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Pop culture, literacy and identity: ...

Johnson, Elisabeth.

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Pop culture, literacy and identity: Performative politics in a high school English classroom.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Pop culture, literacy and identity: Performative politics in a high school English classroom./
作者:	Johnson, Elisabeth.
面頁冊數:	353 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2366.
Contained By:	Dissertation Abstracts International70-07A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3368357
ISBN:	9781109299809

Pop culture, literacy and identity: Performative politics in a high school English classroom.
Johnson, Elisabeth.

Pop culture, literacy and identity: Performative politics in a high school English classroom. - 353 p.

Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2366.

Thesis (Ed.D.)--Teachers College, Columbia University, 2009.

This year long classroom performance ethnography explores the ways a teacher and three tenth graders negotiated meaning for pop culture texts in school. This project is unique in its effort to conceive pop culture classroom curriculum as something teacher planned, enacted with the whole class, and simultaneously enacted on an ad hoc basis by students and their teacher in center and backstage performances, i.e., before the whole class and in more intimate side conversations. Through post-structural analysis of ethnographic fieldnotes, interactive interviews, participant photoethnography, artifact and document collection, the author grounds teacher and student conceptions of popular culture texts in thick descriptions of a year of planned and enacted curricula. The study then zooms in on three events where students, the teacher, and the researcher performed and positioned one another's identities to and through pop culture texts.

ISBN: 9781109299809Subjects--Topical Terms:

1018115
Education, Language and Literature.

Pop culture, literacy and identity: Performative politics in a high school English classroom.
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245 1 0 $a Pop culture, literacy and identity: Performative politics in a high school English classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2366.
500 $a Adviser: Stephanie Jones.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2009.
520 $a This year long classroom performance ethnography explores the ways a teacher and three tenth graders negotiated meaning for pop culture texts in school. This project is unique in its effort to conceive pop culture classroom curriculum as something teacher planned, enacted with the whole class, and simultaneously enacted on an ad hoc basis by students and their teacher in center and backstage performances, i.e., before the whole class and in more intimate side conversations. Through post-structural analysis of ethnographic fieldnotes, interactive interviews, participant photoethnography, artifact and document collection, the author grounds teacher and student conceptions of popular culture texts in thick descriptions of a year of planned and enacted curricula. The study then zooms in on three events where students, the teacher, and the researcher performed and positioned one another's identities to and through pop culture texts.
520 $a Findings pinpoint: (1) a world of backstage performances between a teacher, the researcher, and students where raced and classed subjectivities are always and already in play, (2) a hidden curriculum centered on embodied pop culture texts and social relationships enacted between and amongst students, teachers, and across these groups, (3) critical media literacy approaches to instruction and research might be extended to consider the critically media literate subjectivity as a discursive production, an embodied, lived subjectivity, and an identity performance, and (4) member-checks do not function to confirm or validate a researcher's finding and instead produce a new series of recontextualized performances and a pedagogical space between researchers and participants during the member-checking interaction.
520 $a The study is unique in its emphasis on student and teacher relationships to pop culture texts, its juxtaposition of planned, enacted, and hidden curriculum, and attention to the political possibilities inherent in classroom conflicts surrounding pop culture text meaning. Such moments of struggle between teachers, pop culture texts, and students are moments when broader social discourses of race, class, literacy, age, and gender are both shaping and being shaped by people daily.
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