There were also different issues appeared since the
introduction of the Unified National Test including private tutoring, the importance of core subjects, which led to
a narrowing of a school curriculum, the hidden curriculum titled Course preparation for the Unified National Test and
quality gap in education among various population groups. The results of this study show that the structure in the
Unified National Test is overall good, but it can be improved for the better.
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assessment policy
Kazakhstan
school leaver
secondary education
Unified National Test
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The Key Drivers of the Unified National Test in Kazakhstan: A Critical Analysis of its Impact on School Leavers
Article
oai:nur.nu.edu.kz:123456789/20892018-08-15T03:50:02Zcom_123456789_1647com_123456789_130col_123456789_2238
Kabulova, Meruyert
Pussurmanova, Gulzada
Shaikhina, Dina
Akhmedina, Assel
Issina, Gulden
2016-12-20T05:18:34Z
2016-12-20T05:18:34Z
2016
Kabulova, M., Pussurmanova, G., Shaikhina, D., Akhmedina, A., & Issina, G. (2016). Many colors of assessment: Participation matters. NUGSE Research in Education, 1(2), 9-15. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2089
The problem of non-attendance and lack of student engagement in class is a widely recognized issue in
educational circles around the world, including Kazakhstan. One of the reasons is the neglect of class
participation in the current assessment models. This policy brief outlines the significance of class
participation, considers the relation between class participation and improvement of academic
performance, reviews the existing assessment practices, and argues for the inclusion of class participation
as one of the aspects of assessment system in Kazakhstani organizations for secondary education.
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class participation
assessment
engagement
educational system
policies
academic performance
(non-)attendance
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Many Colors of Assessment: Participation Matters
Article
oai:nur.nu.edu.kz:123456789/22392018-08-15T03:50:07Zcom_123456789_1647com_123456789_130col_123456789_2238
Sirgebayeva, Aidana
2017-01-11T08:29:00Z
2017-01-11T08:29:00Z
2016
Sirgebayeva, A. (2016). Insights from the first NUGSE graduates. NUGSE Research in Education, 1(2), 26-27. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2239
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GSE
education system
Insights from the First NUGSE Graduates
Article
oai:nur.nu.edu.kz:123456789/22402018-08-15T03:50:08Zcom_123456789_1647com_123456789_130col_123456789_2238
Syzdykbayeva, Rizagul
2017-01-11T08:33:24Z
2017-01-11T08:33:24Z
2016
Syzdykbayeva, R. (2016). Surviving peer review: A difficult but worthwile experience. NUGSE Research in Education, 1(2), 22. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2240
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GSE
Education
Surviving Peer Review: A Difficult but Worthwile Experience
Article
oai:nur.nu.edu.kz:123456789/22412018-08-15T03:50:01Zcom_123456789_1647com_123456789_130col_123456789_2238
Montgomery, Philip
2017-01-11T08:36:02Z
2017-01-11T08:36:02Z
2016
Montgomery, D. P. (2016). Welcome letter from the editor. NUGSE Research in Education, 1(2), 1. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2241
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GSE
education system
Welcome letter from the editor
Article
oai:nur.nu.edu.kz:123456789/22422018-08-15T03:50:09Zcom_123456789_1647com_123456789_130col_123456789_2238
Yessenova, Aisara
2017-01-11T08:39:24Z
2017-01-11T08:39:24Z
2016
Yessenova, A. (2016). Essential conference tips for graduate students. NUGSE Research in Education, 1(2), 23-25. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2242
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GSE
education system
Essential Conference Tips for Graduate Students
Article
oai:nur.nu.edu.kz:123456789/24112018-08-15T03:49:56Zcom_123456789_1647com_123456789_130col_123456789_2410
Akimenko, Olessya
2017-06-28T05:40:57Z
2017-06-28T05:40:57Z
2017
Akimenko, O. (2017). Investigating the effectiveness of private small group tutoring of English in Kazakhstan: Perceptions of tutors and students. NUGSE Research in Education, 2(1), 16-26. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2411
The main focus of education studies has been on mainstream schools and institutions. However, the growing phenomenon of private tutoring has been largely overlooked by scholars. In Kazakhstan, numerous specialists offer private tutoring, and the tendency to supplement mainstream schooling continues to grow. The actual effectiveness of private tutoring, meanwhile, remains an open question. Since the study of English language is the most popular among the various subjects offered by tutors, this research studies the effectiveness of private tutoring of English and the way it can – or cannot – complement school education. This qualitative study explores the experiences of five private tutors and five privately tutored small groups of high-school students at private tutoring facilities in Astana, based on data obtained from semi-structured individual face-to-face and focus group interviews. The results of the study indicate that private tutoring is effective in enhancing students’ knowledge of English, as well as serves as a remedial purpose by helping students to form the knowledge required by mainstream schools. However, it should be noted that for other tutored subjects the situation may be different. Also, the results of the research may not be representative for the whole country due to the small size of the sample.
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shadow education
informal education
private tutoring
small group tutoring
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Investigating the Effectiveness of Private Small Group Tutoring of English in Kazakhstan: Perceptions of Tutors and Students
Article
oai:nur.nu.edu.kz:123456789/24122018-08-15T03:49:56Zcom_123456789_1647com_123456789_130col_123456789_2410
Ayazbayeva, Nazira
2017-06-28T05:44:21Z
2017-06-28T05:44:21Z
2017
Ayazbayeva, N. (2017). Language-in-education policy in multilingual education. NUGSE Research in Education, 2(1), 12-15. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2412
Language policies and their aspects that impact societies and people are important social phenomena that are not well researched in multicultural and multilingual Kazakhstan. While previous research has investigated how language policies existing in Kazakhstan impact the development of plurilingual individuals (Syzdykbayeva, 2016), this article explores the theory behind the concepts of language policy and specifically language-in-education policy. It analyzes the past and current policies like the Trilingual Policy in Kazakhstan. Using Cooper’s (1989) framework of evaluating the language planning and policy and sought answers to the questions: Who plans what (language) practices for whom, how, under what conditions, and for what purpose?
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language policy
multilingual education
trilingual education policy
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Language-in-Education Policy in Multilingual Education
Article
oai:nur.nu.edu.kz:123456789/24132018-08-15T03:49:56Zcom_123456789_1647com_123456789_130col_123456789_2410
Kadyrova, Samal
2017-06-28T05:50:55Z
2017-06-28T05:50:55Z
2017
Kadyrova, S. (2017). The role of the mentor in the first year of teaching. NUGSE Research in Education, 2(1), 27-35. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2413
This article explores the effectiveness of mentorship relationships in addressing first year teachers’ challenges at the beginning of their career at one of the Kazakhstani private schools. The study examines the concept of mentoring, the challenges beginning teachers face, the benefits of them, and the experiences of mentorship relationships worldwide and on the territory of Kazakhstan. One-on-one interview has been chosen as the most appropriate research strategy because it helped the researcher to develop a detailed understanding of the mentorship relationship experiences within the mentoring program at school. The results of this study have shown that all participants experience various difficulties in the inaugural period of their career. Even though the existing mentoring programs are the way to enhancement; they have definitely a positive effect on first-year teachers’ professional development.
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First-year teachers
mentorship
teacher relationships
professional development
The Role of the Mentor in the First Year of Teaching
Article
oai:nur.nu.edu.kz:123456789/24142018-08-15T03:49:59Zcom_123456789_1647com_123456789_130col_123456789_2410
Makoelle, Tsediso Michael
2017-06-28T05:52:58Z
2017-06-28T05:52:58Z
2017
Makoelle, T. M. (2017). Welcome letter. NUGSE Research in Education, 2(1), 1. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2414
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Welcome Letter
Article
oai:nur.nu.edu.kz:123456789/24152018-08-15T03:50:26Zcom_123456789_1647com_123456789_130col_123456789_2410
Orynbassarova, Dilara
2017-06-28T05:57:52Z
2017-06-28T05:57:52Z
2017
Orynbassarova, O. (2017). Guidelines for writing a book review: Through the lens of the first-year doctoral student experience. NUGSE Research in Education, 2(1), 43. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2415
Writing a critical book review is an integral part of the scholarly development process of any emerging researcher. The payoff of writing a book review is great, as it helps the emerging scholar to sharpen both writing and critical thinking skills, and understand the process of writing and editing a book. A critical review of the book may include a brief yet effective summary of the book; the relevance of the ideas today in general; a thorough analysis of the author’s main concepts and ideas, including the discussion about the authors’ main arguments, how and why the author has put the book together in such away, how well the author has supported ideas and facts; and discussion of the book’s strengths and weaknesses, which may include the overall content, organization, style and application to a certain context. Mentioning whether the author has achieved the stated purpose of the book is also important. For example, you may find this information in the preface or the introduction part of the book. My personal experience of writing a critical book review indicates that the process has three stages: before, during and after.
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book review
doctoral student experience
Guidelines for Writing a Book Review: Through the Lens of the First-Year Doctoral Student Experience
Article
oai:nur.nu.edu.kz:123456789/24162018-08-15T03:49:59Zcom_123456789_1647com_123456789_130col_123456789_2410
Shon, Peter
2017-06-28T06:00:42Z
2017-06-28T06:00:42Z
2017
Shon, P. (2017). Abay’s legacy to the philosophy of education. NUGSE Research in Education, 2(1), 36-41. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2416
As early as the nineteenth century, Abay Kunanbayev foresaw the need to adapt to the world being altered by the hands of geopolitical powers. Rather than to be swept away by the waves of colonial influences, he became the lonely voice in the wilderness urging the Kazakhs to become educated multi-lingually. Though Abay is revered as the country’s foremost philosopher and poet, his writings are mostly covered in secondary school Kazakh Literature courses; though often quoted, the work of Abay is seldom read in its entirety. In addition, information about the impact of his writings on present-day educators in Kazakhstan is lacking. The purpose of this paper is to describe and juxtapose the main ideas in Abay’s The Book of Words, first published in 1909, with various philosophers from the West to examine the relevance of his philosophy in today’s Kazakhstani society. This paper is a historical description which seeks to answer the metaphysical, epistemological, and pedagogical questions under the themes of man, knowledge, and education. This study will contribute to bringing a further spotlight on Abay, not only as a steppe philosopher and poet of the past, but as a philosopher in education for contemporary Kazakh society.
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Abay
knowledge
soul
education
man
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Abay’s Legacy to the Philosophy of Education
Article
oai:nur.nu.edu.kz:123456789/24172018-08-15T03:50:03Zcom_123456789_1647com_123456789_130col_123456789_2410
Terlikbayeva, Nurgul
2017-06-28T06:04:01Z
2017-06-28T06:04:01Z
2017
Terlikbayeva, N. (2017). Integration of returnee children in Kazakhstani schools. NUGSE Research in Education, 2(1), 2-11. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2417
This research is devoted to exploring the adaptation experience of returnee children in Kazakhstani schools. Upon arrival, returnee children who have not been exposed to Kazakh culture encounter social and psychological challenges. Because of the absence of educational policies for migrant children, the Kazakhstani education system fails to meet the needs of returnee children as they are required to enroll into mainstream schools. Relying on the empirical evidence and literature on the integration of returnee children, this study attempts to understand the challenges returnee children face in Kazakhstani schools and how these children cope with the alleged challenges. In the course of the study, returnee children reported language, Kazakhstani education system and teacher attitudes to be the major challenges they have faced. One solution to this problem would be a reconsideration of the existing educational program in Kazakhstan on inclusive education which targets only disabled children. Kazakhstani policy makers should consider widening the scope of its meaning including culturally disadvantaged returnee children in its agenda.
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returnees
oralman
adaptation
Integration
experience
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Integration of Returnee Children in Kazakhstani Schools
Article
oai:nur.nu.edu.kz:123456789/24182018-08-15T03:49:59Zcom_123456789_1647com_123456789_130col_123456789_2410
Jumabayeva, Zhanna
2017-06-28T06:22:33Z
2017-06-28T06:22:33Z
2017
Jumabayeva, Z. (2017). The promise of publication: Reflections from a PhD student. NUGSE Research in Education, 2(1), 44-45. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2418
Publishing can be useful in a wide range of ways, including the professional growth, worldwide recognition, knowledge acquirement and self-learning that is involved in the process. I would like now to share my experience of having been published in the first and second issues of the journal, established by Nazarbayev University Graduate School of Education (NUGSE) in 2016. The requirements for the journal are very rigorous, but the journal is certainly worthwhile for researchers, especially for junior ones like me. When I first heard about the release of the journal, I was so glad to have such an opportunity to get published. I certainly had a previous experience of getting published when I was an undergraduate student...
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Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Education
The Promise of Publication: Reflections from a PhD Student
Article
oai:nur.nu.edu.kz:123456789/31182018-08-15T03:50:23Zcom_123456789_1647com_123456789_130col_123456789_3117
Amantay, Assem
Myrzabayeva, Aigerim
Karabay, Akmaral
2018-01-23T06:09:29Z
2018-01-23T06:09:29Z
2017-12
Amantay, A., Myzabayeva, A., & Karabay, A. (2017). “Kazakhs should speak Kazakh”: Language policy realization in urban Kazakh families. NUGSE Research in Education, 2(2), 13-20. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3118
The Kazakh government’s after-independence language policy of “Kazakhization” has had a positive impact on the revitalization of Kazakh as an official language. The research shows that the urban Kazakh people tend to support the policy of their indigenous language revitalization, but when it comes to language use at home, the Kazakh language is not extensively used in this context (Smagulova, 2008, 2011). Informed by Spolsky’s framework of language policy, this small-scale research of four urban Kazakh families examined parental ideologies towards the Kazakh language revitalization and the actual linguistic practices and the management strategies used in the home. This study revealed that while all four Kazakh families admitted the significance of the Kazakh language and supported the idea of its revitalization in the country, their language choices and efforts to maintain Kazakh vary from family to family. The findings offer new insights for researchers, policymakers, parents, and educators interested in understanding the revitalization of the Kazakh language.
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Kazakhization
language revitalization
family language policy
urban Kazakh families
“Kazakhs should speak Kazakh”: Language Policy Realization in Urban Kazakh Families
Article
oai:nur.nu.edu.kz:123456789/31192018-08-15T03:50:24Zcom_123456789_1647com_123456789_130col_123456789_3117
Chsherbakov, Andrey
2018-01-23T06:18:10Z
2018-01-23T06:18:10Z
2017-12
Chsherbakov, A. (2017). An exercise in argumentative writing: Arguing both sides of an issue. NUGSE Research in Education, 2(2), 32-34. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3119
Latinisation of the Kazakh alphabet is well under way. The President has signed the Law; a working version of the new script has been approved; and responsible state agencies have been appointed. However, the reform continues to generate heated debates in the media, on social networks, and in the old-fashioned offline (kitchen) conversations...
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Latinisation
Kazakh alphabet
Kazakh script
An Exercise in Argumentative Writing: Arguing Both Sides of an Issue
Article
oai:nur.nu.edu.kz:123456789/31202018-08-15T03:50:24Zcom_123456789_1647com_123456789_130col_123456789_3117
Ippolitova, Mariya
Baidaly, Fariza
Memetova, Lenera
Temirbekova, Assel
2018-01-23T06:24:48Z
2018-01-23T06:24:48Z
2017-12
Ippolitova, M., Baidaly, F., Memetova, L., & Temirbekova, A. (2017). Student experiences: Traditional face-to-face full-time studying at NUGSE. NUGSE Research in Education, 2(2), 35-36. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3120
The choice of a learning mode is very important for a student applying to the Master’s program. But when the choice is made students face other challenges they could not anticipate. Brochures and websites can tell a lot about the courses, teaching staff, and different requirements, but usually it is not enough for the first-year student who has a thousand questions about small but troubling details of the studying process. In this way, the experience of the current students is invaluable as they know what kind of concerns new students may have and how to deal with them. In this work, four second-year Master’s students share some insights about the full-time learning mode at Nazarbayev University, its peculiarities, benefits and drawbacks, and suggest some pieces of advice for those who struggle with the studying.
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NUGSE
education
Student Experiences: Traditional Face-to-Face Full-Time Studying at NUGSE
Article
oai:nur.nu.edu.kz:123456789/31212018-08-15T03:50:28Zcom_123456789_1647com_123456789_130col_123456789_3117
Ivatov, Serik
2018-01-23T06:29:20Z
2018-01-23T06:29:20Z
2017-12
Ivatov, S. (2017). Critical response: “Teaching approaches: Theory and practice” by Olessya Akimenko. NUGSE Research in Education, 2(2), 30-31. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3121
In her article published by NUGSE Research in Education in December 2016, Akimenko discusses the theoretical understandings of teacher-centred and student-centred approaches, and examines these theories with regard to teaching approaches in Kazakhstan. Teaching approaches have been studied very well abroad so that they can be considered as old chestnuts. However, Kazakhstan will likely benefit greatly from a comparison of teaching approaches in international and Kazakhstani practices. If we study international practices, we will get better understanding of our own. In addition, comparative research may help us to discover which teaching approaches are beneficial and how best to implement them. I agree with the author’s position that Kazakhstani teachers should take advantage of teaching approaches from international practice; however, she does not manage to accomplish all her goals set in the article.
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teaching approaches
Olessya Akimenko
Critical Response: “Teaching Approaches: Theory and Practice” by Olessya Akimenko
Article
oai:nur.nu.edu.kz:123456789/31222018-08-15T03:50:23Zcom_123456789_1647com_123456789_130col_123456789_3117
Kakenov, Ruslan
2018-01-23T06:33:04Z
2018-01-23T06:33:04Z
2017-12
Kakenov, R. (2017). Teachers’ experiences of using CLIL in Kazakh language classrooms. NUGSE Research in Education, 2(2), 21-29. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3122
This paper investigates teachers’ experiences of teaching the content and language simultaneously by using the Content and Language-Integrated Learning (CLIL) approach when delivering social science subjects, such as Geography, History of Kazakhstan, Kazakhstan in the Modern World and Law Essentials in Kazakh as a second language of instruction. This qualitative study has revealed that challenges teachers face in CLIL classrooms included the language proficiency of students and the lack of teaching materials. Teachers incorporated some strategies according to the CLIL approach, vocabulary teaching, and usage of Russian in order to explain key notions and concepts. Finding and adapting resources for CLIL lessons lay an extra burden on teachers. The development of CLIL teaching materials will likely relieve teachers’ workload and enhance the quality and consistency of the materials.
