Hollywood, Race, and the Demonization of Youth: The "Kids" Are Not "Alright"

Giroux, Henry A.; Woods, Catherine C. Ragland; Clark, Lynn Schofield

doi:10.2307/1176338

Cited by 5 publications

(6 citation statements)

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“…However, issues of language, literacy and culture are equally part of these intersecting categories which make up this complex concept. Students' identities are shaped -for better or for worse -by messages in the media (Cortes, 1995;Giroux, 1996;Thompson, 1990), by their sense of the perceptions of others (Markus & Nurius, 1986;Fordham, 1996), and by the multiple community contexts in which they are embedded (McLaughlin & Heath, 1993). For some theorists, learning itself is seen as the construction of identities as individuals take up and take on different social practices in different contexts with different social communities at different times (Lave & Wenger, 1991).…”

mentioning

confidence: 99%

Portfolios as Sites of Learning: Reconceptualizing the Connections to Motivation and Engagement

Clark

Chow-Hoy²,

Herter

et al. 2001

Journal of Literacy Research

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In this qualitative study, we examine how students' participation in the process of constructing portfolios may affect their motivation for and engagement in literacy learning. Research that is based on the “wisdom of practice” continues to emphasize the value of portfolios and portfolio-based assessment. Few studies, however, articulate an explicit theoretical frame for viewing portfolios and considering their effectiveness. This study grounds portfolio practices in 2 bodies of literature that lend theoretical support to their importance, and then extends outward to include literature that addresses the social construction of meaning and the situated nature of learning. Using vignettes of students from an urban high school, we lay out our initial understandings of portfolios and our a priori assumptions about the concepts of motivation and engagement; we articulate our emerging theory around process portfolios, and trace our processes of reading and interpreting the data; we explain how our theory has evolved and lead us to a new set of literature that broadens the focus of motivation and engagement to include not only the individual student but also other sociocultural factors; and, finally, we discuss the implications of this work for practitioners, researchers, and policy makers.

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mentioning

confidence: 99%

Portfolios as Sites of Learning: Reconceptualizing the Connections to Motivation and Engagement

Clark

Chow-Hoy²,

Herter

et al. 2001

Journal of Literacy Research

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“…Each episode of the television series Dangerous Minds displays Black and Hispanic students fighting, involved in gang violence, mixed up in criminal acts (stealing, in jail, vandalism), or struggling with family concerns. The representations of these students are cliched-African American teenage mother, Hispanic gang member, African American with no parental support, students of color who endure violent lives-yet interestingly, they mirror the feelings that American society has of youth in general, as Giroux (1997) pointed out: American society at present exudes both a deep rooted hostility and chilling indifference toward youth, reinforcing the dismal conditions under which young people are increasingly living. .…”

Section: Dangerous Minds: Representations Of Studentsmentioning

confidence: 96%

Acceptance and Alignment, Misconception and Inexperience: Preservice Teachers, Representations of Students, and Media Culture

Freedman

2003

Cultural Studies ↔ Critical Methodologies

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The author of this article examines student representations within the Dangerous Minds television series and further explores how preservice teachers perceive these representations. Applying a multiperspectival analysis, the author first looks at the political culture: the history behind the making of the Dangerous Minds television series. She then analyzes five specific episodes of the television series that embody the themes found within this formulaic narrative representation and the themes found within the complete television series: hero-teacher, teacher/student interactions, and angry and out-of-control adolescents. Finally, she inquires into preservice teachers' interpretations and wonderings of/about the Dangerous Minds television series. Specifically, this author explores how these media representations of students influence the perceptions preservice teachers have of their emergent teaching identity and of education to open up broader pedagogical discussions with regard to the ways media culture shapes our understandings of the world, social power, public opinion, values, and behaviors.

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“…Unlike the partially successful effacement of rock and roll's cultural origins in African American musical innovation, rap is marked as "black" by its artists and consumers and the general public. Anxieties about rap's lyrics therefore cannot be separated from the social fear and vilification of Black and minority youth (Giroux, 1996). That rap is predominantly the terrain of young Black men, a population in the United States whose staggering incarceration rates make literal Public Enemy's (1987) dramatic claim that "we are the public enemy number #1," strengthens the music's affiliation, in the public mind, with criminality.…”

Section: Hip-hop Historiesmentioning

confidence: 99%

The Tale of the Talent Night Rap: Hip-Hop Culture in Schools and the Challenge of Interpretation

Low

2009

Urban Education

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Although the number of calls to integrate Hip-Hop culture into school curricula is growing, little attention is being paid to the reluctance of teachers and administrators to forge relationships between the cultures of school and of youth. This article explores some of the difficulties inherent in the relationships between Hip Hop and schooling, including interpretive tensions between White administrators and teachers and African American youth, and argues that the very controversies surrounding rap music are central to its pedagogic value. The article draws on qualitative research from a 2-year classroom study in an urban high on a "spoken word" poetry curriculum which included rap music.

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Hollywood, Race, and the Demonization of Youth: The "Kids" Are Not "Alright"

Cited by 5 publications

References 0 publications

Portfolios as Sites of Learning: Reconceptualizing the Connections to Motivation and Engagement

Portfolios as Sites of Learning: Reconceptualizing the Connections to Motivation and Engagement

Acceptance and Alignment, Misconception and Inexperience: Preservice Teachers, Representations of Students, and Media Culture

The Tale of the Talent Night Rap: Hip-Hop Culture in Schools and the Challenge of Interpretation

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