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Educating through Popular Culture

You're Not Cool Just Because You Teach with Comics

Edited by Edward Janak and Ludovic A. Sourdot - Contributions by Maha Al-Saati; Pearl Chaozon Bauer; Emily L. Brandon; Melissa Chapman; Paul A. Crutcher; Autumn M. Dodge; Tonia A. Dousay; Haley M. G. Ford; Andrew L. Grunzke; Jacob Hardesty; Richard Hartsell; Meghan Hawkins; Richard Hughes; Sarah Hunt-Barron; Cadey Korson; Weronika Kusek; Katie Lopez; Kimberley McMahon-Coleman; Tammy L. Mielke; Josh Thompson; Chad William Timm; Meredith J. Tolson; Jillian L. Wenburg; Kenya Wolff and Marc Wolterbeek

This edited volume serves as a place for teachers and scholars to begin seeking ways in which popular culture has been effectively tapped for research and teaching purposes around the country. The contents of the book came together in a way that allowed for a detailed examination of teaching with popular culture on many levels. The first part allows teachers in PreK-12 schools the opportunity to share their successful practices. The second part affords the same opportunity to teachers in community colleges and university settings. The third part shows the impact of US popular culture in classrooms around the world. The fourth part closes the loop, to some extent, showing how universities can prepare teachers to use popular culture with their future PreK-12 students. The final part of the book allows researchers to discuss the impact popular culture plays in their work. It also seeks to address a shortcoming in the field; while there are outlets to publish studies of popular culture, and outlets to publish pedagogical/practitioner pieces, there is no outlet to publish practitioner pieces on studying popular culture, in spite of the increased popularity and legitimacy of the field.
  • Details
  • Details
  • Author
  • Author
  • TOC
  • TOC
  • Reviews
  • Reviews
Lexington Books
Pages: 364 • Trim: 6¼ x 9½
978-1-4985-4917-2 • Hardback • March 2017 • $143.00 • (£110.00)
978-1-4985-4919-6 • Paperback • September 2018 • $53.99 • (£42.00)
978-1-4985-4918-9 • eBook • March 2017 • $51.00 • (£39.00)
Subjects: Education / Teaching Methods & Materials / Social Science, Literary Criticism / Comics & Graphic Novels, Social Science / Popular Culture
Edward Janak is associate professor and chair of the Department of Educational Foundations and Leadership at the University of Toledo.

Ludovic A. Sourdot is associate professor of curriculum and instruction in the Department of Teacher Education at Texas Woman’s University.
Introduction - Educating through Popular Culture: “You’re Not Cool Just Because You Teach with Comics”
Ludovic A. Sourdot and Edward Janak

Part I - Looking Behind: Teaching in the K-12 Schools With Popular Culture

Chapter 1 - Reclaimed Identity in Tak Toyoshima’s
Secret Asian Man and Gene Luen Yang’s American Born Chinese
Tammy L. Mielke and Emily Brandon
Chapter 2 - History, Literacy, and Popular Culture: Using Graphic Novels to Teach the Struggle for Racial Justice
Richard Hughes, Meghan Hawkins, and Katie Lopez
Chapter 3 - Karma in Comics: Discovering Hidden Superpowers through Creating
Tonia A. DousayPart II - Looking Around: Teaching in Postsecondary Schools with Popular Culture

Part II - Looking Around: Teaching in Postsecondary Schools with Popular Culture

Chapter 4 - Making Academia Cool: Serious Study of Sequential Art at the University
Pearl Chaozon Bauer and Marc Wolterbeek
Chapter 5 - Meditation: Mediating the Writing Process
Jillian L. Wenburg
Chapter 6 - Exploring Migration through Popular Media and Fieldwork
Cadey Korson and Weronika Kusek

Part III - Looking Globally: Teaching U.S. Popular Culture in Global Context

Chapter 7
- A Question of Relevance: Teaching with Sci-Fi and Fantasy Film in a Saudi University
Maha Al-Saati
Chapter 8 - Teaching Little Professors: Autism Spectrum on TV and in the Classroom
Kimberley McMahon-Coleman

Part IV - Looking Ahead: Preparing Teachers With Popular Culture

Chapter 9 - Poking It with a Shtick: Humor as Hermeneutic in the Pre-service Teacher Education Classroom
Sarah Hunt-Barron and Richard Hartsell
Chapter 10 - Orange is the New Blackboard: Lessons for Student and Teacher Advocacy
Haley M. G. Ford and Meredith J. Tolson
Chapter 11 - Thinking Philosophically: The Power of Pop Culture in Developing a Personal Philosophy of Education
Chad William Timm