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CLIL
teachers’ experiences
Kazakh
content-based teaching
Teachers’ Experiences of Using CLIL in Kazakh Language Classrooms
Article
oai:nur.nu.edu.kz:123456789/31232018-08-15T03:50:24Zcom_123456789_1647com_123456789_130col_123456789_3117
Khegay, Yuliya
2018-01-23T08:42:17Z
2018-01-23T08:42:17Z
2017-12
Khegay, Y. (2017). Teacher identity in the context of current school reforms in Kazakhstan. NUGSE Research in Education, 2(2), 3-12. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3123
Kazakhstan is currently experiencing tremendous reforms in secondary education trying on best practices and experiences borrowed from abroad. Important figures at this stage are Nazarbayev Intellectual Schools (NIS) created to implement new approaches to teaching, learning and managing the school. The problem is that the major focus is given to the reforms themselves while the voices of those who actually enact them are usually ignored. This qualitative interview-based study aims at exploring the complex phenomenon of teacher identity in its relation to the present school reforms from NIS teachers’ perspective. The results of the study provide an insight on how teachers understand their professional identity within four dimensions: personal, social, professional and emotional, and how these are affected by different aspects of educational changes. The major findings have revealed that teaching-related aspect of school reforms has a mostly positive effect on teacher identity, whereas the administrative aspect tends to have a mostly negative influence.
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teacher identity
professionalism
school reforms
NIS
Teacher Identity in the Context of Current School Reforms in Kazakhstan
Article
oai:nur.nu.edu.kz:123456789/31242018-08-15T03:50:25Zcom_123456789_1647com_123456789_130col_123456789_3117
Ogay, Svetlana
2018-01-23T08:46:48Z
2018-01-23T08:46:48Z
2017-12
Ogay, S. (2017). Student experiences: A critical reflection of the M.Sc. in Educational Leadership blended-learning program. NUGSE Research in Education, 2(2), 35-36. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3124
Proliferation of digital technologies and massification of education gave a breath of fresh air to conventional education and triggered a wave of innovative approaches to teaching and learning. Who would imagine a decade ago that it is now possible to ‘attend’ classes without leaving your apartment or to interact with experts from across the world without leaving your desk? Yet, as distance learning with massive open online courses and learning platforms such as EdX and Coursera started evolving, this has become a widespread phenomenon that made education more accessible. Given the competitive labor market, we are constantly striving to develop both personally and professionally, and blended learning programs enable us to do so. There is likely no “one-fits-all” approach to learning, and, certainly, the blended-learning mode bears both benefits and drawbacks. I want to share some thoughts about NUGSE’s blended-learning program as well as a few hints of how to effectively avoid or surmount possible challenges. Students enrolled or considering enrolling in graduate studies, faculty who work with students in these various modes, and administrators who support these programs may all benefit from understanding the student experience a bit better.
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educational leadership
Education
NUGSE
Student Experiences: A Critical Reflection of the M.Sc. in Educational Leadership Blended-Learning Program
Article
oai:nur.nu.edu.kz:123456789/31252018-08-15T03:50:23Zcom_123456789_1647com_123456789_130col_123456789_3117
Montgomery, D. Philip
2018-01-23T08:50:43Z
2018-01-23T08:50:43Z
2017-12
Montgomery, D. P. (2017). Welcome letter from the editor. NUGSE Research in Education, 2(2), 1-2. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3125
The journal issue in front of you marks the fourth issue of NUGSE Research in Education. The authors, peer reviewers, and editors who have worked to keep this project growing and thriving understand too well the difficulty and messiness of writing—and yet they persist...
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welcome letter
NUGSE Research in Education
Welcome letter from the editor
Article
oai:nur.nu.edu.kz:123456789/33412018-08-15T03:50:18Zcom_123456789_1647com_123456789_130col_123456789_3340
Montgomery, D. Philip
2018-06-19T03:20:14Z
2018-06-19T03:20:14Z
2018-06
Montgomery, D. P. (2018). Welcome letter from the editor. NUGSE Research in Education, 3(1), 4-5. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3341
During a faculty meeting in the spring of 2015, NUGSE professors brainstormed ways that students could gain more experience participating in research and sharing their work on a wider scale. The idea for this journal came out of that meeting and subsequent discussions with faculty, students, and alumni over the next year. Now we celebrate our fifth issue, beginning our third year as the first English-language, student-run, peer-review journal in Kazakhstan. In that time, we have grown and established a working model for a successful journal...
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NUGSE
NUGSE Research in Education
welcome letter
Welcome letter from the editor
Article
oai:nur.nu.edu.kz:123456789/33422018-08-15T03:50:21Zcom_123456789_1647com_123456789_130col_123456789_3340
Kavashev, Zulyar
2018-06-19T03:26:13Z
2018-06-19T03:26:13Z
2018-06
Kavashev, Z. (2018). MOOCs in Kazakhstan: Internationalization and digitization of higher education. NUGSE Research in Education, 3(1), 6-10. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3342
There is a shortage of data in about the role massive open online courses (MOOCs) play in internationalizing the sphere of higher education in Kazakhstan. This paper aims to explore the ways Open University Kazakhstan (OpenU), the country’s first online university, is using MOOCs to foster internationalization within the “Digital Kazakhstan” policy initiative. The case of OpenU has been carefully studied by means of interviews and written reflections with the university team, and the results of this research indicate that the OpenU can be considered a pioneer university of MOOC introduction in Kazakhstan. By gaining awareness of issues related to MOOC integration and by taking well-educated actions forward, higher education institutions (HEIs) will be able to promote Kazakhstani educational programs, which are taught online by locally experienced professors to students around the world. Consequently, it will likely attract more international students by creating new online students’ mobility programs. This exploratory study highlights the potential benefits and drawbacks of this trend, which is situated at the intersection of economics, education, technology and language development in Kazakhstan.
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digitization of higher education
massive open online courses
internationalization
digitalization
distance learning
e-learning
MOOCs in Kazakhstan: internationalization and digitization of higher education
Article
oai:nur.nu.edu.kz:123456789/33432018-08-15T03:50:28Zcom_123456789_1647com_123456789_130col_123456789_3340
Ippolitova, Mariya
Sanat, Aisulu
Serikbayeva, Sagida
2018-06-19T03:31:53Z
2018-06-19T03:31:53Z
2018-06
Ippolitova, M., Sanat, A., & Serikbayeva, S. (2018). Conducting large-scale collaborative research on higher education finance: An insider’s view. NUGSE Research in Education, 3(1), 32-
http://nur.nu.edu.kz/handle/123456789/3343
National-level reports and programs are written annually but it is rarely possible to talk to the people who actually worked on these documents and find out the story behind them. We were lucky to interview Dr. Ali Ait Si Mhamed, one of the main investigators in the research team on higher education sustainability, who prepared a chapter in the “Development of Strategic Directions for Education Reforms in Kazakhstan for 2015–2020” diagnostic report of 2016. In the current issue, you can find the executive summary of the report but in our editorial, we want to share some insights on the project. First, we asked Professor Ali to tell us a little bit about the project and the people who worked on it before delving into Dr. Ali’s views on education in general, and various facets of Kazakhstani education system in particular. In addition to getting an expert’s view on the current situation, we were interested in the ways to improve the country’s higher education financing system. We ended our interview by asking for a few pieces of advice
for young researchers who would like to work on state-level research projects.
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higher education finance
higher education
NUGSE Research in Education
Conducting large-scale collaborative research on higher education finance: an insider’s view
Article
oai:nur.nu.edu.kz:123456789/33442018-08-15T03:50:21Zcom_123456789_1647com_123456789_130col_123456789_3340
Akimenko, Olessya
2018-06-19T03:38:06Z
2018-06-19T03:38:06Z
2018-06
Akimenko, O. (2018). In defense of the student-centered approach: Responding to a critical review. NUGSE Research in Education, 3(1), 28-29. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3344
What can be more rewarding than having your article published and read? It is, of course, having it critiqued. I do think that if your work has motivated others to think and create something of their own, writing it was not in vain. Therefore, I was extremely delighted to see a critical response to my article in the December 2017 edition of NUGSERIE, written by Serik Ivatov. In my opinion, this is a very well-written article, which makes many valuable points. However, as having academic discourse is almost as enjoyable as writing articles, I have decided to address some of the comments Ivatov makes in his article. In his critical response, Ivatov gradually analyzes the main points that have been made in the article, as well as gives his suggestions regarding the areas that could be improved. In this article I will follow the same order to make it easier for readers to review both articles.
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critical review
NUGSE Research in Education
In defense of the student-centered approach: responding to a critical review
Article
oai:nur.nu.edu.kz:123456789/33452018-08-15T03:50:18Zcom_123456789_1647com_123456789_130col_123456789_3340
Akhmetova, Dinara
2018-06-19T03:44:42Z
2018-06-19T03:44:42Z
2018-06
Akhmetova, D. (2018). Balancing life and studies in a classroom without walls: Graduate students’ perspectives on online learning. NUGSE Research in Education, 3(1), 21-27. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3345
Technological advancements taking place in the 21st century are changing the ways
in which classes are taught (Allen & Seaman, 2011). Education worldwide is reaching far
beyond the four walls of classroom by offering courses online. This paper explores students’ perspectives on the quality of courses offered online by one Kazakhstani University, based on the advantages and challenges 12 master’s degree students faced while studying some courses online during two academic years of their enrollment. According to the results of this study, participants highlighted the flexibility of online education in pursuing their academic endeavors concurrently with other responsibilities as the main advantage. However, students were challenged in managing their time due to overlapping dates for submitting the tasks completed for online courses. Since the findings of the study have limited generalizability due to small size of population, several recommendations will be made for the future research.
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online learning
balancing life and studies
NUGSE Research in Education
master’s degree students
online education
advantages and challenges
Balancing life and studies in a classroom without walls: graduate students’ perspectives on online learning
Article
oai:nur.nu.edu.kz:123456789/33462018-08-15T03:50:21Zcom_123456789_1647com_123456789_130col_123456789_3340
Mhamed, Ali Ait Si
Ibrasheva, Alima
Kasa, Rita
Nurmagambetov, Amantay
Sagintayeva, Aida
Vossensteyn, Hans
2018-06-19T03:51:17Z
2018-06-19T03:51:17Z
2018-06
Ait Si Mhamed, A., Ibrasheva, I., Kasa, R., Nurmagambetov, A., Sagintayeva, A., & Vossensteyn, H. (2018). University sustainability in relation to higher education funding model in Kazakhstan in the context of transition period. NUGSE Research in Education, 3(1), 30-31. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3346
For the past four years, the international team of Nazarbayev University Graduate School of Education’s researchers and faculty members has jointly worked with local policy makers, practitioners and stakeholders on the diagnostic analysis of priority areas of the current educational reforms in Kazakhstan. With the official title of Development of Strategic Directions for Education Reforms in Kazakhstan for 2015–2020, the Project has been informally recognized as the Roadmap group. The research project has aimed to provide analytical support for the development and implementation of national policies across different sectors of education.
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higher education funding model
education reforms in Kazakhstan
University sustainability in relation to higher education funding model in Kazakhstan in the context of transition period
Article
oai:nur.nu.edu.kz:123456789/33472018-08-15T03:50:27Zcom_123456789_1647com_123456789_130col_123456789_3340
Adilzhanova, Lyutsiya
Ixanova, Ulyana
Kaus, Alyona
2018-06-19T03:56:38Z
2018-06-19T03:56:38Z
2018-06
Adilzhanova, A., Ixanova, U., & Kaus, A. (2018). Enrichment clusters: Educating for the real world. NUGSE Research in Education, 3(1), 11-20. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3347
Over the last three decades, there has been a dramatic change in the expectations the society holds about compulsory education. Contemporary education is expected to cultivate highorder thinking as well as to develop life skills and functional literacy in school graduates. However, public satisfaction and student performance on international testing are far below these expectations. Enrichment clusters (EC), which are group projects aimed to connect students to address real-life issues, could be an alternative solution to bridge the theoretical knowledge and practical skills that schools provide. This paper, therefore, aims to justify the importance of life skills education, to highlight the necessity to improve the quality of Kazakhstani secondary education, to compare two current models of life skills education, and to argue for EC to become an integral part of the secondary school curriculum to promote functional literacy.
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NUGSE Research in Education
secondary education
life skills
enrichment clusters
functional illiteracy
policies
service learning
curriculum
Enrichment clusters: educating for the real world
Article
oai:nur.nu.edu.kz:123456789/37262019-02-07T21:00:24Zcom_123456789_1647com_123456789_130col_123456789_3725
Rollan, Kamila
2019-02-07T05:05:23Z
2019-02-07T05:05:23Z
2018-12
Rollan, Kamila (2018) Dilemma in Inclusive Education: How Amre Challenged the Policy of Proportions of Students With and Without Disabilities in an Inclusive Education Center. Nazarbayev University Graduate School of Education.
http://nur.nu.edu.kz/handle/123456789/3726
This case study highlights a teacher’s struggle to include a student with autism spectrum disorder into a classroom, where there is already a maximum number of students with special educational needs compliant to the principle of the natural proportions. This study provides a narrative of an ethical dilemma faced in the realization of the educational inclusion of a child with special needs. The case raises the following question: where is the line between adhering to the principles of the natural proportions and excluding a
student? This qualitative narrative study facilitates a critical reflection of the dilemma in the inclusive educational leadership, when difficult decisions need to be made.
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inclusive education
students with disabilities
dilemma
principles
the policy of proportion
Dilemma in Inclusive Education: How Amre Challenged the Policy of Proportions of Students With and Without Disabilities in an Inclusive Education Center
Article
oai:nur.nu.edu.kz:123456789/37272019-02-07T21:00:35Zcom_123456789_1647com_123456789_130col_123456789_3725
Makoelle, Tsediso Michael
2019-02-07T05:15:21Z
2019-02-07T05:15:21Z
2018-12
Makoelle, Tsediso Michael (2018) Inclusive Education in Post-Soviet Countries: a Case of Kazakhstan. Nazarbayev University Graduate School of Education.
http://nur.nu.edu.kz/handle/123456789/3727
Inclusive education has become a focal point internationally (Ainscow, Dyson & Weiner, 2013). In many contexts the implementation of inclusive education is characterized by contradictions, controversies, dilemmas and anomalies (Makoelle, 2014a; Slee, 2018). The fact that inclusive education came as a critique of special education raises
a lot of questions as some tend to attribute it solely to education of students with disability and special needs, while in essence it focuses on a wide spectrum of diversity such as gender, race, ethnicity, and socio-economic status (Makoelle, 2016). The emphasis on disability and special needs create a framework of thinking imbued with
an extreme inclination to believe that inclusion is only about disability. The fact that there are different ways in which the notion of inclusion is conceptualized means it is enacted through different practices and policy perspectives. Whoever goes through the process of enacting inclusion, experiences it differently depending on unique situation and context (Makoelle, 2014b)...
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inclusive education
post-soviet countries
Inclusive Education in Post-Soviet Countries: a Case of Kazakhstan
Article
oai:nur.nu.edu.kz:123456789/37282019-02-07T21:00:36Zcom_123456789_1647com_123456789_130col_123456789_3725
Passeka, Yevgeniya
2019-02-07T05:20:52Z
2019-02-07T05:20:52Z
2018-12
Passeka, Yevgeniya (2018) Leadership for Change: Promoting Inclusive Values and Cultures. Nazarbayev University Graduate School of Education.
http://nur.nu.edu.kz/handle/123456789/3728
Cultural values are the foundation of inclusion, and this is the reason why Ainscow and Booth (2002) in their Index for Inclusion put this dimension at the base of their inverted triangle with the other two sides being policies and practices. The authors of the index argue that developing inclusive cultures can bring about a change in procedures (Booth & Ainscow, 2002). This is why it is critical that all the policy participants are made aware of the cultural values and ideas before trying to implement the inclusion policies.
This study focuses on the cultural aspects of implementing inclusive education at schools, and attempts to answer who should take the leadership role in order to undertake positive practical steps in promoting inclusive values and cultures in the mainstream schools in Kazakhstan; and discusses which leadership models would best suit in the context of inclusive schools...
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inclusion
mainstream schools
culture
purpose
models of leadership
Leadership for Change: Promoting Inclusive Values and Cultures
Article
oai:nur.nu.edu.kz:123456789/37292019-02-07T21:01:04Zcom_123456789_1647com_123456789_130col_123456789_3725
Rakhimbekova, Assem
2019-02-07T05:43:43Z
2019-02-07T05:43:43Z
2018-12
Rakhimbekova, Assem (2018) One Size Does Not Fit All: A Case of a Student Who Encountered a Problem in an Exam. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/3729
Drawing on a narrative story of a gifted student, who studies at the school for gifted children, and who suffers from stuttering that made him difficult to articulate his words and deliver his ideas properly, this case study draws the attention to the problem of children with special educational needs, who are neglected at schools and have to cope with the study tasks that are designed for normal and gifted children. The case begins with describing the case genre and the context of the school setting, and then explores
the events and challenges faced by a student, who encounters a problem in an exam. This narrative research asks readers to consider how teachers and school leaders must accommodate learners with special needs...
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stutter
gifted children
external summative exam
One Size Does Not Fit All: A Case of a Student Who Encountered a Problem in an Exam
Article
oai:nur.nu.edu.kz:123456789/37302019-02-07T21:01:05Zcom_123456789_1647com_123456789_130col_123456789_3725
Khamidulina, Zarina
2019-02-07T05:49:27Z
2019-02-07T05:49:27Z
2018-12
Khamidulina, Zarina (2018) A Qualitative Study of Parental Perceptions of Inclusive Education in Kazakhstan: The View of Three. Nazarbayev University Graduate School of Education.
http://nur.nu.edu.kz/handle/123456789/3730
Kazakhstan is presently undergoing a number of developments in the education system. One of the main reform directions includes the development of inclusive education. The problem is that the reform lacks a focus on increasing social awareness about inclusive education (Zholtayeva et al., 2013). This qualitativeinterview based study aims at exploring parental perceptions about the inclusion of children with special needs at the mainstream schools. The results of this study make important revelations about the parental understandings of the policy, their attitudes and possible challenges schools face when implementing the inclusive education practices...
