GIRLS, GUNS, AND ZOMBIES: FIVE DIMENSIONS OF TEACHING AND LEARNING IN THE WALKING DEAD

Abstract

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