“Using Popular Culture Sources To Increase Engagement Among College Students” Program Proposal...
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- Slide 1
- Using Popular Culture Sources To Increase Engagement Among
College Students Program Proposal Developed for the Faculty Center
for Teaching and Learning Professional Development Intensive
Workshop Facilitated by: Dr. Elizabeth (Scout) Blum Professor of
History, Associate Chair Troy University
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- Popular Culture Definition
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- How I Come At The Use of Popular Culture Sources Research
Classes
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- Pedagogy Uses of popular culture Increased Engagement Luke,
Media Literacy and Cultural Studies (1997) Popular Culture as
Demonstrating Power Relationships in Society George Lipsitz, The
Politics and Pedagogy of Popular Culture in Contemporary Textbooks.
Janet Lee, Integrating Popular Culture into a Pedagogy of
Resistance. Popular Culture as Solving Pedagogical/Societal Issues
of Inequality Ernest Morrell, Toward a Critical Pedagogy of Popular
Culture. Meg Callahan and Bronwen Low, At the Crossroads of
Expertise.
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- Pedagogy Uses of Popular Culture: Film
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- Pedagogy Uses of Popular Culture: Film Increase levels of
critical thinking (Step 1) Looking at the accuracy of a source
Sally Hadden, How Accurate Is the Film? [Amistad] Gregory Bassham
and Henry Nardone, Using the Film JFK to Teach Critical Thinking
Increase levels of critical thinking (Step 2) Looking at
themes/bigger picture/context Howard Jones, Cinque of the Amistad a
Slave Trader? Robert Rosenstone, JFK: Historical Fact/Historical
Film
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- Pedagogy: Cautions/Warnings Setting context/background
absolutely necessary Care needs to be taken when asserting a
historical (or other) truth Time limitations: problems with using
only one source
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- Pedagogy: Benefits Students are engaged Students can connect
material to everyday life outside and after the classroom
experience Students as co-experts Students begin to understand that
there may not just be one truth out there Sara Schwebel,
Child-Sized History (2011)
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- Samples of Popular Culture Use Topical Material: Gender
Differences/Oppression
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- Messages of Power/Gender Association with animals - primitivism
Blueberries for Sal (1948) by Robert McCloskey
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- Messages of Gender Roles/ Appropriate Behavior Gender The Wild
Birthday Cake (1949) by Lavinia Davis
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- Messages of Gender Roles/ Appropriate Behavior Gender The Wild
Birthday Cake (1949) by Lavinia Davis
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- Messages of Gender Roles/ Appropriate Behavior Gender Play With
Me (1955) by Marie Hall Ets
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- Messages of Gender Roles/ Appropriate Behavior Gender Play With
Me (1955) by Marie Hall Ets
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- Messages of Gender Roles/ Appropriate Behavior Gender Play With
Me (1955) by Marie Hall Ets
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- Samples of Popular Culture Use Topical Material: Racial
Differences/Oppression
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- Messages of Racial Differences/Gender Gender Hawk, Im Your
Brother (1976) by Byrd Baylor
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- Messages of Racial Differences/Gender Gender Hawk, Im Your
Brother (1976) by Byrd Baylor
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- Messages of Racial Differences/Gender Gender Hawk, Im Your
Brother (1976) by Byrd Baylor
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- Messages of Racial Differences/Gender Gender The Girl Who Loved
Horses (1978) by Paul Goble
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- Messages of Racial Differences/Gender Gender The Girl Who Loved
Horses (1978) by Paul Goble
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- Messages of Racial Differences/Gender Gender The Girl Who Loved
Horses (1978) by Paul Goble
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- Resistance/Agency/ Challenges to Authority Bartholomew and the
Oobleck (1949), by Dr. Seuss
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- Resistance/Agency/ Challenges to Authority Bartholomew and the
Oobleck (1949), by Dr. Seuss
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- Resistance/Agency/ Challenges to Authority Bartholomew and the
Oobleck (1949), by Dr. Seuss
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- Resistance/Agency/ Challenges to Authority Where the Wild
Things Are (1963), by Maurice Sendak
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- Resistance/Agency/ Challenges to Authority Where the Wild
Things Are (1963), by Maurice Sendak