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inclusive education
parental view on inclusive education
education for special needs
A Qualitative Study of Parental Perceptions of Inclusive Education in Kazakhstan: The View of Three
Article
oai:nur.nu.edu.kz:123456789/37312019-02-07T21:01:10Zcom_123456789_1647com_123456789_130col_123456789_3725
Saduakas, Kymbat
2019-02-07T05:54:22Z
2019-02-07T05:54:22Z
2018-12
Kymbat Saduakas (2018) To Be or Not To Be: A Teacher Commitment in Meeting Students’ Diverse Needs.Nazarbayev University Graduate School of Education.
http://nur.nu.edu.kz/handle/123456789/3731
This case study presents the experience of a young teacher at a private educational center, who enthusiastically works as an English teacher, and has forty academic hours per week including additional responsibilities of being a curator, and providing students with extra lessons. This has not created any issues until the teacher has faced an equity dilemma with one of her students, who had a difficult family and financial situation that required the teacher to stay at the center longer, consequently obliging her to stay
late evening hours at the workplace. This narrative inquiry examines the commitment teachers often make to meet their students’ diverse needs, and calls students and teachers to reflect on the ethical issues implicated. The questions for discussion and teaching notes for meeting students’ diverse needs are provided...
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teacher commitment
student diverse needs
equity
To Be or Not To Be: A Teacher Commitment in Meeting Students’ Diverse Needs
Article
oai:nur.nu.edu.kz:123456789/37322019-02-07T21:01:17Zcom_123456789_1647com_123456789_130col_123456789_3725
Manuilova, Natalya
2019-02-07T06:00:57Z
2019-02-07T06:00:57Z
2018-12
Manuilova, Natalya (2018) A Case Study: What is Better for His Future? Nazarbayev University Graduate School of Education.
http://nur.nu.edu.kz/handle/123456789/3732
This case describes the implementation of inclusive education within a mainstream secondary school on the example of the experience of a student with a cognitive developmental delay, whose special educational needs limit his academic participation and socialization in a school learning environment. The policy initiative is administered by the school principal who needs to make a decision about the best option in addressing the situation. This case narrative both highlights the complexity of the policy execution, the
challenges the school principal encounters when designing actions in ensuring student’s participation; and reflects ethical issues involved in the provision of special educational services. While there are no straightforward solutions to meeting all students’ diverse needs, this case provides helpful lessons for educational leaders working in accommodating students with special educational needs. Keywords: inclusion, leadership, mainstream school, special school, student development...
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inclusion
leadership
mainstream schools
special school
student development
A Case Study: What is Better for His Future?
Article
oai:nur.nu.edu.kz:123456789/37332019-02-07T21:01:07Zcom_123456789_1647com_123456789_130col_123456789_3725
2019-02-07T06:06:47Z
2019-02-07T06:06:47Z
2018-12
Special Issue: Inclusive Education in Kazakhstan (2018) NUGSE Research in Education Journal. Nazarbayev University Graduate School of Education.
http://nur.nu.edu.kz/handle/123456789/3733
NUGSE Research in Education is a peer-reviewed journal designed for educational leaders, policy makers, researchers and students interested in empirical research, critical reviews, and analytical papers on a wide range of topics in education. The primary aim is to share experience and promote understanding of Kazakhstan’s unique educational context. The journal is peer-reviewed by an editorial board primarily comprising students, alumni and faculty of Nazarbayev University, offering emerging scholars the experience and knowledge of the publication process, peer-revision boards, and critical analysis of quality scholarly work...
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inclusive education
NUGSE Research in Education
Special Issue: Inclusive Education in Kazakhstan
Article
oai:nur.nu.edu.kz:123456789/61942022-06-10T21:00:24Zcom_123456789_6192com_123456789_130col_123456789_6193
Rubino, Carl A.
2022-06-08T10:22:42Z
2022-06-08T10:22:42Z
2014
Rubino, C. A. (2014). Wounds that will not heal: Heroism and innocence in Shane and the Iliad. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 1(1) http://journaldialogue.org/issues/issue- 1/wounds-that-will-not-heal-heroism-and-innocence-in-shane-and-the-iliad/
2378-2323
2378-2331
http://journaldialogue.org/issues/issue-1/wounds-that-will-not-heal-heroism-and-innocence-in-shane-and-the-iliad/
http://nur.nu.edu.kz/handle/123456789/6194
George Stevens’ film Shane, which dates from 1953, remains an especially successful version of the heroic paradigm that is established in Homer’s Iliad. Just as Achilles, the hero of Homer’s poem, considers abandoning the war at Troy in favor of a long and uneventful life at home, the film’s mysterious hero makes a futile attempt to abandon his violent past for a “normal life” as an ordinary farmer in the American west. In the end, however, the threatened status of the domestic world Shane is trying to enter makes it impossible for him to renounce his heroic nature and violent past. Because he wishes to save his newfound friends, Shane, like Achilles, is compelled to become a hero once again. As a result, once Shane succeeds in rescuing his friends from danger, he is compelled to leave the community he yearned to join and for whose sake he risked his life.
This paper examines some of the ways in which the film’s portrayal of the hero, Shane, echoes that of the Iliad. In doing so, it attempts to cast light on how the great classical texts continue to exert a powerful influence on modern works of art and on how those modern works both embody the classical heritage and also adapt it to fit the needs of their own times. The paper also devotes some attention to the highly charged issues of “highbrow” and “lowbrow” culture and to the considerable benefits of using films to bring the classics alive for students of today.
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Odyssey
classic
WOUNDS THAT WILL NOT HEAL: HEROISM AND INNOCENCE IN SHANE AND THE ILIAD
Article
oai:nur.nu.edu.kz:123456789/61972022-06-10T21:00:26Zcom_123456789_6192com_123456789_130col_123456789_6193
Young, Mallory
2022-06-10T03:53:46Z
2022-06-10T03:53:46Z
2014
Young, M. (2014). O Homer, where art thou?: Teaching the Iliad and the Odyssey through popular culture. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 1(1). http://journaldialogue.org/issues/issue-1/o-homer-where-art-thou-teaching-the-iliad-and-the-odyssey-through-popular-culture/
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2378-2331
http://journaldialogue.org/issues/issue-1/o-homer-where-art-thou-teaching-the-iliad-and-the-odyssey-through-popular-culture/
http://nur.nu.edu.kz/handle/123456789/6197
Like so many of my academic colleagues, I spend an inordinate amount of time lamenting our students’ lack of engagement, discipline, and preparation. The problems are naturally exacerbated when the subject is literature and the literature in question is, by its nature, far removed in time and place from students’ daily lives. At the same time, requirements to study literature have become compressed, if not eliminated entirely. Ancient Greek works, in particular, seem to pose special problems for unmotivated or unprepared students. As our students become less likely to have a prior context from which to approach ancient texts, the challenge of introducing those texts in a one or two-semester Western literature course becomes greater. And yet, how can we omit foundational works like the Iliad and the Odyssey from a general education? If we do include them, how do we remain true to the works while spending only two or three weeks considering them? Even after decades of teaching, I have not, I admit, fully managed to answer that question to my satisfaction. But I will share two approaches – one to the Iliad, the other to the Odyssey – that can be used successfully, I believe, in undergraduate survey courses on Western literature and culture. The two interpretive strategies, while different, share two central elements: each is based on a single theoretical framework that is easily accessible to lower-level undergraduate students, and both incorporate popular culture. In the case of the Iliad, I have used the twentieth-century lens of the Vietnam War provided through Jonathan Shay’s study, Achilles in Vietnam. For the Odyssey, I have drawn on two contrasting movies, each focused on an Odysseus-like character placed in a twentieth-century setting: Ulee’s Gold and O Brother, Where Art Thou?
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O HOMER, WHERE ART THOU?: TEACHING THE ILIAD AND THE ODYSSEY THROUGH POPULAR CULTURE
Article
oai:nur.nu.edu.kz:123456789/61982022-07-01T10:09:36Zcom_123456789_6192com_123456789_130col_123456789_6193
Economou Green, Mary
2022-06-10T04:29:50Z
2022-06-10T04:29:50Z
2014
Economou Green, M. (2014). The Odyssey and its odyssey in contemporary texts: Re-visions in Star Trek, The Time Traveler’s Wife, and The Penelopiad. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 1(1). http://journaldialogue.org/issues/issue-1/the-odyssey-and-its-odyssey-in-contemporary-texts-re-visions-in-star-trek-the-time-travelers-wife-and-the-penelopiad-2/
2378-2323
2378-2331
http://journaldialogue.org/issues/issue-1/the-odyssey-and-its-odyssey-in-contemporary-texts-re-visions-in-star-trek-the-time-travelers-wife-and-the-penelopiad-2/
http://nur.nu.edu.kz/handle/123456789/6198
Homer’s The Odyssey is the archetypal quest story. The dialogue began with Homer, and contemporary texts and popular culture media have continued the tradition of deconstructing and recreating stories, addressing issues related to the human psyche. As Hardwick and Stray note, the relationship between ancient and modern is “not merely inherited but constantly made and remade,” one that we see in the following varied genres and versions that retell the Odyssean myth, relating re-visions of characters, relationships, structures, and themes. The original Star Trek episode “Who Mourns for Adonais” is an allegory of the Odyssean quest for human knowledge, while Audrey Niffenegger’s The Time Traveler’s Wife presents a modern magical story of love, and Margaret Atwood’s The Penelopiad is a story of “slippery truth,” debunking the heroic and romantic.
Beyond instilling aesthetic appreciation in our students, Odyssean stories indeed offer a plethora of rich pedagogical material. A comparative approach to the texts offers our students the ability to further their own analytical and critical insights. As the stories deal with issues of identity, self-knowledge, sense of place in the cosmos, and human relationships and communities, they provide perception of psychological and philosophical insights into both our human-ness and our present preoccupations in our world. Rather than view the Odyssean epic as “exclusive,” a constructive pedagogical approach is to explore the blurred spaces and/or gaps between the past and the present. Thus while texts are set in different and distinct times and spaces with varied purpose, story, and genre, what makes classroom discussions vital and vibrant are the similar issues raised, which explore our constant yearning to discover our human-ness, and following that, examination of the meaning of love, war, fate, meaning of life, and death, quintessential matters that are transcultural, universal, and timeless.
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THE ODYSSEY AND ITS ODYSSEY IN CONTEMPORARY TEXTS: RE-VISIONS IN STAR TREK, THE TIME TRAVELER’S WIFE, AND THE PENELOPIAD
Article
oai:nur.nu.edu.kz:123456789/62012022-06-10T21:00:58Zcom_123456789_6192com_123456789_130col_123456789_6193
Traweek, Alison
2022-06-10T04:42:34Z
2022-06-10T04:42:34Z
2014
Traweek, A. (2014). Theseus loses his way: Viktor Pelevin’s Helmet of Horror and the old labyrinth for the new world. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 1(1). http://journaldialogue.org/issues/issue-1/theseus-loses-his-way-viktor-pelevins-helmet-of-horror-and-the-old-labyrinth-for-the-new-world
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http://journaldialogue.org/issues/issue-1/theseus-loses-his-way-viktor-pelevins-helmet-of-horror-and-the-old-labyrinth-for-the-new-world/
http://nur.nu.edu.kz/handle/123456789/6201
This article explores the relationship between the myth of Theseus and the Minotaur, and Viktor Pelevin’s 2006 adaptation of it, The Helmet of Horror, particularly how it can serve as a case study for the nature and significance of adaptation. It examines the idea of memory, a central theme of the novel, and considers how three aspects of the original myth – the Minotaur, Ariadne’s thread, and the labyrinth itself – shape and inform Pelevin’s retelling. Each of these is unique to this myth in antiquity, and together, they structure the story. Each is also fundamentally connected to the idea of memory: the Minotaur is a living reminder of Pasiphae’s transgression, Ariadne’s thread is the mnemonic that allows Theseus to escape, and the labyrinth is a structure whose very nature is designed to challenge memory by creating confusion.
In Pelevin’s hands, the Minotaur is no longer a reminder of the union of human and beast but of human and machine; its head is a helmet that runs on reiterations of the past. Ariadne’s thread is re-imagined as a literal thread on an Internet forum where the characters discuss their situation and report their activities as they work towards escape. Finally, Pelevin’s novel multiplies the power of the labyrinth to enforce forgetfulness by structuring the story with a series of recursive metaphorical labyrinths, each of which suppresses memory in a different way. Pelevin’s novel dramatizes how both individuals and cultures use the past to make meaning in the present and thus illustrates the appeal of adaptations. The article closes with some suggestions for inviting students to reflect on the idea of adaptation, such as creating their own retellings, as well as for using the labyrinth as a theme for a larger study module.
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THESEUS LOSES HIS WAY: VIKTOR PELEVIN’S HELMET OF HORROR AND THE OLD LABYRINTH FOR THE NEW WORLD
Article
oai:nur.nu.edu.kz:123456789/62042022-06-10T21:00:53Zcom_123456789_6192com_123456789_130col_123456789_6193
Glass, Leanne
2022-06-10T04:54:10Z
2022-06-10T04:54:10Z
2014
Glass, L. (2014). 300 and Fellini-Satyricon: Film theory in the tertiary classroom. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 1(1). http://journaldialogue.org/issues/issue-1/300-and-fellini-satyricon-film-theory-in-the-tertiary-classroom/
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http://journaldialogue.org/issues/issue-1/300-and-fellini-satyricon-film-theory-in-the-tertiary-classroom/
http://nur.nu.edu.kz/handle/123456789/6204
Pedagogical practices in Reception-based courses on ancient Greece and Rome in film often focus on an individual film’s connections to its historical themes and meta-narrative. In contrast, courses based on Film Studies often focus pedagogical discourses on filmic techniques or the filmmaking process per se. Regularly, the two approaches remain discrete and discipline-based.
In view of this disjuncture in teaching approaches and foci, the intention of this paper is to explore the benefits of film theory, including its consideration of film technique, within Classical Reception courses. Therefore, the suggestion offered herein is that more emphasis on the pedagogies of Film Studies would provide an enhanced or richer understanding of cinematic interpretations and possibilities for the student of Classical Reception and film.
To illustrate this pedagogical suggestion, a discussion of mainstream, Hollywood-style cinema as depicted by Zack Snyder’s 300 (2007), in contrast to the independent auteur-driven film, Federico Fellini’s Fellini-Satyricon (1969), is the focus. These two films provide the tertiary instructor with a variety of theoretical and technical considerations that are important learning components in a course on ancient Greece and Rome in film. Not only do the films enable the instructor to discuss concepts such as the auteur but also to introduce students to topics such as art-house and Hollywood studio filmmaking, which further introduces subjects such as “high” art versus popular culture.
Additionally, focusing on two different styles of filmmaking and including an acknowledgment of each filmmaker’s objectives enables the tertiary instructor to explore other fields of inquiry that cover broader cultural issues such as class, race, gender, and sexuality. This, in turn, allows for a more informed interaction on specific cultural themes between the ancient and modern worlds as interpreted by the filmmakers.
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Type of access: Open Access
300 AND FELLINI-SATYRICON: FILM THEORY IN THE TERTIARY CLASSROOMTHIN-FILM MATERIALS
Article
oai:nur.nu.edu.kz:123456789/62052022-06-10T21:01:11Zcom_123456789_6192com_123456789_130col_123456789_6193
Haller, Benjamin
2022-06-10T04:57:22Z
2022-06-10T04:57:22Z
2014
Haller, B. (2014). The labyrinth of memory: Iphigeneia, Simonides, and the classical models of architecture as mind in Chris Nolan’s Inception (2010). Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 1(1). http://journaldialogue.org/issues/issue-1/the-labyrinth-of-memory-iphigeneia-simonides-and-classical-models-of-architecture-as-mind-in-chris-nolans-inception-2010/
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http://journaldialogue.org/issues/issue-1/the-labyrinth-of-memory-iphigeneia-simonides-and-classical-models-of-architecture-as-mind-in-chris-nolans-inception-2010/
http://nur.nu.edu.kz/handle/123456789/6205
Chris Nolan’s 2010 film Inception uses architecture as a language whereby to comment upon the relationship of the protagonist, Dom Cobb, with his deceased wife, Mal. This paper argues that three classical models – Homer’s tomb of Myrhine described in the Iliad, Iphigeneia’s dream of the collapse of the house of Agamemnon in Euripides’s Iphigeneia Among the Taurians, and Simonides’ Memory Palace mnemonic technique – manifest parallel uses of architecture as a metaphor for mind.
The film identifies each of its main characters – Dom, Mal, and Ariadne – with different architectures and with different modes of cognition. The Mal who haunts Dom’s dreams is explicitly identified as a force in his subconscious, and Nolan associates her with amorphous architectures and spaces – foremost with the formless viscosity of water. Dom himself is her antithesis, identified with linear architectures like palaces and straight-line mazes. Ariadne is identified with circular mazes and proves capable of mediating between Dom and his memories of his deceased wife in order to help him successfully to complete his greatest heist.
This paper agues that Inception‘s implied tripartite division of the self – with Dom representing the analytical conscious mind, Ariadne the intuitive mind, and Mal the dangerous depths of the subconscious – draws upon pop-Jungian formulations of the relation between conscious and subconscious modes of cognition in order to critique a set of gender norms often associated with male protagonists in the genre of the hard-boiled detective story. Inception is anticipated in subverting a dominant narrative of male heroes rescuing damaged female beloveds by the Classical models listed above; an examination of each of these passages helps to illuminate Nolan’s own interrogation of the “damaged beloved” narrative in ways which can be fruitfully used by secondary and college-level teachers in class discussion and writing assignments to promote empathy and more healthy relationships among their students.