Part IV - Looking Theoretically: Research Utilizing Popular Culture

Chapter 12 - Using Multimodal Literacy to Teach Gender History through Comic Books or How “The Wonder Women of History” Became “Marriage A La Mode”
Andrew Grunzke
Chapter 13 - Exploring the Intersections of Social Identity, Popular Culture and Men in Early Childhood Education.
Kenya Wolff, Melissa Chapman, and Josh Thompson
Chapter 14 - Loyal Opposition: Conservative Student Resistance to Jazz Culture in the 1920s
Jacob Hardesty
Conclusion - But I Don't Want to Read a Graphic Novel: Truth and Nuance about Pop Culture in Education
Paul Crutcher and Autumn Dodge
Each of the articles in this thought-provoking volume provides information and insights about using popular culture in the classroom. The many topics covered, from philosophy of education to immigration and racism to autism, not only cite useful examples but stimulate further thinking on the part of the reader. The chapter on teaching science fiction and fantasy film in a Saudi classroom challenges many preconceptions and offers fresh perspectives. The various authors recognize that there is a range of literacies. Teachers at every level of education and in each discipline need to move beyond the areas in which they were academically successful to see how students construct knowledge from all of the different media currently available. Integrating visual literacy into the more traditional, text-based literacy is one of the challenges examined. The sophistication of the discourse is evidenced by the awareness of what can and cannot be achieved by using the various media. The notes and the extensive bibliographies at the end of each chapter will lead to further exploration on the part of the reader.



Summing Up: Highly recommended. Lower-division undergraduates through professionals.
— Choice Reviews


This volume is chock full of creative, innovative, practical ideas for teaching popular culture. Janak and Sourdot have produced an impressive collection that covers a helpful range of educational approaches and practices. The book is an invaluable resource for teachers at all levels who wish to thoughtfully incorporate diverse popular forms and encourage students to think meaningfully and critically about the world of entertainment surrounding them.
— Ann Larabee, Michigan State University


This book would be a helpful addition to an education course that explores pedagogical approaches. It is relevant to those seeking inspiration as well as practical examples for including popular culture in their classrooms.
— International Journal of Communication


In addition to exploring relevant mediums that have not been considered carefully in previous anthologies, there are several other useful dimensions of Educating through Popular Culture. This volume integrates theory and practice in critical, innovative ways and also brings an important, global perspective to our ongoing conversation about education and popular culture.
— Mary Dalton, Wake Forest University


Educating Through Popular Culture: You’re Not Cool Just Because You Teach with Comics provides educators resources for effective teaching and research practices that engage popular culture. . . .educators of all levels who utilize popular culture in their curricula will find it a useful resource. Those who are considering introducing popular culture into the classroom will find this book a good place to harvest practical information. It raises useful questions relative to pedagogy and best practices that can help educators better engage students while retaining academic rigor. Few books on popular culture offer practical advice regarding its use in the classroom. Educating Through Popular Culture helps fill that void.
— Journal of American Culture


Educating through Popular Culture

You're Not Cool Just Because You Teach with Comics

Cover Image
Hardback
Paperback
eBook
Summary
Summary
  • This edited volume serves as a place for teachers and scholars to begin seeking ways in which popular culture has been effectively tapped for research and teaching purposes around the country. The contents of the book came together in a way that allowed for a detailed examination of teaching with popular culture on many levels. The first part allows teachers in PreK-12 schools the opportunity to share their successful practices. The second part affords the same opportunity to teachers in community colleges and university settings. The third part shows the impact of US popular culture in classrooms around the world. The fourth part closes the loop, to some extent, showing how universities can prepare teachers to use popular culture with their future PreK-12 students. The final part of the book allows researchers to discuss the impact popular culture plays in their work. It also seeks to address a shortcoming in the field; while there are outlets to publish studies of popular culture, and outlets to publish pedagogical/practitioner pieces, there is no outlet to publish practitioner pieces on studying popular culture, in spite of the increased popularity and legitimacy of the field.
Details
Details
  • Lexington Books
    Pages: 364 • Trim: 6¼ x 9½
    978-1-4985-4917-2 • Hardback • March 2017 • $143.00 • (£110.00)
    978-1-4985-4919-6 • Paperback • September 2018 • $53.99 • (£42.00)
    978-1-4985-4918-9 • eBook • March 2017 • $51.00 • (£39.00)
    Subjects: Education / Teaching Methods & Materials / Social Science, Literary Criticism / Comics & Graphic Novels, Social Science / Popular Culture
Author
Author
  • Edward Janak is associate professor and chair of the Department of Educational Foundations and Leadership at the University of Toledo.

