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Teaching towards Democracy with Postmodern and Popular Culture Texts

  • Book
  • © 2014

Overview

Editors:
  1. Patricia Paugh

    1. The University of Massachusetts Boston, USA

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  2. Tricia Kress

    1. The University of Massachusetts Boston, USA

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    You can also search for this editor in PubMed   Google Scholar

  3. Robert Lake

    1. Georgia Southern University, USA

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  • The book continues the argument for a critical literacy curriculum that uses popular texts, but distinguishes itself by sharing syllabi and teaching ideas that readers can directly incorporate into their own work with youth.

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-viii
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  2. Introduction

    • Patricia Paugh
    Pages 1-5

  3. Adventures in Adaptation

    • P. L. Thomas
    Pages 7-19

  4. Neo-Post-Urban-Noir Graphic Novels and Critical Literacy

    • William M. Reynolds
    Pages 21-35

  5. Creating Critical Spaces for Youth Activists

    • Lindy L. Johnson, Tobie Bass, Matt Hicks
    Pages 37-58

  6. Teaching Students to Think Critically

    • Tonya Perry
    Pages 59-75

  7. Class on Fire

    • Amber M. Simmons
    Pages 77-95

  8. The Postmodern Picture Book

    • Patricia Paugh
    Pages 97-115

  9. A Source of Self

    • Kjersti Vanslyke-Briggs, Heather Matthews
    Pages 117-134

  10. What Mainstream Centers Cannot Hold

    • Megan Marshall
    Pages 135-150

  11. Exploring the Tensions Between Narrative Imagination and Official Knowledge through the Life of Pi

    • Laura Rychly, Robert Lake
    Pages 151-164

  12. “Clankers,” “Darwinists,” and Criticality

    • Tricia M. Kress, Patricia Patrissy
    Pages 165-177

  13. Science and Fiction

    • Justin Patch
    Pages 179-199

  14. Enacting a Critical Pedagogy of Popular Culture at the Intersection o Student Writing, Popular Culture, and Critical Literacy

    • Denise Ives, Cara Crandall
    Pages 201-220

  15. Shadows of the Past

    • Christopher Andrew Brkich, Tim Barko, Katie Lynn Brkich
    Pages 221-238

  16. Critical Hits & Critical Spaces

    • Kevin Smith
    Pages 239-256

  17. Back Matter

    Pages 257-258
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Keywords

About this book

This edited volume supports implementation of a critical literacy of popular culture for new times. It explores popular and media texts that are meaningful to youth and their lives. It questions how these texts position youth as literate social practitioners. Based on theories of Critical and New Literacies that encourage questioning of social norms, the chapters challenge an audience of teachers, teacher educators, and literacy focused scholars in higher education to creatively integrate popular and media texts into their curriculum. Focal texts include science fiction, dystopian and other youth central novels, picture books that disrupt traditional narratives, graphic novels, video-games, other arts-based texts (film/novel hybrids) and even the lives of youth readers themselves as texts that offer rich possibilities for transformative literacy. Syllabi and concrete examples of classroom practices have been included by each chapter author

Editors and Affiliations

  • The University of Massachusetts Boston, USA

    Patricia Paugh, Tricia Kress

  • Georgia Southern University, USA

    Robert Lake

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