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THE LABYRINTH OF MEMORY: IPHIGENEIA, SIMONIDES, AND CLASSICAL MODELS OF ARCHITECTURE AS MIND IN CHRIS NOLAN’S INCEPTION (2010)
Article
oai:nur.nu.edu.kz:123456789/62062022-06-10T21:01:01Zcom_123456789_6192com_123456789_130col_123456789_6193
Bakewell, Geoff
2022-06-10T05:01:44Z
2022-06-10T05:01:44Z
2014
Bakewell, G. (2014). Ovid and Mel Gibson: Power, vulnerability, and What Women Want. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 1(1). http://journaldialogue.org/issues/issue-1/ovid-and-mel-gibson-power-vulnerability-and-what-women-want/
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http://journaldialogue.org/issues/issue-1/ovid-and-mel-gibson-power-vulnerability-and-what-women-want/
http://nur.nu.edu.kz/handle/123456789/6206
Knowledge of Ovid is invaluable for analyzing Nancy Meyers’s film What Women Want (2000). Advertising executive Nick Marshall (Mel Gibson) is a sexist, chauvinistic ladies’ man who acquires the ability to hear what women are thinking. He is in effect a second Tiresias, and this article examines him in light of the gender-bending seer from the Metamorphoses. Meyers links Nick’s miraculous transformation to his attempt to listen to women while simultaneously cross-dressing. He subsequently becomes an intermediary between the genders, especially on sexual matters. The article further examines the Nick/Tiresias parallel in light of Ovid’s treatment of other Theban myths in Book 3. Like Pentheus, Actaeon, and Narcissus, Nick is a frequent practitioner of the voyeuristic “gaze.” And like them, he is both deeply narcissistic and sorely lacking when it comes to self-knowledge.
What Women Want should, however, not be mistaken for a feminist film. For one thing, it does not situate male and female desire with respect to broader issues of power. In Metamorphoses, the figures of Semele and Caenis offer powerful testimony to the susceptibility of women to violence. Ovid emphasizes this in a way that Meyers does not, depicting lustful gods and men with a spry, subversive irony that pops up time and again in his otherwise stately hexameters. And as someone exiled from Rome to a remote town on the Black Sea, he understood better than most what it meant to be exposed and vulnerable to powerful authority. By contrast, Meyers’ film offers little in the way of genuine gender analysis; her forte seems to be decking out essentialized gender stereotypes with consumerist fluff. If we truly wish to determine What Women Want, Ovid’s critique of Tiresias proves a surer guide than Meyers’ embrace of Nick Marshall.
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OVID AND MEL GIBSON: POWER, VULNERABILITY, AND WHAT WOMEN WANT
Article
oai:nur.nu.edu.kz:123456789/62072022-06-10T21:00:58Zcom_123456789_6192com_123456789_130col_123456789_6193
Day, Kirsten
2022-06-10T05:04:15Z
2022-06-10T05:04:15Z
2014
Day, K. (2014). Experiments in love: Longus’ Daphnis & Chloe and Henry de Vere Stacpoole’s The Blue Lagoon. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 1(1). http://journaldialogue.org/issues/issue-1/experiments-in-love-daphnis-chloe-and-the-blue-lagoon
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http://journaldialogue.org/issues/issue-1/experiments-in-love-daphnis-chloe-and-the-blue-lagoon/
http://nur.nu.edu.kz/handle/123456789/6207
Despite a chronological gulf of nearly two thousand years, the second century C.E. Greek romance writer Longus and the early twentieth century Irish novelist Henry de Vere Stacpoole were prompted to produce their best works by a similar motive: an urge to explore the world, and particularly the phenomenon of love and desire, from a standpoint of complete innocence. Although the resulting novels, Daphnis & Chloe and The Blue Lagoon respectively, have no evident direct connection, they exhibit surprising similarities not only in plot, setting, and characterization, but also in the values, perspectives, and worldviews they advance. The striking intersections between these two chronologically and geographically diverse works offer us a lens for examining persistent notions of “natural” versus learned masculinity and femininity, for exploring the dynamics behind patriarchal power structures, and for scrutinizing how these issues relate to ideas about the value and merits of civilization. Moreover, analysis of the features common to Longus’ work and the Blue Lagoon narrative, particularly as it is manifested in Randal Kleiser’s 1980 film adaptation of the novel, can serve as a useful pedagogical tool as well. By utilizing an accessible product of popular culture to bring a little-known ancient Greek novel to life, this comparison helps to drive home the persistence of ideologies and power structures that initially seem remote and thus suggests to today’s students the continuing relevance of works from classical antiquity in our modern world in a way that looking at the ancient work in isolation – or even in conjunction with its more direct descendants – cannot.
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
EXPERIMENTS IN LOVE: LONGUS’ DAPHNIS & CHLOE AND HENRY DE VERE STACPOOLE’S THE BLUE LAGOON
Article
oai:nur.nu.edu.kz:123456789/62082022-06-10T21:01:13Zcom_123456789_6192com_123456789_130col_123456789_6193
Weiner, Robert G.
2022-06-10T05:07:56Z
2022-06-10T05:07:56Z
2014
Weiner, R. (2014). Review of the graphic novel, The Adventures of Johnny Bunko: The Last Career Guide You’ll Ever Need, 2008, by Pink, Daniel H. & Pas, Rob Ten. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 1(1). http://journaldialogue.org/issues/issue-1/graphic-novel-review-the-adventures-of-johnny-bunko-the-last-career-guide-youll-ever-need/
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http://journaldialogue.org/issues/issue-1/graphic-novel-review-the-adventures-of-johnny-bunko/
http://nur.nu.edu.kz/handle/123456789/6208
In the world of higher education, the last 10 years have seen an explosion in the scholarly study of sequential art, sometimes dubbed comics studies. The present number of courses related to comics is probably triple what it was 20 years ago: courses from the freshman to the graduate level, courses in departments as varied as History, Sociology, Film, Gender and Race Studies, Communication, Art, Electronic Media, and Philosophy. The study of comics is where the study of films was 30 years ago. The rise in scholarly monographs has exploded, and there are numerous academic journals devoted to the subject with more popping up all the time. Comic studies, currently, is a popular topic for academics to discuss, teach, and write about...
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
GRAPHIC NOVEL REVIEW — THE ADVENTURES OF JOHNNY BUNKO: THE LAST CAREER GUIDE YOU’LL EVER NEED
Article
oai:nur.nu.edu.kz:123456789/62092022-06-10T21:01:06Zcom_123456789_6192com_123456789_130col_123456789_6193
Cowlishaw, Brian
2022-06-10T05:09:33Z
2022-06-10T05:09:33Z
2014
Cowlishaw, B. (2014). Review of the video game, Final Fantasy XIV: Level Up Forever, 2013, by Square Enix. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 1(1). http://journaldialogue.org/issues/issue-1/video-game-review-final-fantasy-xiv-level-up-forever/
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http://journaldialogue.org/issues/issue-1/video-game-review-final-fantasy-xiv-level-up-forever/
http://nur.nu.edu.kz/handle/123456789/6209
After a disastrous premature release, a complete design and programming team change, and a sweeping revision of battle and interface systems that continued until the very last minute, Final Fantasy XIV (FFXIV) is at last online for good now and humming along smoothly. This addition to gaming’s most legendary franchise is rich, beautiful, addictive, and just plain fun. Final Fantasy XIV is so very well put together, such a massive time suck, such a brilliant combination of story, franchise-history, and gameplay elements that upon close inspection its true nature becomes clear: FFXIV is a work of evil calculating corporate genius that will conquer us all.
Think I’m exaggerating? Try this, if you’ve ever played a MMORPG (massively multiplayer online roleplaying game): name everything that ever annoyed you in those games – EverQuest, World of Warcraft, FFXI – then see how FFXIV systematically, craftily takes the edge off those irritating elements...
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
VIDEO GAME REVIEW — FINAL FANTASY XIV: LEVEL UP FOREVER
Article
oai:nur.nu.edu.kz:123456789/62232022-06-10T21:01:17Zcom_123456789_6192com_123456789_130col_123456789_6222
Mobley, Kayce
Fisher, Sarah
2022-06-10T10:08:54Z
2022-06-10T10:08:54Z
2015
Mobley, K. & S. Fisher. (2015). A field guide to teaching agency and ethics: The West Wing and American foreign policy. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 2(1). http://journaldialogue.org/wp-content/uploads/2015/02/K-Mobley-S-Fisher.pdf
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http://journaldialogue.org/issues/a-field-guide-to-teaching-agency-and-ethics-the-west-wing-and-american-foreign-policy/
http://nur.nu.edu.kz/handle/123456789/6223
Though political science undergraduate courses reflect a rich theoretical tradition, they typically lack opportunities for students to express intangible concepts through the interpretation of creative works, a standard exercise of critical analysis. Educators can address this dearth in many ways, such as through utilization of popular culture texts. We employ the television series The West Wing to ground debates in American politics, specifically American foreign policy. Although this show has been off air since 2006, Netflix and Amazon have recently released the entire series for streaming, significantly reducing the hassle and monetary cost of using this source in the classroom. Using The West Wing as our guide, we enhance political science pedagogy using agency, structure, and ethics as our guiding concepts.
Keywords: politics, television, The West Wing, foreign policy, decision making, agency, structure, ethics, critical analysis, United States
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
politics
television
The West Wing
foreign policy
decision making
United States
critical analysis
ethics
A FIELD GUIDE TO TEACHING AGENCY AND ETHICS: THE WEST WING AND AMERICAN FOREIGN POLICY
Article
oai:nur.nu.edu.kz:123456789/62242022-06-10T21:01:23Zcom_123456789_6192com_123456789_130col_123456789_6222
Friedman, May
2022-06-10T10:11:15Z
2022-06-10T10:11:15Z
2015
Friedman, M. (2014). Survivor skills: Authenticity, representation and why I want to teach reality TV. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 2(1). http://journaldialogue.org/issues/issue-2/survivor-skills-authenticity-representation-and-why-i-want-to-teach-reality-tv/
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http://journaldialogue.org/issues/survivor-skills-authenticity-representation-and-why-i-want-to-teach-reality-tv/
http://nur.nu.edu.kz/handle/123456789/6224
This paper will consider the pedagogical potential in constructing a class on the phenomenon of reality television by exploring the possibilities and pitfalls of a shared viewing of these “texts” as a site of critical engagement with popular culture. A course on reality TV would require a deep analysis of the topics of representation, authenticity, and audience reactions. The course I would like to teach would also consider the ways that reality TV is simultaneously emblematic of, and contributes to, the foregrounding of neo-liberal discourses. This paper addresses some of the pedagogical implications of an analysis of reality TV by considering the above themes in greater detail.
I see the creation of a post-secondary class on reality TV as pedagogically radical in both form and content, as a site where new ideas can be applied to shifting and unstable terrain. In challenging the primacy of high culture as the only worthy area of analysis, in viewing one of the most debased forms of popular culture as academically rich, I hope to help my undergraduate students build bridges between what they think about in school and what they do at home. I see such a class as an exciting explosion of the binaries of high and low culture, public and private space, and truth and fiction.
Keywords: Reality Television, Engaged Pedagogy, Popular Culture, Representation, Authenticity, Neoliberalism, Social Work, Critical Discourse Analysis
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Reality Television
Type of access: Open Access
Critical Discourse Analysis
Neoliberalism
Popular Culture
SURVIVOR SKILLS: AUTHENTICITY, REPRESENTATION AND WHY I WANT TO TEACH REALITY TV
Article
oai:nur.nu.edu.kz:123456789/62252022-06-10T21:01:22Zcom_123456789_6192com_123456789_130col_123456789_6222
Neely, Anthony
2022-06-10T10:13:00Z
2022-06-10T10:13:00Z
2015
Neely, A. (2014). Girls, guns, and zombies: Five dimensions of teaching and learning in The Walking Dead. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 2(1). http://journaldialogue.org/issues/issue-2/girls-guns-and-zombies-five-dimensions-of-teaching-and-learning-in-the-walking-dead/
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http://journaldialogue.org/issues/girls-guns-and-zombies-five-dimensions-of-teaching-and-learning-in-the-walking-dead/
http://nur.nu.edu.kz/handle/123456789/6225
Rooted in sociocultural theory, this article utilizes a conceptual framework derived from Alexander, Schallert, and Reynolds’ four topographical dimensions of learning: who of learning, what of learning, where of learning, and when of learning. Situated learning (Lave and Wenger) is presented as a fifth dimension to address how learning occurs in communities of practice absent of formal schooling. Content analysis (Elo and Kyngass) is used to analyze a teaching and learning event from an episode of The Walking Dead based on the five topographical dimensions of learning listed above. Findings provide insights for pedagogical application for grades 7-12 by addressing the potential benefits of contextualized and scaffolded situated learning activities, gender equity, and authentic high-stress high-risk tasks in secondary level curriculum design.
Keywords: Popular Culture, Teaching Methods, Gender Equity, The Walking Dead, Socioculturalism, Situated Learning, Apocalyptic Media, Interdisciplinary Research, Communities of Practice, Contextualized Curriculum
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
GIRLS, GUNS, AND ZOMBIES: FIVE DIMENSIONS OF TEACHING AND LEARNING IN THE WALKING DEAD
Article
oai:nur.nu.edu.kz:123456789/62262022-06-10T21:01:25Zcom_123456789_6192com_123456789_130col_123456789_6222
Fatzinger, Amy S.
2022-06-10T10:14:42Z
2022-06-10T10:14:42Z
2015
Fatzinger, A. (2014). “Can you imagine, a real, live Indian right here in Walnut Grove?:” American Indians in television adaptations of Little House on the Prairie. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 2(1). http://journaldialogue.org/issues/can-you-imagine-a-real-live-indian-right-here-in-walnut-grove-american-indians-in-television-adaptations-of-little-house-on-the-prairie/
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http://journaldialogue.org/issues/can-you-imagine-a-real-live-indian-right-here-in-walnut-grove-american-indians-in-television-adaptations-of-little-house-on-the-prairie/
http://nur.nu.edu.kz/handle/123456789/6226
Laura Ingalls Wilder’s Little House novels have been adapted into two major television series: Michael Landon’s well-known series, which aired from 1974-1983, and a more recent Disney adaptation, which aired as a miniseries in 2005. The premier movie, which preceded Landon’s series, and the Disney miniseries both focus on the events in Wilder’s 1935 novel, Little House on the Prairie, which covered the period from 1869-1871 during which the Ingalls family lived among the Osage in Kansas Indian Territory. Wilder’s portrayal of the Osage in her novel is controversial, but she does also include some literary devices that allow for a slightly more complex reading of the relationships between Native and non-Native settlers on the Kansas prairie. While adaptations of novels sometimes revise problematic or controversial content to better suit the perspectives of modern viewing audiences, the adaptations of Wilder’s novels alter the Native content in ways that do not move it beyond the realm of stereotypes. Both television adaptations present Native themes in ways that initially heighten the sense of fear associated with Native characters, then resolve the issues through happy endings and heavy-handed moral lessons that diminish the seriousness of the historic tensions between Native and non-Native residents of the frontier. The changes made to Native themes in the adaptations do, however, call attention to the challenges associated with adapting autobiographical and historical content and raise questions about how to prioritize more respectful portrayals of Native people when working with people’s life stories.
Keywords: Little House on the Prairie, American Indian Studies, Pioneer Literature, Historical Fiction, Adaptation Studies, Television Studies
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
“CAN YOU IMAGINE, A REAL, LIVE INDIAN RIGHT HERE IN WALNUT GROVE?”: AMERICAN INDIANS IN TELEVISION ADAPTATIONS OF LITTLE HOUSE ON THE PRAIRIE
Article
oai:nur.nu.edu.kz:123456789/62272022-06-10T21:01:22Zcom_123456789_6192com_123456789_130col_123456789_6222
Danielson, Louisa
2022-06-10T10:16:36Z
2022-06-10T10:16:36Z
2015
Danielson, L. (2015). The gentle tongue: How language affected the world of Mister Rogers’ Neighborhood. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 2(1). http://journaldialogue.org/wp-content/uploads/2015/02/L-Danielson.pdf
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http://journaldialogue.org/issues/the-gentle-tongue-how-language-affected-the-world-of-mister-rogers-neighborhood/
http://nur.nu.edu.kz/handle/123456789/6227
Although new episodes of the program ceased to be recorded in 2004, the Mister Rogers’ Neighborhood show is still recalled by many today as an iconic childhood staple—the right show to watch if you are a young child or a parent looking for something wholesome to view on television. This is as Fred Rogers, the creator of the program, wished, but what exactly were the goals behind the Mister Rogers’ program? What were the shaping forces that inspired Rogers’ theory for children’s educational television? These are questions explored in “The Gentle Tongue: How Language Affected the World of Mister Rogers’ Neighborhood.”
Research for this article is compiled from Rogers’ book on parenting philosophies, dialogue excerpts from the television program, and published interviews with Rogers. Comparative information has also been provided by research from humor development, childhood imagination development, and popular television studies. Thoughtful exploration of this data can explain how and why Fred Rogers was inspired to create a program that demonstrated love and care towards television’s youngest viewers. Although Mister Rogers may be leaving the airwaves, its effects can still be seen in today’s modern television programming.
Key Words: Adult, Child, Television, Language, Make-Believe, Play, Responsibility, Care, Puppets, Humor
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
THE GENTLE TONGUE: HOW LANGUAGE AFFECTED THE WORLD OF MISTER ROGERS’ NEIGHBORHOOD
Article
oai:nur.nu.edu.kz:123456789/62282022-06-10T21:01:25Zcom_123456789_6192com_123456789_130col_123456789_6222
Nguyen, Shelbee R.
