Popular Culture, Adult Learning, and Identity Development

Wright, Robin Redmon

doi:10.1057/978-1-137-55783-4_50

Cited by 10 publications

(4 citation statements)

References 35 publications

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“…and how to conform to the dominant system of norms, values, practices, and institutions. (Kellner, 2020, p. 2) A growing number of adult educators are concentrating on the need to critically analyze public pedagogies of media in their teaching and research (Guy, 2006(Guy, , 2011Jarvis, 2010;Jubas, et al, 2020;Sandlin, 2011;Wright, 2017Wright, , 2018Wright, , 2022). Yet, there are still too many educational arenas that "ignore or undervalue the significance of CML as a crucial dimension of knowledge" (Kellner, 2020, p. 2).…”

Section: Fighting Fire With Firementioning

confidence: 99%

The way forward: Adult educators combating mis/disinformation via formal and informal education

Wright

2023

New Dir Adult Contin Educ

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In this article, I discuss the academic field of adult education as it relates to critical media literacy, critical public pedagogy, social and civic activism, and higher education in this era many have labeled "post-truth." I ask readers to reconsider the traditional university tenure process and the academic publishing industry as outdated systems that indirectly support disinformation and misinformation by ignoring the impact of media on adult learning and participatory democracy. After discussing alternative methods for disseminating research and expertise, I close with thoughts on Paulo Freire's view of education as humanization in this time of technological domination.

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Section: Fighting Fire With Firementioning

confidence: 99%

The way forward: Adult educators combating mis/disinformation via formal and informal education

Wright

2023

New Dir Adult Contin Educ

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“…The majority of digital media platforms enable their users to remain anonymous because the communication is mainly conducted through written discourse (Wright, 2018). Because of this provision, users can create new identities by hiding those parts of themselves which they find undesirable (Bargh et al, 2002).…”

Section: Theorizing Identity In Relation To Technologymentioning

confidence: 99%

Digital media and identity construction: Exploring the discourse of Pakistani vloggers

Farrukh

Haidar

Shehzad

2021

Studies Ethnicity & National

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Negative framing of the image of Muslims, especially after 9/11, has caused numerous Muslim communities to become apprehensive about the way their identity is presented in the mass media. One such community being affected by negative representations based on Islamophobia and other gender‐related stereotypes is Pakistan. As a result, these misunderstandings are being addressed through the construction of alternative and contrasting online identities by Pakistani vloggers through digital media. This paper excavates the diversified constructions of vloggers’ online identities using two theoretical approaches to explaining identity construction: micro‐hegemonies and the investment model. Nineteen Pakistani vloggers were purposively selected for the study, who were observed over a period of two years using online observations, interviews, and email conversations, adopting a digital ethnographic approach. The investigation found that the vloggers choose to portray their religious practices, Pakistani identity, and local culture and norms while simultaneously utilizing Western norms to indicate their modernity. Moreover, they regularly emphasize that they are normal, regular human beings. Hence, the paper contributes to understanding how Pakistanis present a complex, hybrid identity which counters the dominant narratives in the media.

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“…Come forma mediatica di pedagogia pubblica e popolare (non nell'accezione di basso livello), le fictions TV sviluppano una critical medial literacy che diventa un aspetto cruciale nel contesto di un apprendimento lifelong e lifewide. Il loro potenziale formativo si sviluppa a livello di educazione informale (Tramma, 2009) sotto forma di apprendimento implicito e tacito, che accomuna gruppi di persone, ne influenza l'immaginario e le scelte, fornisce informazioni e punti di vista, stimola la riflessione individuale e collettiva (Hutchins & Bierema, 2013), segnala momenti di particolare impatto trasformativo (Wright, 2018).…”

Section: Pedagogia Pubblica Degli Adultiunclassified

Le Tv Series Come Pedagogia Pubblica Degli Adulti: Rappresentazioni Mediatiche in Discussione

Biasin

2020

MeTis

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Popular Culture, Adult Learning, and Identity Development

Cited by 10 publications

References 35 publications

The way forward: Adult educators combating mis/disinformation via formal and informal education

The way forward: Adult educators combating mis/disinformation via formal and informal education

Digital media and identity construction: Exploring the discourse of Pakistani vloggers

Le Tv Series Come Pedagogia Pubblica Degli Adulti: Rappresentazioni Mediatiche in Discussione

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