Proposal Title

Pop Culture Praxis: Cultural Production as Critical Pedagogy

Track

Research Proposal / Learning Theories and Pedagogy

Proposal Abstract

In this SoTL research project, I engaged graduate early childhood education students in popular culture using a critical pedagogical approach in order to examine how it transformed their ideas about historical representations and teaching social studies in the P-5 classroom. Specifically, I explore whether critiquing Disney’s “ethnic” Princess films through creative writing and artmaking can help early childhood educators think more critically about historical representations of race, class, and gender in children’s popular culture and encourage the development of a social justice orientation toward teaching P-5 Social Studies.

Proposal Description

In this SoTL research project, I explore whether critiquing Disney’s “ethnic” Princess films through creative writing and artmaking can help early childhood educators think more critically about historical representations of race, class, and gender in children’s popular culture and encourage the development of a social justice orientation toward teaching P-5 Social Studies. In my study, graduate students enrolled in an Advanced Social Studies Methods are currently participating in a cultural production project, the purpose of which is to reconstruct one of the “ethnic” Disney Princesses tales by reworking, replacing, and adding to the plot based on their experiences and beliefs about gender, race, class, and historical events, and producing a visual artifact that reflects their re-interpretation. Participants will also compose a written reflection to document any changes in their thinking about social studies methods for the P-5 classroom. The revised stories, visual artifacts, and written reflections will be analyzed for common themes that reveal beliefs and values about gender, race, class and the representation of historical events. This project is currently in progress, but is will be completed prior to the conference. The results of this project will enable me to transform my own teaching practices as a teacher educator in order to better equip my graduate and undergraduate students with the skills and dispositions needed to teach social studies through critical pedagogical approaches that reflect a social justice orientation. This study also seeks to address gaps in SoTL literature by explicitly addressing social justice through critical pedagogical approaches to teaching with popular culture. I will engage the audience in by inviting them to interact with and reflect on video clips used in the research project and engaging them in the sharing of participant responses. I will also utilize a rich visual presentation and allow time for discussion.

Session Format

Presentation Session

Location

Room 1

Publication Type and Release Option

Presentation (Open Access)

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Mar 30th, 2:00 PM Mar 30th, 2:45 PM

Pop Culture Praxis: Cultural Production as Critical Pedagogy

Room 1

In this SoTL research project, I engaged graduate early childhood education students in popular culture using a critical pedagogical approach in order to examine how it transformed their ideas about historical representations and teaching social studies in the P-5 classroom. Specifically, I explore whether critiquing Disney’s “ethnic” Princess films through creative writing and artmaking can help early childhood educators think more critically about historical representations of race, class, and gender in children’s popular culture and encourage the development of a social justice orientation toward teaching P-5 Social Studies.