2022-06-10T10:18:05Z
2022-06-10T10:18:05Z
2015
Nguygen, S. (2015). Learning about people, places and spaces of the world through informal pedagogy: Socio-(inter)cultural constructions and connections to popular culture. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 2(1). http://journaldialogue.org/wp-content/uploads/2015/02/S-Nguyen.pdf
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http://journaldialogue.org/issues/learning-about-people-places-and-spaces-of-the-world-through-informal-pedagogy-socio-intercultural-constructions-and-connections-to-popular-culture/
http://nur.nu.edu.kz/handle/123456789/6228
This article explores how adult and higher education (AHE) learners utilize popular culture as an informal pedagogical resource when learning about different cultures and preparing for international learning abroad or study abroad. Specifically, this case study research is concerned with what particular sources of popular culture serve as informal pedagogy and how these shape AHE learners’ cultural perceptions about study abroad to a specific international destination. A review of current literature at the intersection of popular culture and study abroad identifies both the need to include adult and higher education learners as well as the ubiquitous nature of learning through popular culture outside the classroom. Popular culture’s function as a source of informal pedagogy and how informal learning relates to AHE learning are synthesized in the literature. The theoretical frame from which this research was undertaken is provided to highlight the innately social process of popular media consumption. The researcher offers methodological considerations about participants, data collection and analysis with findings from two different embedded cases to reveal ways AHE learners use and are influenced by popular culture characters, plot and themes. Additional discussion about cultural understandings and motivations to participate in international education or study is also highlighted throughout the findings. AHE learners’ personal hobbies and interests as well as personal goals play an important role in shaping the type of experience desired. Implications and directions for future research underscore the complex and multifaceted nature of popular culture and media to generate support in this research area for educators, scholars and practitioners in the field of international education.
Keywords: Informal learning, Popular Culture, Adult and Higher Education, Study Abroad, Perception, Motivation, International Education, Culture and Language Exchange, Business Education, Multicultural Education, Sociocultural Learning
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
LEARNING ABOUT PEOPLE, PLACES AND SPACES OF THE WORLD THROUGH INFORMAL PEDAGOGY: SOCIO-(INTER)CULTURAL CONSTRUCTIONS AND CONNECTIONS TO POPULAR CULTURE
Article
oai:nur.nu.edu.kz:123456789/62292022-06-10T21:01:28Zcom_123456789_6192com_123456789_130col_123456789_6222
Reed, Shannon
2022-06-10T10:24:27Z
2022-06-10T10:24:27Z
2015
Reed, S. (2015). Reflection: The twenty-line trap? Shakespeare enacted by young women. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 2(1). http://journaldialogue.org/wp-content/uploads/2015/02/S-Reed.pdf
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http://journaldialogue.org/issues/reflection-the-twenty-line-trap-shakespeare-enacted-by-young-women/
http://nur.nu.edu.kz/handle/123456789/6229
Professional actors assemble a toolkit of monologues with an obligatory “Shakespearean monologue” of around 20 lines. But female actors are at a disadvantage, with less than 150 women in a repertoire of over 1100 characters in Shakespeare’s 37 or more plays. Young female1 actors are even more at a loss, if the powerful and complex older female roles are removed, leaving only a few dozen appropriate speeches. What effect does this limited canon have on such actors? Here, I reflect upon my own participant observer experience as a young woman actor, who received the bulk of my early training as a student in a Bachelor of Fine Arts in Theatre: Acting and Directing program at an American university in the 1990’s. I also present research, accomplished through interviews with two other women who also played Shakespeare’s young female characters, in which they reflect on their casting, rehearsal and production experiences in the roles, as well as how their subsequent choices of theatrical work were influenced by such formative experiences. Their words point to the dual, contradictory nature of this limited canon, proving both its limitations and opportunities. Findings explore what these experiences suggest for pedagogical changes in teaching Shakespeare.
Keywords: Theater, Shakespeare, Feminism, Academic Theatre Training, Girls, Girl Actors, British Theatre, American Theatre, Renaissance Theatre, Pedagogy
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
REFLECTION: THE TWENTY-LINE TRAP? SHAKESPEARE ENACTED BY YOUNG WOMEN
Article
oai:nur.nu.edu.kz:123456789/62302022-06-10T21:01:24Zcom_123456789_6192com_123456789_130col_123456789_6222
Donley, Kate M.
2022-06-10T10:26:43Z
2022-06-10T10:26:43Z
2015
Donley, K. M. (2015). Applications in the classroom: Hardly elementary—Frontiers for freshman composition with Conan Doyle’s A Study in Scarlet. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 2(1). http://journaldialogue.org/wp-content/uploads/2015/02/K-Donley.pdf
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http://journaldialogue.org/issues/applications-in-the-classroom-hardly-elementary-frontiers-for-freshman-composition-with-conan-doyles-a-study-in-scarlet/
http://nur.nu.edu.kz/handle/123456789/6230
Three recent television and film adaptations testify to the continuing popularity of Arthur Conan Doyle’s consulting detective Sherlock Holmes. The fast-paced novella that introduces detective duo Holmes and Watson, A Study in Scarlet involves some astonishing elements, and not just in the plot. With just a little probing, collegiate readers may wonder whether Conan Doyle plagiarized his most famous character, invented forensic science, despised Mormons, and accidentally wrote a Western.
The novel was adapted as A Study in Pink, the first episode of the BBC’s series Sherlock created by Steven Moffat and Mark Gatiss. Their vision of Holmes set in present-day London will thrill students and also leave them wondering what happened to the second half of the novel. Beyond the predictable (yet exciting) classroom discussion topic of adaptation, A Study in Scarlet presents a rich context for research and discussion by challenging students’ modern-day notions of genre, historical truth, political correctness, and academic credibility. Although this novel is well-suited for high-level secondary or freshman composition classes, advanced students of English literature will find much to explore. This book analysis contains a summary of A Study in Scarlet with explication of its literary features and associated pedagogical issues for the freshman composition class. Topics for more advanced students are also identified. Instructors can make a free virtual casebook of ancillary readings with the Internet links provided.
Keywords: college composition, first-year writing, freshman composition, Arthur Conan Doyle, Sherlock Holmes, A Study in Scarlet, detective fiction, adaptation, pseudo-scholarship, fanfiction
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
APPLICATIONS IN THE CLASSROOM: HARDLY ELEMENTARY — FRONTIERS FOR FRESHMAN COMPOSITION WITH CONAN DOYLE’S A STUDY IN SCARLET
Article
oai:nur.nu.edu.kz:123456789/62312022-06-10T21:01:17Zcom_123456789_6192com_123456789_130col_123456789_6222
Kay, Peter B.
2022-06-10T10:28:39Z
2022-06-10T10:28:39Z
2015
Kay, P. (2014). Review: Indy Classical Innovation: yMusic at USC’s Southern Exposure New Music Series. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 2(1). http://journaldialogue.org/issues/issue-2/review-indy-classical-innovation-ymusic-at-uscs-southern-exposure-new-music-series/
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http://journaldialogue.org/issues/review-indy-classical-innovation-ymusic-at-uscs-southern-exposure-new-music-series/
http://nur.nu.edu.kz/handle/123456789/6231
Quiet fills the concert hall. A young man, about 30 years old, stands in front of the audience. With him are a number of musicians in what appears to be a traditional ensemble, but with a few interesting and unusual changes. The young man is stylishly dressed, his clothes a mix of fashion and formality. His hair is a bit long and a little unruly, but this is the trend for young artists and musicians. The audience, mostly made up of 20-, 30-, and 40-somethings, do not seem to notice these small departures from tradition. They are simply eager to hear what this new composer has written...
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
“INDY CLASSICAL INNOVATION: YMUSIC” AT USC’S SOUTHERN EXPOSURE NEW MUSIC SERIES
Article
oai:nur.nu.edu.kz:123456789/62322022-06-10T21:01:15Zcom_123456789_6192com_123456789_130col_123456789_6222
Do, Myha
2022-06-10T10:31:34Z
2022-06-10T10:31:34Z
2015
Do, M. (2015). Book review: M.J. Trow. A brief history of vampires. 2010. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 2(1). http://journaldialogue.org/wp-content/uploads/2015/02/M-Do.pdf
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http://journaldialogue.org/issues/book-review-m-j-trow-a-brief-history-of-vampires/
http://nur.nu.edu.kz/handle/123456789/6232
From the works of Anne Rice and Stephen King to films on vampires and the walking dead, the appeal of vampirism has become a cultural phenomenon in the United States, especially to young people. In the modern era where the typical American family is broken and where marriages can last a few days to weeks, troubled maturing young people find little comfort in a society that represents separation. In contrast, vampires, as the living undead, provide stability and lasting relationships, because they live forever and thus their love is consequentially eternal. A Brief History of Vampires is an inspiring book that attempts to explain this resurgent phenomenon as M.J. Trow links fictional Gothic beings to actual people...
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
M. J. TROW. A BRIEF HISTORY OF VAMPIRES
Article
oai:nur.nu.edu.kz:123456789/62622022-06-20T21:00:41Zcom_123456789_6192com_123456789_130col_123456789_6243
Felix, Brian
2022-06-20T05:08:59Z
2022-06-20T05:08:59Z
2022
Felix, B. (2022). Teaching (and studying) the music of the Grateful Dead. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 9(1 & 2). http://journaldialogue.org/issues/v9-issue-1-and-2/teaching-and-studying-the-music-of-the-grateful-dead/.
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http://journaldialogue.org/issues/v9-issue-1-and-2/teaching-and-studying-the-music-of-the-grateful-dead/
http://nur.nu.edu.kz/handle/123456789/6262
This article aims to provide answers to two questions: why teach about the music of the Grateful Dead, and how to do so? In an effort to engage the former, this article examines the ways that the Grateful Dead provides a rich and unique case study towards a deeper understanding of American popular music. The contributing factors are their distinct brand of eclecticism, career-long commitment to extended musical improvisations, and the depth and durability of their songbook. In order to answer the latter question (how?), I provide a framework for approaching the Grateful Dead’s voluminous output from a musical perspective, using their shifting personnel (primarily the keyboardists) as markers for understanding the distinct musical attributes of different eras. My hope is that the argument and framework provided here will assist anyone who is looking to teach or study the music of the Grateful Dead.
Keywords: Grateful Dead, eclecticism, improvisation, songbook, jazz, rock, ontology
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TEACHING (AND STUDYING) THE MUSIC OF THE GRATEFUL DEAD
Article
oai:nur.nu.edu.kz:123456789/62632022-06-20T21:00:39Zcom_123456789_6192com_123456789_130col_123456789_6243
Adams, Rebecca G.
2022-06-20T05:09:07Z
2022-06-20T05:09:07Z
2022
Adams, R. G. (2022). Collaborative pedagogy: Teaching (with) the Grateful Dead on tour, on campus, and online. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 9(1 & 2). http://journaldialogue.org/issues/v9-issue-1-and-2/collaborative-pedagogy-teaching-with-the-grateful-dead-on-tour-on-campus-and-online1/
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http://journaldialogue.org/issues/v9-issue-1-and-2/collaborative-pedagogy-teaching-with-the-grateful-dead-on-tour-on-campus-and-online1/
http://nur.nu.edu.kz/handle/123456789/6263
This essay describes my experiences teaching with the Grateful Dead “on tour” in 1989, on campus in the early 2000s, and online in 2019. Using a life course framework, I discuss how my own development as a teacher, Deadhead, and Grateful Dead scholar and the changing context over time shaped these experiences and how teaching with the Grateful Dead opened a pedagogical space for experimentation that allowed the students and me to take risks and to collaborate despite status differences. Rather than unpacking these experiences entirely, my goal here is to focus on how these three experiences of teaching with the Grateful Dead allowed me to develop and informed my pedagogical approach, particularly my use of technology in teaching.
Keywords: Grateful Dead, popular culture, pedagogy, online teaching, technology
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COLLABORATIVE PEDAGOGY: TEACHING (WITH) THE GRATEFUL DEAD ON TOUR, ON CAMPUS, AND ONLINE
Article
oai:nur.nu.edu.kz:123456789/62642022-06-20T21:00:40Zcom_123456789_6192com_123456789_130col_123456789_6243
Dollar, Natalie
2022-06-20T05:09:13Z
2022-06-20T05:09:13Z
2022
Dollar, N.J. (2022). Teaching the Grateful Dead phenomenon and cultural communication. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 9(1 & 2). http://journaldialogue.org/issues/v9-issue-1-and-2/teaching-the-grateful-dead-phenomenon-and-cultural-communication/
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http://journaldialogue.org/issues/v9-issue-1-and-2/teaching-the-grateful-dead-phenomenon-and-cultural-communication/
http://nur.nu.edu.kz/handle/123456789/6264
Communication studies is particularly well-situated for teaching a course about the Grateful Dead phenomenon and using the phenomenon to teach discipline-specific content. This combination, teaching “the” Grateful Dead and teaching “with” the Grateful Dead, rather than one or the other, is what produces such an engaging course for students, guests, and instructor. I argue that musical speech communities warrant rigorous study and discuss the role of academic publications, professional organizations, and library archives in this process. Developing a pedagogy grounded in cultural communication and treating the course as a communication event allowed for collaboration with students and guest scholars, and illustrates that a multidisciplinary perspective is necessary to understand the significance and complexity of the Grateful Dead phenomenon. Through reflexive analysis of fieldnotes, personal communication with students, and course materials I located the following themes as important to student learning. First, allowing students to choose their topic of study provided familiarity based on personal interests, enhanced comprehension, provided the space for student voice fostering student agency, and increased motivation to prepare and attend class. Second, for students, guest presentations demonstrated new ways of thinking and helped them understand how their personal interests could be academically researched. Third, teaching the Grateful Dead phenomenon with a cultural communication-informed pedagogy necessarily includes teaching methodology and students report improved understanding of the relationship between theory and research. The most common feedback from students was that the level of engagement with the topic facilitated motivation to attend, participate, and increased their learning. Students identified course organization, guest speakers and the multidisciplinary nature of the course as significant to their motivation and success.
Keywords: communication studies discipline, Grateful Dead phenomenon, cultural communication, speech community, Grateful Dead studies, cultural communication pedagogy, student agency, student motivation, student preparation
en
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TEACHING THE GRATEFUL DEAD PHENOMENON AND CULTURAL COMMUNICATION
Article
oai:nur.nu.edu.kz:123456789/62652022-06-20T21:00:35Zcom_123456789_6192com_123456789_130col_123456789_6243
Slesinger, Ryan
2022-06-20T05:09:19Z
2022-06-20T05:09:19Z
2022
Slesinger, R. (2022). Teaching the grateful dead & happening pedagogy. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 9(1 & 2). http://journaldialogue.org/issues/v9-issue-1-and-2/teaching-the-grateful-dead-happenings-spontaneous-pedagogy/
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http://journaldialogue.org/issues/v9-issue-1-and-2/teaching-the-grateful-dead-happenings-spontaneous-pedagogy/
http://nur.nu.edu.kz/handle/123456789/6265
To teach a course on the Grateful Dead I developed a praxis I call “spontaneous pedagogy” that pairs academic rigor with flexible curriculum details to enable creativity and engagement among students in a truly student-centered classroom. The pairing of spontaneous pedagogy with the Grateful Dead course worked well because the subject emphasizes improvisation, which initially inspired and—during the course—paralleled my praxis. I had developed this praxis previously, implementing it each semester from 2007 to2010 for one Composition II unit on definitional arguments entitled, “The Nature of Reality.” Students were asked to define what they consider as real and apply that definition to a mythological creature. Utilizing spontaneous pedagogy in this unit was successful: students gained agency in the classroom, guiding our activities towards topics that were important topics for them, and produced unique and excellent work. Following this success, I taught a topic-based intersession class (80 hours in three weeks) on the Grateful Dead in 2011, relying on spontaneous pedagogy and allowing students more agency to determine our curriculum. But something unusual happened: as the students determined the topics for class discussion, they also began assigning themselves additional homework and reading tasks, including their own essay assignments and their submission of their own oral and multimodal presentations on topics of their choosing. I found that spontaneous pedagogy in the Grateful Dead classroom achieved a truly student-centered learning experience as students willingly took over the roles of curriculum and assignment design, leaving me to prepare the classes and participate in them as a guide. In addition to the knowledge of the topic students gained in the class, they also gained a unique experience of a spontaneous atmosphere in an academic setting that paralleled a Grateful Dead improvisation or show experience.
Keywords: Grateful Dead, Geoffrey Sirc, Charles Deemer, happening, pedagogy, improvisation, epiphany, agency, spontaneous pedagogy, student-centered pedagogy
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TEACHING THE GRATEFUL DEAD, HAPPENINGS, & SPONTANEOUS PEDAGOGY
Article
oai:nur.nu.edu.kz:123456789/62662022-06-20T21:00:38Zcom_123456789_6192com_123456789_130col_123456789_6243
Spector, Stanley J.
2022-06-20T05:09:24Z
2022-06-20T05:09:24Z
2022
Spector, S. J. (2022). Teaching the Grateful Dead with Nietzsche’s Birth of Tragedy. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy,, 9(1 & 2) http://journaldialogue.org/issues/v9-issue-1-and-2/teaching-the-grateful-dead-with-nietzsches-birth-of-tragedy/
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http://journaldialogue.org/issues/v9-issue-1-and-2/teaching-the-grateful-dead-with-nietzsches-birth-of-tragedy/
http://nur.nu.edu.kz/handle/123456789/6266
Friedrich Nietzsche published his first work, The Birth of Tragedy out of the Spirit of Music in 1872
and his last work, Ecce Homo in 1888. In not only these two works, but also in his other writings as well, one
of the ideas that he consistently emphasized was the idea of life affirmation and vitality: first, how they were
expressed in Ancient Greece and then how they had been neglected in Western culture from the fifth century
BC to the end of the nineteenth century and finally how regaining life affirmation and vitality might occur in a
post nineteenth century world. To start at the end of his trajectory, an initial observation is that chronologically
the Grateful Dead (1965-1995) was a post nineteenth century band, and in order to justify a claim that the
Grateful Dead expressed Nietzsche’s ideas of life affirmation and vitality, we need first to understand Nietzsche’s
characterizations of the Greek period to contrast with what was lost in the middle period when life affirmation
and vitality were underemphasized and replaced with an over-emphasis on reason, and then grasp how life
affirmation and vitality can come to the forefront again in the twentieth century. Then, we can confidently
demonstrate how closely the Grateful Dead exemplify some of what Nietzsche projected for the future...
