Pop Culture Praxis: Cultural Production as Critical Pedagogy
Track
Research Proposal / Learning Theories and Pedagogy
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.
Session Format
Presentation Session
Location
Room 1
Recommended Citation
Garlen, Julie C., "Pop Culture Praxis: Cultural Production as Critical Pedagogy" (2017). SoTL Commons Conference. 73.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2017/73
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.