    Ludovic A. Sourdot is associate professor of curriculum and instruction in the Department of Teacher Education at Texas Woman’s University.
Table of Contents
Table of Contents
  • Introduction - Educating through Popular Culture: “You’re Not Cool Just Because You Teach with Comics”
    Ludovic A. Sourdot and Edward Janak

    Part I - Looking Behind: Teaching in the K-12 Schools With Popular Culture

    Chapter 1 - Reclaimed Identity in Tak Toyoshima’s
    Secret Asian Man and Gene Luen Yang’s American Born Chinese
    Tammy L. Mielke and Emily Brandon
    Chapter 2 - History, Literacy, and Popular Culture: Using Graphic Novels to Teach the Struggle for Racial Justice
    Richard Hughes, Meghan Hawkins, and Katie Lopez
    Chapter 3 - Karma in Comics: Discovering Hidden Superpowers through Creating
    Tonia A. DousayPart II - Looking Around: Teaching in Postsecondary Schools with Popular Culture

    Part II - Looking Around: Teaching in Postsecondary Schools with Popular Culture

    Chapter 4 - Making Academia Cool: Serious Study of Sequential Art at the University
    Pearl Chaozon Bauer and Marc Wolterbeek
    Chapter 5 - Meditation: Mediating the Writing Process
    Jillian L. Wenburg
    Chapter 6 - Exploring Migration through Popular Media and Fieldwork
    Cadey Korson and Weronika Kusek

    Part III - Looking Globally: Teaching U.S. Popular Culture in Global Context

    Chapter 7
    - A Question of Relevance: Teaching with Sci-Fi and Fantasy Film in a Saudi University
    Maha Al-Saati
    Chapter 8 - Teaching Little Professors: Autism Spectrum on TV and in the Classroom
    Kimberley McMahon-Coleman

    Part IV - Looking Ahead: Preparing Teachers With Popular Culture

    Chapter 9 - Poking It with a Shtick: Humor as Hermeneutic in the Pre-service Teacher Education Classroom
    Sarah Hunt-Barron and Richard Hartsell
    Chapter 10 - Orange is the New Blackboard: Lessons for Student and Teacher Advocacy
    Haley M. G. Ford and Meredith J. Tolson
    Chapter 11 - Thinking Philosophically: The Power of Pop Culture in Developing a Personal Philosophy of Education
    Chad William Timm

    Part IV - Looking Theoretically: Research Utilizing Popular Culture

    Chapter 12 - Using Multimodal Literacy to Teach Gender History through Comic Books or How “The Wonder Women of History” Became “Marriage A La Mode”
    Andrew Grunzke
    Chapter 13 - Exploring the Intersections of Social Identity, Popular Culture and Men in Early Childhood Education.
    Kenya Wolff, Melissa Chapman, and Josh Thompson
    Chapter 14 - Loyal Opposition: Conservative Student Resistance to Jazz Culture in the 1920s
    Jacob Hardesty
    Conclusion - But I Don't Want to Read a Graphic Novel: Truth and Nuance about Pop Culture in Education
    Paul Crutcher and Autumn Dodge
Reviews
Reviews
  • Each of the articles in this thought-provoking volume provides information and insights about using popular culture in the classroom. The many topics covered, from philosophy of education to immigration and racism to autism, not only cite useful examples but stimulate further thinking on the part of the reader. The chapter on teaching science fiction and fantasy film in a Saudi classroom challenges many preconceptions and offers fresh perspectives. The various authors recognize that there is a range of literacies. Teachers at every level of education and in each discipline need to move beyond the areas in which they were academically successful to see how students construct knowledge from all of the different media currently available. Integrating visual literacy into the more traditional, text-based literacy is one of the challenges examined. The sophistication of the discourse is evidenced by the awareness of what can and cannot be achieved by using the various media. The notes and the extensive bibliographies at the end of each chapter will lead to further exploration on the part of the reader.



    Summing Up: Highly recommended. Lower-division undergraduates through professionals.
    — Choice Reviews


    This volume is chock full of creative, innovative, practical ideas for teaching popular culture. Janak and Sourdot have produced an impressive collection that covers a helpful range of educational approaches and practices. The book is an invaluable resource for teachers at all levels who wish to thoughtfully incorporate diverse popular forms and encourage students to think meaningfully and critically about the world of entertainment surrounding them.
    — Ann Larabee, Michigan State University


    This book would be a helpful addition to an education course that explores pedagogical approaches. It is relevant to those seeking inspiration as well as practical examples for including popular culture in their classrooms.
    — International Journal of Communication


    In addition to exploring relevant mediums that have not been considered carefully in previous anthologies, there are several other useful dimensions of Educating through Popular Culture. This volume integrates theory and practice in critical, innovative ways and also brings an important, global perspective to our ongoing conversation about education and popular culture.
    — Mary Dalton, Wake Forest University


    Educating Through Popular Culture: You’re Not Cool Just Because You Teach with Comics provides educators resources for effective teaching and research practices that engage popular culture. . . .educators of all levels who utilize popular culture in their curricula will find it a useful resource. Those who are considering introducing popular culture into the classroom will find this book a good place to harvest practical information. It raises useful questions relative to pedagogy and best practices that can help educators better engage students while retaining academic rigor. Few books on popular culture offer practical advice regarding its use in the classroom. Educating Through Popular Culture helps fill that void.
    — Journal of American Culture


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