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TEACHING THE GRATEFUL DEAD WITH NIETZSCHE’S BIRTH OF TRAGEDY
Article
oai:nur.nu.edu.kz:123456789/62672022-06-20T21:00:38Zcom_123456789_6192com_123456789_130col_123456789_6243
Meriwether, Nicholas G.
2022-06-20T05:09:30Z
2022-06-20T05:09:30Z
2022
Meriwether, N. G. (2022). Discoursing the grateful dead: Scholars, fans, and the 2020 meeting of Southwest Popular/American Culture Association. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 9(1 & 2). http://journaldialogue.org/issues/v9-issue-1-and-2/discoursing-the-grateful-dead-scholars-fans-and-the-2020-meeting-of-southwest-popular-american-culture-association/
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http://journaldialogue.org/issues/v9-issue-1-and-2/discoursing-the-grateful-dead-scholars-fans-and-the-2020-meeting-of-southwest-popular-american-culture-association/
http://nur.nu.edu.kz/handle/123456789/6267
Academic conferences serve many functions but at heart they are pedagogical enterprises, designed to teach, share, and refine knowledge. This paper uses the 2020 meeting of the Grateful Dead area of the Southwest Popular/American Culture Association to explore some of the issues and challenges that define the pedagogical and scholarly work of a conference section. The 2020 meeting offers a useful lens for discussing the area’s contributions and problems within the larger framework and history of the Southwest Popular/American Culture Association and the broader field of Grateful Dead studies. The experience of the Dead area illustrates issues in conference dynamics and organization as well as in the development of discourse communities, especially those with popular constituencies.
Keywords: Conference organization; popular culture studies; media fandom; Grateful Dead studies; discourse communities.
en
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DISCOURSING THE GRATEFUL DEAD: SCHOLARS, FANS, AND THE 2020 MEETING OF SOUTHWEST POPULAR/AMERICAN CULTURE ASSOCIATION
Article
oai:nur.nu.edu.kz:123456789/62682022-06-20T21:00:41Zcom_123456789_6192com_123456789_130col_123456789_6243
Weiner, Rob
2022-06-20T05:09:35Z
2022-06-20T05:09:35Z
2022
Weiner, R. (2022). Teaching with the dead: A Short personal remembrance. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 9(1 & 2) http://journaldialogue.org/issues/v9-issue-1-and-2/teaching-with-the-dead-a-short-personal-remembrance/
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http://journaldialogue.org/issues/v9-issue-1-and-2/teaching-with-the-dead-a-short-personal-remembrance/
http://nur.nu.edu.kz/handle/123456789/6268
This essay is a personal remembrance of teaching an Honors course related to the Grateful Dead, the Beat Generation, and the Counterculture at Texas Tech University during the Spring of 2019. It describes the readings, assignments, techniques, and overall class response to the material. The goals of the course are explained and the syllabus is added as an appendix.
Keywords: Grateful Dead, Beat Generation, Counterculture, Teaching Techniques, American experience, United States History, San Francisco Music.
en
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Type of access: Open Access
TEACHING WITH THE DEAD: A SHORT PERSONAL REMEMBRANCE
Article
oai:nur.nu.edu.kz:123456789/62692022-06-20T21:00:41Zcom_123456789_6192com_123456789_130col_123456789_6243
Trudeau, Robert
2022-06-20T05:09:40Z
2022-06-20T05:09:40Z
2022
Trudeau, R. (2022). A Touch of Grey: Personal reflections on teaching the Grateful Dead to seniors. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 9(1 & 2). http://journaldialogue.org/issues/v9-issue-1-and-2/a-touch-of-grey-personal-reflections-on-teaching-the-grateful-dead-to-seniors/
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http://journaldialogue.org/issues/v9-issue-1-and-2/a-touch-of-grey-personal-reflections-on-teaching-the-grateful-dead-to-seniors/
http://nur.nu.edu.kz/handle/123456789/6269
This essay reflects on several occasions in which I was a facilitator introducing the music of the Grateful Dead to groups of senior citizens. Several themes emerge: First, there is the need to separate the facilitator’s feelings as a convinced Deadhead from the inclinations of older individuals who know little about the Grateful Dead. Second, an indirect approach that emphasizes lyrics and accessible songs seems to have the best impact, if the goal is to encourage individuals to want to learn more about, and listen to, the Grateful Dead’s music. Third, one should let students construct the framework of the information that they themselves feel they need. Finally, it takes a lot of preparation to be able to improvise in and around the structures students develop.
Keywords: Grateful Dead, popular culture, pedagogy
en
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A TOUCH OF GREY: PERSONAL REFLECTIONS ON TEACHING THE GRATEFUL DEAD TO SENIORS
Article
oai:nur.nu.edu.kz:123456789/62702022-06-20T21:00:42Zcom_123456789_6192com_123456789_130col_123456789_6243
Coffman, Christopher K.
2022-06-20T05:09:45Z
2022-06-20T05:09:45Z
2022
Coffman, C. K. (2022). [Review of The Tragic Odes of Jerry Garcia and the Grateful Dead: Mystery Dances in the Magic Theater by Brent Wood]. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 9(1 & 2), http://journaldialogue.org/issues/v9-issue-1-and-2/review-of-the-tragic-odes-of-jerry-garcia-and-the-grateful-dead-mystery-dances-in-the-magic-theater-by-brent-wood-routledge-2020/
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http://journaldialogue.org/issues/v9-issue-1-and-2/review-of-the-tragic-odes-of-jerry-garcia-and-the-grateful-dead-mystery-dances-in-the-magic-theater-by-brent-wood-routledge-2020/
http://nur.nu.edu.kz/handle/123456789/6270
Brent Wood’s The Tragic Odes of Jerry Garcia and the Grateful Dead: Mystery Dances in the Magic
Theater is the latest volume in the Ashgate Popular and Folk Music Series. Like other texts in the series, it
undertakes musicological analysis of its subject in the context of interpretations that draw on a wide variety
of socio-cultural considerations and scholarly fields. For those who teach with the Grateful Dead, Wood’s text
offers much on a number of fronts: its interdisciplinary scope provides fresh insights about the Grateful Dead
in relation to topics in literary studies, classics, philosophy, musicology, and history, among other disciplines...
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REVIEW OF THE TRAGIC ODES OF JERRY GARCIA AND THE GRATEFUL DEAD: MYSTERY DANCES IN THE MAGIC THEATER, BY BRENT WOOD
Article
oai:nur.nu.edu.kz:123456789/62712022-06-20T21:00:42Zcom_123456789_6192com_123456789_130col_123456789_6244
Stephens, Gregory
2022-06-20T05:09:51Z
2022-06-20T05:09:51Z
2021
Walker, Gregory. (2021) Halfies, half-written letters, and one-eyed gods: Connecting the dots of communicative cultures Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 8(3). http://journaldialogue.org/issues/v8-issue-3/halfies-half-written-letters-and-one-eyed-gods-connecting-the-dots-of-communicative-cultures/
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http://journaldialogue.org/issues/v8-issue-3/halfies-half-written-letters-and-one-eyed-gods-connecting-the-dots-of-communicative-cultures/
http://nur.nu.edu.kz/handle/123456789/6271
This essay distills the theory of communicative cultures as a tool for cultural analysis. Nadine Gordimer’s line about the difficulties of returning to “half-written letters” is used to frame anthropology’s critique of “bounded culture” or “container cultures,” predominat in Cultural Studies. Anthropologists Lila Abu-Lughod and Kirin Narayan have described “halfies” as in-between peoples who can help us understand fluid, processual cultures as normative. Building on this stance, and the work of rhetorical genre scholars, Stephens defines communicative cultures as “a set of shared commitments expressed through cultural means.” This approach to cultural analysis, in which literature is viewed as an “ethnographic resource,” is illustrated through an analysis of Jamaican writer Olive Senior’s story “Country of the One Eye God.” The repeating patterns in Jamaican culture which this approach reveals, it is suggested, point to the wider utility of communicative cultures as an analytical concept.
Keywords: Communicative; cultural analysis; ethnography; repeating patterns; generations; structure of feeling; literature as ethnographic resource
en
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HALFIES, HALF-WRITTEN LETTERS, AND ONE-EYED GODS: CONNECTING THE DOTS OF COMMUNICATIVE CULTURES
Article
oai:nur.nu.edu.kz:123456789/62722022-06-20T21:00:43Zcom_123456789_6192com_123456789_130col_123456789_6244
Walker, Casey
Ramirez, Anthony
Soto-Vásquez, Arthur D.
2022-06-20T05:09:56Z
2022-06-20T05:09:56Z
2021
Walker, C., Ramirez, A., & Soto-Vásquez, A.D. (2021). Crossing over: The migrant “other” in the Marvel Cinematic Universe. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 8(3). http://journaldialogue.org/issues/v8-issue-3/crossing-over-the-migrant-other-in-the-marvel-cinematic-universe/.
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http://journaldialogue.org/issues/v8-issue-3/crossing-over-the-migrant-other-in-the-marvel-cinematic-universe/
http://nur.nu.edu.kz/handle/123456789/6272
Two mainstream films from the Marvel Cinematic Universe (MCU) reflect anxiety about the alien (migrant) “other” through difference and crisis. In this article, we explore how refugees and “shithole” planets form a major plot point in Captain Marvel (2019). At the most extreme, alien exclusion is articulated in Avengers: Infinity War (2018), from the villain’s perspective, as a Malthusian need for extermination of lives to preserve environmental balance. Seemingly innocuous, these narratives are symbolic of a creeping right-wing discourse that dehumanizes outsiders, refugees, and migrants in popular culture. Inspired by the call to consider how film and new media converge, and to bridge the gap between media and migration studies, we assert that the representation of and rhetoric about migrants deserve study in popular culture beyond their mere textual representation. Symbolic convergence theory (SCT) is used to do a close reading of the texts and the fandom communities around them, drawing out discourses and themes that resonate in popular discussion. We find translations of anti-immigrant narratives bleeding into fan communities, mediated through irony and internet culture.
Keywords: Marvel Cinematic Universe (MCU), Other, Migrant, Symbolic Convergence Theory, Captain Marvel, Avengers Infinity War
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
CROSSING OVER: THE MIGRANT “OTHER” IN THE MARVEL CINEMATIC UNIVERSE
Article
oai:nur.nu.edu.kz:123456789/62732022-06-20T21:00:39Zcom_123456789_6192com_123456789_130col_123456789_6244
Lowell Mason, Jessica
Imobhio, Ebehitale
2022-06-20T05:10:02Z
2022-06-20T05:10:02Z
2021
Lowell Mason, J. & Imobhio E. (2021). Media literacy, education, and a global pandemic: lessons learned in a gender and pop culture classroom. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 8(3). http://journaldialogue.org/issues/v8-issue-3/media-literacy-education-and-a-global-pandemic-lessons-learned-in-a-gender-and-pop-culture-classroom/
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http://journaldialogue.org/issues/v8-issue-3/media-literacy-education-and-a-global-pandemic-lessons-learned-in-a-gender-and-pop-culture-classroom/
http://nur.nu.edu.kz/handle/123456789/6273
In Teaching to Transgress: Education as the Practice of Freedom, bell hooks writes that “to engage in dialogue is one of the simplest ways we can begin as teachers, scholars, and critical thinkers to cross boundaries.” Hence, this paper explores, through narrative dialogue, teacher and student perspectives on the pedagogical impact of the global pandemic on the process of engaging with and learning about media literacy. By naming and narrating teacher and student experiences and perspectives from a course on gender and pop culture that took place during the Spring 2020 semester, the paper aims to demonstrate the way that crisis can both expose certain pedagogical issues as well as generate pedagogical opportunities. It narrates and reflects on the ways in which moments of crisis create opportunities for educators to think differently and more expansively about pedagogy by demonstrating its occurrence in one course, and how the combination of factors specific to the crisis required both the instructor and their students to re-situate themselves in relation to the course content. Through a teacher-student meditation, the paper argues that media literacy is a subject that leads to increased pedagogical deliberation and experimentation in the study of pop culture. It suggests that the experiences described might provide wisdom for further pedagogical development on the subject of media literacy, more broadly, positioning and inviting educators and students to engage in dialogue in order to shift paradigms according to the moment of crisis at hand. The broader aim of the article is to encourage educators to follow the example of the students in the gender and pop culture course who felt empowered to create innovative and social-justice-focused media literacy projects as a way of exercising agency, and of confronting and dealing with the harsh realities of global circumstances.
Keywords: Media literacy, media, pedagogy, pop culture, pandemic, education, gender, gender studies, gender and pop culture
en
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Type of access: Open Access
MEDIA LITERACY, EDUCATION, AND A GLOBAL PANDEMIC: LESSONS LEARNED IN A GENDER AND POP CULTURE CLASSROOM
Article
oai:nur.nu.edu.kz:123456789/62742022-06-20T21:00:40Zcom_123456789_6192com_123456789_130col_123456789_6244
Sterrantino, Joy
2022-06-20T05:10:07Z
2022-06-20T05:10:07Z
2021
Sterrantino, Joy. It’s Dangerous to Learn Alone- Play This: Video Games in Higher Education, Particularly in the Composition Classroom. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. vol 8, no. 3, 2021. http://journaldialogue.org/issues/v8-issue-3/its-dangerous-to-learn-alone-play-this-video-games-in-higher-education-particularly-in-the-composition-classroom/
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http://journaldialogue.org/issues/v8-issue-3/its-dangerous-to-learn-alone-play-this-video-games-in-higher-education-particularly-in-the-composition-classroom/
http://nur.nu.edu.kz/handle/123456789/6274
When people think of educational games, they often just think of ones geared towards kids: these might include spelling and vocabulary games like Scribblenauts, creative games such as Minecraft , as well as historical games such as Carmen [Sandiego]’s Ancient Caper, but according to the Entertainment Software Association in 2019, 65% of adults play video games (almost half of which are female), the average gamer is 33 years old, and 63% of all gamers are playing with others at least one hour a week (“Essential Facts” 4, 5, 8). This means that the majority of the population plays video games of one type or another. Video games are part of most people’s discourse today, so it is odd that they are virtually ignored as a pedagogy once students enter middle or high school, and they certainly are not considered as a viable learning method in college. However, since games may be the key to how the majority of people of all ages learn best, it is a tool worth utilizing in higher education. I believe in particularly stressful classes, such as freshman composition, gamifying the classes can help reduce student stress and help achievement by couching complex and unfamiliar ideas in a fun and familiar structure.
Thus, dialect is important because we often get caught up in “proper dialects,” academic language and in this case, traditional academic formats. And while these are important to learn, students can learn them better when working by adapting an already-effective language to new and often intimidating information. Gaming has been proven to be one of the most effective methods of motivation and feedback to exist which is exactly what students need.
Keywords: video games, higher education, composition, writing, dialect, English, game, gaming, university, fun
en
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IT’S DANGEROUS TO LEARN ALONE – PLAY THIS: VIDEO GAMES IN HIGHER EDUCATION, PARTICULARLY IN THE COMPOSITION CLASSROOM
Article
oai:nur.nu.edu.kz:123456789/62752022-06-20T21:00:45Zcom_123456789_6192com_123456789_130col_123456789_6241
Bippert, Kelli
Davis, Dennis
Hilburn, Margaret Rose
Hooper, Jennifer D.
Kharod, Deepti
Rodriguez, Cinthia
Stortz, Rebecca
2022-06-20T05:10:13Z
2022-06-20T05:10:13Z
2016
Bippert, K., Davis, D., Hilburn, M. R., Hooper, J. D., Kharod, D., Rodriguez, C., and Stortz, R. (2016). (Re)learning about learning: Using cases from popular media to extend and complicate our understandings of what it means to learn and teach. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 3(1). http://journaldialogue.org/issues/relearning-about-learning-using-cases-from-popular-media-to-extend-and-complicate-our-understandings-of-what-it-means-to-learn-and-teach/
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http://journaldialogue.org/issues/relearning-about-learning-using-cases-from-popular-media-to-extend-and-complicate-our-understandings-of-what-it-means-to-learn-and-teach/
http://nur.nu.edu.kz/handle/123456789/6275
This article utilizes sociocultural and socio-constructivist learning theories to analyze incidents of learning, and by extension teaching, in six different popular media selections. The authors describe their shared theoretical framework and the nature of the original analyses, which were completed as part of a doctoral course assignment. Each of the six excerpts is then described and discussed employing unique theoretical perspectives. The use of popular culture as the context for examining learning and teaching provides a space untethered from traditional notions of schooling through which typically accepted assumptions about pedagogy are revealed, re-examined, and reframed.
Keywords: Sociocultural, Socio-constructivist, Learning, Teaching, Popular Culture, Media Studies, Pedagogy, Education, Communities of Practice
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
(RE)LEARNING ABOUT LEARNING: USING CASES FROM POPULAR MEDIA TO EXTEND AND COMPLICATE OUR UNDERSTANDINGS OF WHAT IT MEANS TO LEARN AND TEACH
Article
oai:nur.nu.edu.kz:123456789/62762022-06-20T21:00:44Zcom_123456789_6192com_123456789_130col_123456789_6241
Howson, Emily
Massenburg, Chris
Shelton, Cecilia
2022-06-20T05:10:18Z
2022-06-20T05:10:18Z
2016
Howson, E. E., Massenburg, C. D., and Shelton, C. D. (2016). Building a popular culture course. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 3(1). http://journaldialogue.org/issues/reflections-on-building-a-popular-writing-course/
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http://journaldialogue.org/issues/reflections-on-building-a-popular-writing-course/
http://nur.nu.edu.kz/handle/123456789/6276
Composition pedagogy has typically employed traditional academic texts in the instruction of first-year writing courses. In this article, three first-year writing instructors reflect on their experiences employing popular culture artifacts in lieu of more traditional academic texts in writing classrooms at a small, private, historically black institution (HBCU). By retrospectively analyzing the intersections between theory and practice, the instructors’ autoethnographic reflections explore the utility of popular culture artifacts as tools for teaching and learning writing, with an emphasis on rhetorical knowledge and transfer. Though preliminary, their conclusions point to the potential of popular culture for integration into traditional best practices in first-year writing pedagogy.
