Using Popular Culture Texts in the Classroom to Interrogate Issues of Gender Transgression Related Bullying

Happel-Parkins, Alison; Esposito, Jennifer

doi:10.1080/00131946.2014.983638

Cited by 8 publications

(2 citation statements)

References 25 publications

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“…In classroom settings, for example, it is accepted practice to use popular culture sources as texts, on the principle that students will be enthusiastic about and receptive to analyzing media that they themselves might choose. Educators have used popular culture sources to engage preteens and teens in critical analyses of gender roles (Godina & Soto‐Ramirez, 2017), bullying (Happel‐Parkins & Esposito, 2015), and race (Childs, 2014).…”

Section: Discussionmentioning

confidence: 99%

Messages about Foods in HarryPotterandtheSorcerer’sStone: Considering their Implications for Youth Health

Descartes

Goldman

2021

Family & Consum Sci Res J

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This paper explores messages about foods in Harry Potter and the Sorcerer’s Stone, the first book of J. K. Rowling’s popular Harry Potter series. This book is widely read by today’s youth, and as such, the food‐related content may help shape their expectations about what foods are desirable. Of interest was how frequently nutrient‐dense and nutrient‐poor foods are depicted, and with what associated affect, whether positive, neutral, or negative. All mentions of foods and beverages in the book were identified, counted, and coded into broader categories such as sweets, vegetables, and alcoholic and nonalcoholic beverages. Each food reference was coded for affect. The food category most frequently depicted, and most often with positive affect, was sweets. Other foods, such as vegetables, were depicted less frequently and less often with positive affect. The implications of these food messages to preadolescents’ and adolescents’ health are considered.

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Section: Discussionmentioning

confidence: 99%

Messages about Foods in HarryPotterandtheSorcerer’sStone: Considering their Implications for Youth Health

Descartes

Goldman

2021

Family & Consum Sci Res J

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“…The body of existing literature discussing the use of film and television within teaching suggests that educators have drawn on such materials in a range of contexts and for a variety of purposes. Scholars have described using both audio-visual materials and images to elicit and increase student empathy (Blasco & Moreto, 2012;Happel-Parkins & Esposito, 2015;Marcus & Stoddard, 2007), for instance, as well as to illustrate complicated and sometimes abstract concepts (Andrist et al, 2014;Calcagno, 2015;Pelton, 2013). Film and video have also been used in order to promote the development of professional skills (Ber & Alroy, 2002;Lumlertgul, Kijpaisalratana, Pityaratstian, & Wangsaturaka, 2009), and to support student critical thinking and deep approaches to learning (Bright, 2015;Olson, Autry, & Moe, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Powerful learning tool or ‘cool factor’? Instructors’ perceptions of using film and video within teaching and learning

Marquis

Wojcik²,

Lin³

et al. 2020

JoSoTL

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This study builds upon previous research that explores the use of film and video in a pedagogical context by explicitly asking instructors about their attitudes towards and motivations for employing such texts in their teaching, as well as the challenges they face in the process. Data were gathered through an anonymous, online survey of instructors across disciplines at seven Ontario universities. Commonalities were found amongst participants in the purposes cited for using film and video as well as in the challenges that accompany use of this pedagogical tool. For example, instructors in four of our six Faculty groupings commonly noted drawing on film and video to engage student attention, and the two most frequently selected challenges in five of our six Faculty groupings were ‘technical difficulties screening films’ and ‘problems finding appropriate materials’. We consider the implications of these findings for teaching and learning and suggest areas for future research.

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How to hit a moving target: 35 years of gender and sexual diversity in teacher education

Airton

Koecher

2019

Teaching and Teacher Education

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Using Popular Culture Texts in the Classroom to Interrogate Issues of Gender Transgression Related Bullying

Cited by 8 publications

References 25 publications

Messages about Foods in HarryPotterandtheSorcerer’sStone: Considering their Implications for Youth Health

Messages about Foods in HarryPotterandtheSorcerer’sStone: Considering their Implications for Youth Health

Powerful learning tool or ‘cool factor’? Instructors’ perceptions of using film and video within teaching and learning

How to hit a moving target: 35 years of gender and sexual diversity in teacher education

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Using Popular Culture Texts in the Classroom to Interrogate Issues of Gender Transgression Related Bullying

Cited by 8 publications

References 25 publications

Messages about Foods in HarryPotterandtheSorcerer’sStone: Considering their Implications for Youth Health

Messages about Foods in HarryPotterandtheSorcerer’sStone: Considering their Implications for Youth Health

Powerful learning tool or ‘cool factor’? Instructors’ perceptions of using film and video within teaching and learning

How to hit a moving target: 35 years of gender and sexual diversity in teacher education

Contact Info

Product

Resources

About

How to hit a moving target: 35 years of gender and sexual diversity in teacher education