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Teaching towards Democracy with Postmodern and Popular Culture Texts

  • Book
  • © 2014

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Overview

  • 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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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

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Keywords

Table of contents (15 chapters)

Editors and Affiliations

  • The University of Massachusetts Boston, USA

    Patricia Paugh, Tricia Kress

  • Georgia Southern University, USA

    Robert Lake

Bibliographic Information

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