Keywords: Teaching, Pedagogy, Culture, Writing, Transfer, Learning, Inquiry, Analysis, Popular, Composition
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
REFLECTIONS ON BUILDING A POPULAR WRITING COURSE
Article
oai:nur.nu.edu.kz:123456789/62812022-06-20T21:00:45Zcom_123456789_6192com_123456789_130col_123456789_6241
McClain, Jordan M.
2022-06-20T05:11:00Z
2022-06-20T05:11:00Z
2016
McClain, J. M. (2016). A framework for using popular music videos to teach media literacy. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 3(1). http://journaldialogue.org/issues/a-framework-for-using-popular-music-videos-to-teach-media-literacy/
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http://journaldialogue.org/issues/a-framework-for-using-popular-music-videos-to-teach-media-literacy/
http://nur.nu.edu.kz/handle/123456789/6281
This article discusses the use of popular music videos as a tool for teaching media literacy. First, the article addresses the importance of music videos as popular culture, what other music video research has examined, and what features make music videos a good fit for in-class work investigating media and popular culture. Then the article details a single-class activity for introducing and teaching media literacy through the use of music videos. To achieve this objective, the article also proposes a set of original music video-specific discussion questions. Finally, a particular music video is considered to illustrate possible results of this activity and the broader issues that may arise from class discussion.
Keywords: Communication, Media, Media Studies, Popular Culture, Pedagogy, New Media, Digital Media, Media Literacy, Media Education, Music Videos
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
A FRAMEWORK FOR USING POPULAR MUSIC VIDEOS TO TEACH MEDIA LITERACY
Article
oai:nur.nu.edu.kz:123456789/62772022-07-01T08:13:43Zcom_123456789_6192com_123456789_130col_123456789_6242
2022-06-20T05:10:28Z
2022-06-20T05:10:28Z
2016
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http://journaldialogue.org/volume-3-issue-2/
http://nur.nu.edu.kz/handle/123456789/6277
The term adaptation enjoys a variety of applications, of which the scientific and cinematic use most
immediately come to mind. While the term clearly resonates in these spheres, adaptation certainly can be
found beyond them: psychology, education, politics, and economics likewise experience what could be termed
adaptation in response to both external and internal forces. In this issue of Dialogue: e Interdisciplinary
Journal of Popular Culture and Pedagogy, Adapting Our Approaches: (In)Formal Learning, Stereotype, and
Traumas, authors from several fields, ranging from the visual and performing arts to rhetoric to social justice,
explore the role of adaptation in a number of contexts. To introduce the concept of adaptation, Laurence
Raw offers a guest editorial in which he considers the idea relative to a recent visit to the city of Albuquerque
and the 2016 Southwest Popular/American Culture Association conference. Raw encourages the reader to
move beyond a binary approach to adaptation, inviting an examination of the relationships between events,
cultures, and people and how individuals might respond to adaptation.
Our first area of examination is that of education and literacy, as the initial articles address adapting
learning in a variety of contexts. Janis Harmon and Roxanne Henkin examine the power of books in changing
students’ perception of social justice, reminding us that learning takes place both within and outside formal
classrooms. In keeping with this idea of lifelong learning, Magnus Persson discusses the paradox of high
culture as entertainment, describing a live book club in which musicians adapt literary texts through
performance. The final article within this section, by Sheldon Kohn, seeks to expand our thinking about
learning and teaching in general, proposing a shift from grand narratives to everyday change.
The second group of articles delves into the tensions between stereotypes and reality, addressing first
Native American rhetoric and then masculinity in the shifting narratives of professional wrestling. Edward
Karshner considers Diné rhetoric and its ability to affect an individual’s perception of reality by means of
participation in Navajo ceremonies. Marc Ouellette continues by examining televised professional wrestling
in the 1990s, focusing on the roles of masculinity and corporatism in the genre into the twenty-first century.
The final section of the issue addresses trauma in two popular television programs. Adam Crowley
discusses the impact of psychological trauma in the AMC series e Walking Dead, both to the characters
on the show and, beyond the medium, to social movements. Further considering trauma, Courtney Weber
presents the case for considering trauma as seen from the varied perspectives of detective and serial killer,
with potential real-world application in responding to survivors of trauma.
We conclude this issue of Dialogue with a review by Lexey Bartlett of Laurie Kahn’s film Love Between
the Covers (2015), a documentary which explores the creation and consumption of romance novels in
historical and contemporary contexts. Together, the essays in this issue encourage viewers, educators, and
readers to reconsider the interplay of various texts, the means by which we approach them, and the continued
expansion and exploration of the field of popular culture studies.
en
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Type of access: Open Access
VOLUME 3, ISSUE 2 — ADAPTING OUR APPROACHES: (IN)FORMAL LEARNING, STEREOTYPES, AND TRAUMAS
Article
oai:nur.nu.edu.kz:123456789/62782022-06-20T21:00:51Zcom_123456789_6192com_123456789_130col_123456789_6258
Propper, Tara
2022-06-20T05:10:35Z
2022-06-20T05:10:35Z
2017
Propper, T. (2017). The pedagogy and politics of racial passing: Examining media literacy in turn-of-the-century activist periodicals. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 4(1). http://journaldialogue.org/issues/v4-issue-1the-pedagogy-and-politics-of-racial-passing-examining-media-literacy-in-turn-of-the-century-activist-periodicals.
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http://journaldialogue.org/issues/v4-issue-1/the-pedagogy-and-politics-of-racial-passing-examining-media-literacy-in-turn-of-the-century-activist-periodicals/
http://nur.nu.edu.kz/handle/123456789/6278
This article explores how we can use African American activist media to theorize the role of pedagogy in the public sphere. Focusing on how racial passing stories expose the limiting (and often tropic) binaries through which racial identity is deciphered, this analysis further highlights the extent to which these binary constructions of identity are learned through media narration..
Using the December, 1912, issue of W.E.B. Du Bois’s Crisis Magazine as a touchstone for investigation, this analysis considers how pedagogy is taken up as both a theme and project in the magazine. Foregrounding the degree to which Crisis critiques and counternarrates the demeaning and derogatory portrayals of African American identity in early twentieth-century media, this article suggests that Du Bois’s magazine not only indicts dominant visual systems of seeing and evaluating African American identity but also reveals the extent to which such systems of seeing and interpreting blackness are learned and can be remediated through media intervention.
The ultimate aim of this article is to derive an interpretive framework that understands pedagogy as not simply a method for inscribing pre-existent dominant norms but rather as a means for intervening, questioning, and challenging dominant systems of representation and public articulation. Moreover, this analysis intends to reveal the hidden pedagogies within dominant cultural paraphernalia for the purposes of advancing an approach to media literacy that recognizes and endeavors to transform the tropes and archetypes applied to marginal and minority communities.
Keywords: Media Activism, Pedagogy, Public Sphere, Race, Giroux, Du Bois, African American, Print Culture
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
THE PEDAGOGY AND POLITICS OF RACIAL PASSING: EXAMINING THE ROLE OF VISUAL LITERACY IN TURN-OF-THE-CENTURY ACTIVIST MEDIA
Article
oai:nur.nu.edu.kz:123456789/62792022-06-20T21:00:52Zcom_123456789_6192com_123456789_130col_123456789_6258
Quinn, Erika
2022-06-20T05:10:40Z
2022-06-20T05:10:40Z
2017
Quinn, E. (2017). Eastern imaginaries. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 4(1). http://journaldialogue.org/issues/v4-issue-1/eastern-imaginaries/
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http://journaldialogue.org/issues/v4-issue-1/eastern-imaginaries/
http://nur.nu.edu.kz/handle/123456789/6279
Orientalist tropes shaped Western ideas about the East in the late-nineteenth and early-twentieth centuries through travelogues and fiction, and have persisted into the twenty-first. One central set -piece of these stereotypes is the imaginary Eastern European country, “Ruritania.” The advantages and drawbacks of such an imagined place are explored more thoroughly through two recent pieces of pop culture, Wes Anderson’s film “The Grand Budapest Hotel”, and China Miéville’s novel The City and the City. While Anderson’s film entertains and sustains Orientalist stereotypes, Miéville’s novel demands the reader go deeper to empathize with characters and grapple with key issues about collective identity, power, corruption and violence.
Keywords: Wes Anderson, China Miéville, World War Two, Stefan Zweig, Bruno Schulz, Identity, Kitsch, Ruritania, Holocaust, Orientalism
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
EASTERN IMAGINARIES
Article
oai:nur.nu.edu.kz:123456789/62802022-06-20T21:00:52Zcom_123456789_6192com_123456789_130col_123456789_6258
Elmore, Jonathan
2022-06-20T05:10:46Z
2022-06-20T05:10:46Z
2017
Elmore, J. (2017). More than simple plagiarism. Ligotti, Pizzolatto, and True Detective terrestrial horror. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 4(1). http://journaldialogue.org/issues/v4-issue-1/more-than-simple-plagiarism-ligotti-pizzolatto-and-true-detectives-terrestrial-horror/
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http://journaldialogue.org/issues/v4-issue-1/more-than-simple-plagiarism-ligotti-pizzolatto-and-true-detectives-terrestrial-horror/
http://nur.nu.edu.kz/handle/123456789/6280
Of course, True Detective is neither a philosopher’s bedtime story nor supernatural horror, and yet there remains a productive affinity between Ligotti’s work and the HBO series. Where Ligotti provides substantial portions of the hallmark character’s identity and dialogue, True Detective puts Ligotti’s thought experiment to far more practical uses than does Ligotti himself. By intertwining hurricanes and flooding alongside industry and pollution into the background and negative space of the setting, the series implicates the urgent material reality of climate change and environmental collapse into the setting: “all of this is going to be under water in thirty years” (“Long Bright Dark”). In doing so, the series employs Southern gothic conventions to look forward rather than backward in time. Rather than the decay and degeneration of the landscape as reflective of the past, such squalor points forward to a time, rapidly approaching, when the setting will itself be swallowed by the sea. Hence, True Detective enacts a more practical approach to Ligotti’s horror, one I’m calling terrestrial horror.
Keywords: True Detective, Terrestrial Horror, Thomas Ligotti, Pessimism, Ecocriticism, Cosmic Horror
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
MORE THAN SIMPLE PLAGIARISM: LIGOTTI, PIZZOLATTO, AND TRUE DETECTIVE’S TERRESTRIAL HORROR
Article
oai:nur.nu.edu.kz:123456789/62612022-06-20T21:00:52Zcom_123456789_6192com_123456789_130col_123456789_6258
Urie, Andrew
2022-06-20T05:08:15Z
2022-06-20T05:08:15Z
2017
Urie, A. (2017). Hyping the hyperreal: Postmodern visual dynamics in Amy Heckerling’s Clueless. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 4(1). http://journaldialogue.org/issues/v4-issue-1/hyping-the-hyperreal-postmodern-visual-dynamics-in-amy-heckerlings-clueless/
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http://journaldialogue.org/issues/v4-issue-1/hyping-the-hyperreal-postmodern-visual-dynamics-in-amy-heckerlings-clueless/
http://nur.nu.edu.kz/handle/123456789/6261
An iconic staple of 1990s Hollywood cinema, director-screenwriter Amy Heckerling’s Clueless (1995) is a cult classic. This article examines the film’s postmodern visual dynamics, which parody hyperreal media culture and its connection to feminine teen consumerism amidst the image-saturated society of mid-’90s era Los Angeles.
Keywords: Clueless, Amy Heckerling, Jane Austen, Emma, Popular Culture Visual Culture, Film Studies, Media Studies, Postmodernism, Hyperreal
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
HYPING THE HYPERREAL: POSTMODERN VISUAL DYNAMICS IN AMY HECKERLING’S CLUELESS
Article
oai:nur.nu.edu.kz:123456789/62992022-06-30T21:01:09Zcom_123456789_6192com_123456789_130col_123456789_6245
Mills, Shala
Hamlin, Darrell
2022-06-30T09:37:51Z
2022-06-30T09:37:51Z
2021
Mills, S., & Hamlin, D. (2021). What we owe our students: The Good Place, pedagogy, and the architecture of engaged learning. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 8(2). http://journaldialogue.org/issues/v8-issue-2/what-we-owe-our-students-the-good-place-pedagogy-and-the-architecture-of-engaged-learning/
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http://journaldialogue.org/issues/v8-issue-2/what-we-owe-our-students-the-good-place-pedagogy-and-the-architecture-of-engaged-learning/
http://nur.nu.edu.kz/handle/123456789/6299
Pedagogy is the architecture of a learning environment. The discipline of philosophy has often operated according to a pedagogy of conversation, clarity, and reflection, certainly since the era of Socratic dialogue in the streets of Athens. We argue that The Good Place occupies that space, re-setting this pedagogy as an architecture of learning through entertainment associated with ultimate matters of eternal disposition. A critical character driving conversation, clarity, and reflection across four seasons of the story’s arc is a philosopher – doomed by their own indecisive flaws – who teaches deep understanding of ethical development through a variety of relevant philosophic problems originating from intellectual history. Confronted with the complexities of an intricately connected world and highly motivated by the weight of ultimate choices, the protagonists bring a sense of how a well-constructed “classroom” can prepare students to meet ordinary challenges, extraordinary obstacles, and even existential crises. The Good Place is a classroom with a purposeful syllabus and highly motivated participants, structured for viewers to extract ethical insights of the highest consequence — if they are willing to keep trying to get it right. By comparison, this article unpacks how the American Association of State Colleges and Universities’ Global Challenges blended model course is a valuable example of high impact teaching practices which, like The Good Place, engage students through content connected to issues that confront them personally and professionally, providing them with opportunities for repetition and mastery.
Keywords: pedagogy, popular culture, wicked problems, Bloom’s taxonomy, high impact practices, global challenges, The Good Place
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
WHAT WE OWE OUR STUDENTS: THE GOOD PLACE, PEDAGOGY, AND THE ARCHITECTURE OF ENGAGED LEARNING
Article
oai:nur.nu.edu.kz:123456789/63002022-06-30T21:01:10Zcom_123456789_6192com_123456789_130col_123456789_6245
Deka, Mayuri
2022-06-30T09:38:04Z
2022-06-30T09:38:04Z
2021
Deka, M. (2021). Conceptualizing empathy and prosocial action: Teaching film within the literature classroom. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 8(3). http://journaldialogue.org/issues/v8-issue-2/conceptualizing-empathy-and-prosocial-action-teaching-film-within-theliterature-classroom/
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http://journaldialogue.org/issues/v8-issue-2/conceptualizing-empathy-and-prosocial-action-teaching-film-within-theliterature-classroom/
http://nur.nu.edu.kz/handle/123456789/6300
The experience of viewing a movie in the global era is multi-faceted. A viewer’s response to a cinematic experience as Carl Plantinga explains in Moving Viewers: American Film and the Spectator’s Experience is not only admiration for the aesthetics and techniques employed in the movie but also in the emotions aroused by the storyline. Audiences react to the story and characters presented with directed emotions by imagining either their mental lives and feelings or their situations. Empathy occurs within this framework of imagination where the audience engages with the story and character based on these directed emotions. The audience could not only empathize with the story or character by experiencing a similar emotion but also think about a similar situation they have experienced and attribute the emotion they experienced to the story or character. Watching a film such as How to Train Your Dragon (2010) would allow the instructor to help students sustain a coherent identity and find similarities with more and more diverse groups of people, leading to a reduction in prejudice while promoting an empathic identity. This facilitation of the development of complex identity-contents in the students based on universal affective states and life-conditions should result in them taking practical steps to alleviate the Other’s suffering and engage in social change through empathic reflection.
Keywords: Film, literature, empathy, Self/Other, pedagogy
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
CONCEPTUALIZING EMPATHY AND PROSOCIAL ACTION: TEACHING FILM WITHIN THELITERATURE CLASSROOM
Article
oai:nur.nu.edu.kz:123456789/63012022-06-30T21:01:09Zcom_123456789_6192com_123456789_130col_123456789_6245
Stephens, Ronnie
2022-06-30T09:38:36Z
2022-06-30T09:38:36Z
2021
Stephens, R. (2021). Experimental forms and identity politics in 21st century American poetry. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 8(2). http://journaldialogue.org/issues/v8-issue-2/experimental-forms-and-identity-politics-in-21st-century-american-poetry/
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http://journaldialogue.org/issues/v8-issue-2/experimental-forms-and-identity-politics-in-21st-century-american-poetry/
http://nur.nu.edu.kz/handle/123456789/6301
“Experimental Forms and Identity Politics in 21st Century American Poetry” explores the function of form in American poetry and its proximity to whiteness. Through an analysis of experimental and nontraditional forms I argue that poets Fatimah Asghar, Jericho Brown, Franny Choi, Natalie Diaz, Ilya Kaminsky, and Danez Smith challenge traditional notions of what a poem is; these authors use graphics and co-opt familiar text objects to challenge larger assumptions about gender identity, ableism, and the immigrant experience. These experimental forms are grounded in a larger poetic tradition that alters traditional forms, such as the sonnet, to disrupt and further dialogue related to oppressive tactics in American poetry. They also signal an intentional departure from strict forms associated with colonialism and mark a shift in contemporary American poetry. For educators, including nontraditional and experimental form poems in the curriculum encourages students to engage poetry as a living genre. It also invites conversation about the implications of gatekeeping in both the publishing and education industries. The co-opting and evolution of form is not just a rebellion against classic American poetry but an opportunity for students of color to engage with the literary canon on their own terms.
Keywords: Poetry, Counternarrative, #DisruptTexts, Decolonize, Technology, Sonnet, Cyborg, Pedagogy
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
EXPERIMENTAL FORMS AND IDENTITY POLITICS IN 21ST CENTURY AMERICAN POETRY
Article
oai:nur.nu.edu.kz:123456789/62952022-06-29T21:00:37Zcom_123456789_6192com_123456789_130col_123456789_6248
Hawk, Jena L.
