(RE)LEARNING ABOUT LEARNING: USING CASES FROM POPULAR MEDIA TO EXTEND AND COMPLICATE OUR UNDERSTANDINGS OF WHAT IT MEANS TO LEARN AND TEACH
No Thumbnail Available
Date
2016
Authors
Bippert, Kelli
Davis, Dennis
Hilburn, Margaret Rose
Hooper, Jennifer D.
Kharod, Deepti
Rodriguez, Cinthia
Stortz, Rebecca
Journal Title
Journal ISSN
Volume Title
Publisher
Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy
Abstract
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
Description
Keywords
Type of access: Open Access
Citation
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/