2022-06-29T11:33:45Z
2022-06-29T11:33:45Z
2021
Hawk, J. (2021). The power of cool: Celebrity influence in the ivory tower. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 8(1), http://journaldialogue.org/issues/v8-issue-1/the-power-of-cool-celebrity-influence-in-the-ivory-tower/
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http://journaldialogue.org/issues/v8-issue-1/the-power-of-cool-celebrity-influence-in-the-ivory-tower/
http://nur.nu.edu.kz/handle/123456789/6295
Since the earliest of times, student orations and student debates served as the main attractions at college or university commencement ceremonies. However, these elements faded over time, and commencement speakers, specifically politicians or academics, eventually replaced student performances. Often, the commencement speaker emphasized the students’ rite of passage into adulthood as well as the development of their moral character. During the 1800s, celebrities began to receive invitations to serve as commencement speakers, and since then, celebrity influence has increased greatly in higher education as celebrities now teach classes at colleges and universities. The use of celebrities allows colleges and universities to command the public’s attention as members of the public feel as if they have a relationship with these individuals. Using the theoretical framework of parasocial interaction theory, the researcher examines the role of celebrities in higher education, specifically those delivering the keynote commencement addresses and discusses related issues emanating from this seemingly commonplace practice.
Keywords: popular culture, celebrity, commencement speakers, graduation
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
THE POWER OF COOL: CELEBRITY INFLUENCE IN THE IVORY TOWER
Article
oai:nur.nu.edu.kz:123456789/63022022-06-30T21:01:11Zcom_123456789_6192com_123456789_130col_123456789_6248
Oullette, Marc
2022-06-30T09:38:39Z
2022-06-30T09:38:39Z
2021
Ouellete, M. (2021). Society doesn’t owe you anything: Grand Theft Auto: San Andreas & video games as speculative fiction. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 8(1), http://journaldialogue.org/issues/v8-issue-1/society-doesnt-owe-you-anything-grand-theft-auto-san-andreas-video-games-as-speculative-fiction/
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http://journaldialogue.org/issues/v8-issue-1/society-doesnt-owe-you-anything-grand-theft-auto-san-andreas-video-games-as-speculative-fiction/
http://nur.nu.edu.kz/handle/123456789/6302
Since Donald Trump’s election in 2016, popular and scholarly commentators have been looking for speculative and/or dystopic literary works that might provide analogues for the Trump-era. Perhaps the most famous of these was the renewed popularity of Margaret Atwood’s The Handmaid’s Tale. In this regard, though, video games remain an underexplored fictional form. With its exaggerated and parodic satire of an America ruled by the corruption and greed of extreme right-wing populism, Grand Theft Auto (GTA): San Andreas (2004) offers a speculative fiction that players can enact as well as imagine, and simulate as well as prepare. Thus, reading the game through the lens of speculative fiction shows that GTA: San Andreas offers the kinds of intertexts, allusions, and parallels that Brabazon, Redhead, and Chivaura (2018) argue is essential for making sense of a dystopic present.
Keywords: video games, game studies, popular culture, speculative fiction
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
THE POWER OF COOL: CELEBRITY INFLUENCE IN THE IVORY TOWER
Article
oai:nur.nu.edu.kz:123456789/63122022-06-30T21:01:11Zcom_123456789_6192com_123456789_130col_123456789_6248
Martin, Justin Frank
2022-06-30T09:41:16Z
2022-06-30T09:41:16Z
2021
Martin, J. (2021). The many ways of Wakanda: Viewpoint diversity in Black Panther and its implications for civics education. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 8(1). http://journaldialogue.org/issues/v8-issue-1/the-many-ways-of-wakanda-viewpoint-diversity-in-black-panther-and-its-implications-for-civics-education/
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http://journaldialogue.org/issues/v8-issue-1/the-many-ways-of-wakanda-viewpoint-diversity-in-black-panther-and-its-implications-for-civics-education/
http://nur.nu.edu.kz/handle/123456789/6312
Like many of its superhero film predecessors, Black Panther (2018) achieved widespread popularity both domestically and internationally. Although the film examines the focal character T’Challa’s (Black Panther) attempt to balance his dual responsibilities as king and protector of Wakanda, the viewpoint diversity displayed by its citizens suggests that the film’s central character is Wakandan society. Drawing on events and themes from the film, the essay argues that social domain theory (SDT)—a theory that attempts to explain the development of sociomoral concepts across the lifespan—provides a useful lens to examine Wakandans’ viewpoint diversity as portrayed in the film, specifically with regards to general similarities between the sociomoral considerations at the heart of the film, and those people bring to bear when understanding their social worlds. Moreover, the essay contends that such an analysis suggests that Black Panther (2018) may have some value for primary school educators as a potential aid towards their efforts to create learning activities related to civics education.
Keywords: Black Panther, superheroes, society, education, social studies, children, civics, sociomoral development
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
THE MANY WAYS OF WAKANDA: VIEWPOINT DIVERSITY IN BLACK PANTHER AND ITS IMPLICATIONS FOR CIVICS EDUCATION
Article
oai:nur.nu.edu.kz:123456789/62962022-06-30T21:01:12Zcom_123456789_6192com_123456789_130col_123456789_6248
Zimmerman, Lynn D.
2022-06-30T03:36:48Z
2022-06-30T03:36:48Z
2021
Zimmerman, L. D. (2021). Guiding students down that “Old Town Road:” Writing pedagogy, relatability and the sitch. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 8(1). http://journaldialogue.org/issues/v8-issue-1/guiding-students-down-that-old-town-road-writing-pedagogy-relatability-and-the-sitch/
2378-2331
2378-2323
http://journaldialogue.org/issues/v8-issue-1/guiding-students-down-that-old-town-road-writing-pedagogy-relatability-and-the-sitch/
http://nur.nu.edu.kz/handle/123456789/6296
This study draws on media literacy to suggest pedagogical techniques that aim to combat boredom and enhance student engagement in freshman writing classes. Students often complain they cannot relate to course work; they maintain that course materials do not connect to their real lives and are therefore uninteresting. Because writing classes can serve as an introduction to academic discourse and skillful writing promotes academic success, negative attitudes about writing matter. Instructors craft courses to achieve learning outcomes but also to foster the habits of mind effective writing demands. I contend that discussing and writing about timely, controversial topics from students’ social media feeds teaches them to identify the complex power structures at play in the materials they do find pertinent. Students gain confidence by demonstrating adept understandings of contentious issues and, in fostering this process, instructors neutralize the relatability problem by allowing students to choose the topics they deem compelling.
Keywords: Freshman writing, media literacy, student engagement, lesson plans, social media, pedagogical techniques
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
GUIDING STUDENTS DOWN THAT “OLD TOWN ROAD:” WRITING PEDAGOGY, RELATABILITY AND THE SITCH
Article
oai:nur.nu.edu.kz:123456789/63132022-06-30T21:00:08Zcom_123456789_6192com_123456789_130col_123456789_6249
Acuff, Joni Boyd
Kraehe, Amelia M.
2022-06-30T09:41:19Z
2022-06-30T09:41:19Z
2020
Acuff, J. B., Kraehe, A. M. (2020). Visuality of Race in Popular Culture: Teaching Racial Histories and Iconography in Media. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 7(3). http://journaldialogue.org/issues/v7-issue-3/visuality-of-race-in-popular-culture-teaching-racial-histories-and-iconography-in-media/
2378-2323
2378-2331
http://journaldialogue.org/issues/v7-issue-3/visuality-of-race-in-popular-culture-teaching-racial-histories-and-iconography-in-media/
http://nur.nu.edu.kz/handle/123456789/6313
The repetition of racist imagery from historical to contemporary popular culture is indicative of a lack of visual culture education among artists, designers, and other creative cultural producers working today. This paper addresses the dearth of resources for teaching visual codes and conventions of racial iconography that are recycled in popular media and contribute to the fabrication of racial differences, maintenance of racial hierarchies, and normalization of white supremacist ideology. Inspired by Critical Race Theory in art and visual culture education, the essay proposes teaching tactics and sites/sights that can support students in developing visual understandings of race in popular culture and the practices of racialized looking it invites. Because popular culture is contested terrain, students can learn to be race-conscious consumers of popular culture today. A deeper awareness of visual codes and conventions can foster critical interpretations and creative responses to popular racial constructions. We suggest key vocabulary for scaffolding dialogue and counter-visual strategies for deconstructing racial images and practices of looking.
Keywords: race, representation, popular culture, art, visual culture, racial literacy, critical race theory
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
VISUALITY OF RACE IN POPULAR CULTURE: TEACHING RACIAL HISTORIES AND ICONOGRAPHY IN MEDIA
Article
oai:nur.nu.edu.kz:123456789/63142022-06-30T21:00:12Zcom_123456789_6192com_123456789_130col_123456789_6249
Guerra, Ramón J.
Latchaw, Joan
2022-06-30T09:41:21Z
2022-06-30T09:41:21Z
2020
Guerra, R. J., & Latchaw, J. (2020). Unmasking male voices in Woman Hollering Creek: Contributions to pedagogy and masculinity studies. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 7(3). http://journaldialogue.org/issues/v7-issue-3/unmasking-male-voices-in-woman-hollering-creek-contributions-to-pedagogy-and-masculinity-studies
2378-2331
2378-2323
http://journaldialogue.org/issues/v7-issue-3/unmasking-male-voices-in-woman-hollering-creek-contributions-to-pedagogy-and-masculinity-studies/
http://nur.nu.edu.kz/handle/123456789/6314
In teaching Sandra Cisneros’ Woman Hollering Creek to undergraduates, we have developed a sociocultural and historical framework, beginning with the theoretical work of Gloria Anzaldúa’s Borderlands and the concept of transfrontera feminism. With incidents of seduction and sexual abuse of women, spousal abuse, and patriarchal family structures, the collection of stories strongly indicates the oppressive representation of machismo. Scholars and teachers have drawn important critiques of Cisneros’s work based on destructive sociocultural forces on women. However, in rereading the text with an intended focus on the representations of male characters, we have surmised that Cisneros structured the stories in the text to reveal that men are simultaneously affected by sociocultural pressures. The male characters in this story collection play an important role beyond the characterization as oppressors.
Cisneros’s stories have helped us unmask important social forces that affect not only Chicana characters, but husbands, lovers, and even neglected fathers. Male characters in Woman Hollering Creek also have basic needs for food, shelter, love, and dignity, and they too suffer the consequences of politically charged borders. Furthermore, these masculinity effects may not often be acknowledged in teaching literature courses. The pain and struggle of male and female genders are aligned within this collection; there are several male characters who signify masculinity, and compassion, and beauty. Therefore, in revising our curricula, we intend to place some stories from Woman Hollering Creek and Rigoberto González’s Men without Bliss (2008) in conversation with each other. We do not intend to privilege one writer against another, but encourage students to consider the contributions and limitations of each in terms of theme, characterization, plot, and literary technique. It is our intention to teach students that Cisneros’s Woman Hollering Creek humanizes both men and women in their strength, frailty, and quest for love.
Keywords: Sandra Cisneros, Chicana Literature, transfrontera feminism, Woman Hollering Creek, Gloria Anzaldúa
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
UNMASKING MALE VOICES IN WOMAN HOLLERING CREEK: CONTRIBUTIONS TO PEDAGOGY AND MASCULINITY STUDIES
Article
oai:nur.nu.edu.kz:123456789/63152022-06-30T21:00:14Zcom_123456789_6192com_123456789_130col_123456789_6249
Carlson, Daniel
2022-06-30T09:41:24Z
2022-06-30T09:41:24Z
2020
Carlson, D. J. (2020). Beyond bikini-mail: Having women at the table.” Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 7(3). http://journaldialogue.org/issues/v7-issue-3/dd-beyond-bikini-mail-having-women-at-the-table/
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2378-2331
http://journaldialogue.org/issues/v7-issue-3/dd-beyond-bikini-mail-having-women-at-the-table/
http://nur.nu.edu.kz/handle/123456789/6315
Dungeons and Dragons represents a space that is often treated as an echo chamber for young (usually white) men to act out fantasies of power and control, which makes up for their inability to perform such actions in the real world. Using the work of Sherry Turkle and Michelle Dickey, I posit that this game is a nuanced location acting as a safe space for people to act out different aspects of their identity or life experiences in a low-risk environment enhanced by the connections made between the players and their characters. In this work, I have utililzed feminist frames of criticism and analysis developed by Gesa Kirsch, Jacqueline Royster, Sonja Foss, and Cindy Griffin to show how the developers of the fifth edition of Dungeons and Dragons have made a feminist intervention on their own product. This feminist intervention, comprised of changes to rules and art policies, invites players to consider their preconceptions of race, gender, and sexual orientation. These challenges now materializing from within a space traditionally associated with the toxic masculinity of western popular culture are designed to make players think about the nature of the imagined worlds of gameplay while also considering the ways that their own world’s norms and expectations have been constructed. Hence, through this game, players are offered the opportunity to learn and understand complicated concepts that impact their daily lives.
Keywords: Dungeons and Dragons, D&D, Invitational Rhetoric, Rhetoric, Strategic Contemplation, Critical Imagination, Role-play, Toxic Masculinity, Popular Culture, Critical Role
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
D&D BEYOND BIKINI-MAIL: HAVING WOMEN AT THE TABLE
Article
oai:nur.nu.edu.kz:123456789/63172022-06-30T21:00:14Zcom_123456789_6192com_123456789_130col_123456789_6249
Wendland, Jay
2022-06-30T09:41:29Z
2022-06-30T09:41:29Z
2020
Wendland, J. (2020). A Heartbeat Away: Popular Culture’s Role in Teaching Presidential Succession. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 7(3). http://journaldialogue.org/issues/v7-issue-3/a-heartbeat-away-popular-cultures-role-in-teaching-presidential-succession/
2378-2331
2378-2323
http://journaldialogue.org/issues/v7-issue-3/a-heartbeat-away-popular-cultures-role-in-teaching-presidential-succession/
http://nur.nu.edu.kz/handle/123456789/6317
The role of popular culture in civic education is important. Many television viewers learn about the American political process through various dramatized depictions. The 25th Amendment has often received much attention from Hollywood, as it provides writers, directors, and producers a tool with which to further dramatize presidential succession. Through the television shows West Wing, Designated Survivor, Commander in Chief, Madam Secretary, and Political Animals, viewers are exposed to storylines revolving around the 25th Amendment. By viewing these dramatized versions of presidential succession, viewers are better able to understand the process and political science instructors are better able to elucidate the process in the classroom.
Keywords: Presidential Succession, 25th Amendment, Popular Culture, West Wing, Designated Survivor, Commander in Chief, Political Animals, Madam Secretary
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
A HEARTBEAT AWAY: POPULAR CULTURE’S ROLE IN TEACHING PRESIDENTIAL SUCCESSION
Article
oai:nur.nu.edu.kz:123456789/63162022-06-30T21:00:15Zcom_123456789_6192com_123456789_130col_123456789_6249
Wilson, Laura Merrifield
2022-06-30T09:41:27Z
2022-06-30T09:41:27Z
2020
Wilson, L. (2020). Pop Culture and Politics: Teaching American Government through Art, Film, and Music. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 7(3).http://journaldialogue.org/issues/v7-issue-3/pop-culture-and-politics-engaging-students-in-american-government-through-art-music-and-film/
2378-2323
2378-2331
http://journaldialogue.org/issues/v7-issue-3/pop-culture-and-politics-engaging-students-in-american-government-through-art-music-and-film/
http://nur.nu.edu.kz/handle/123456789/6316
Strategically and thoughtfully employing popular culture in teaching political science can enable students to better understand, analyze, and relate to the material. In a discipline that can be viewed by students as too boring, too distant, and too polarizing, the use of relevant music, TV/film clips, toys, memes, and other popular culture artifacts can engage otherwise unengaged students in a meaningful way. This paper argues that using popular culture in teaching political science can demonstrate relevance, serve as a generational translator, expose the bias of experience, and enable an expression of self. In demonstrating relevance, popular culture makes material fresh and applicable for students; by operating as a generational translator, the material transcends the time in which it originated; biased experiences are exposed through popular culture mediums through which students are comfortable projecting new and different ideas that challenge what they already know and believe; finally, students can learn to express themselves in relationship to the material by using these mediums with which they are already familiar but in a new and intentional way. Watching clips from the hit TV show “Parks and Recreation” (2009) can illuminate the complexities of the bureaucracy and the role of regulation in everyday life; likewise, listening to the award-winning Broadway musical “Hamilton” (2015) with clever lyrics regaling the debates of federalism demonstrate the passion and ideas behind such constitutional conflicts. This paper first provides an overview that establishes the value of applying popular culture specifically to political science pedagogy before reviewing the relevant literature. It then charts the four ways in which popular culture can be beneficial to teaching and learning political science, concluding with a larger analysis of the advantages and potential for such approaches.
Keywords: political science, politics; government, TV/Film, music, memes, cartoons, popular culture
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
POP CULTURE AND POLITICS: ENGAGING STUDENTS IN AMERICAN GOVERNMENT THROUGH ART, MUSIC, AND FILM
Article
oai:nur.nu.edu.kz:123456789/63192022-06-30T21:00:13Zcom_123456789_6192com_123456789_130col_123456789_6241
Culton, Kenneth
Muñoz, José A.
2022-06-30T09:41:34Z
2022-06-30T09:41:34Z
2016
Culton, K. and Muñoz, J. (2016) “Lady Gaga Meets George Ritzer: Using Music to Teach Sociological Theory.” Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. http://journaldialogue.org/issues/lady-gaga-meets-ritzer-using-music-to-teach-sociological-theory/
2378-2331
2378-2323
http://nur.nu.edu.kz/handle/123456789/6319
This paper presents methods for instructors to deal with student anxiety over theory courses. The method is an interactive class exercise that provides instructors with direction as to using popular music. The paper accomplishes this through the use of several cases for including music in order to spark discussion and suggestions for helping students to interpret the theory presented. Additionally, suggestions for incorporating writing assignments with the exercise are provided here. A table linking music to a theorist is also provided.
Keywords:
Music, Sociology, Theory, Teaching, Student Anxiety, Subculture, Class Exercise, Undergraduate, Popular Culture
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
LADY GAGA MEETS RITZER: USING MUSIC TO TEACH SOCIOLOGICAL THEORY
Article
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