Using Videos to Teach Mass Media and Society from a Critical Perspective

Effect of Video mediated Instruction on Students’ Achievement, Attitudes and Motivation in Learning Kiswahili Proverbs in Kenya

“…Since the turn of the 21 st century, there has been much development, widespread interest and use of video technology in teacher education (Brophy, 2003;Hiebert and Stigler, 2000) making the teachers change and improve the way they teach while retaining the core of traditional practice. Video-Mediated-Instructions have been used: by sociologists to teach about the family, marriage and gender issues (King, 2000); to assist learners recognize and contest dominant culture's presumed right to represent the world (Boler and Allen, 2002); as models of play-skills (D'Ateno, Mangiapanello, & Taylor, 2003); as models of toy-play skills (Hine & Wolery, 2006); as models to teach generative spelling (Kinney, Vedora, & Stromer, 2003); as medical students' models of doctor-patient interaction (Lee, Jacobs & Kamin ,2006) and as models of generative socio-dramatic play activities (Dauphin, Kinney, Stromer, & Koegel, 2004;Yanardag, Nurgul, & Ilker, 2013). In another study, Van Laarhoven, Kraus, Karpman, Nizzi, and Valentino (2010) compared the effectiveness of video prompting and picture prompting when used as a background for teaching daily living skills.…”

Discovering Race in a “Post-Racial” World

“…White middle-and upper-class students in particular often have little experience with racial others and have difficulty identifying racism and inequality (Bohmer and Briggs 1991). Indeed, research indicates that mass media examples are extremely effective in illustrating the complexities of racial dynamics and exposing students to the lives and experiences of racial groups with which they might have little familiarity (Collett et al 2010;King 2000).…”

“…Moreover, according to Cleary (2001:36), “[t]he challenge of a sociology class addressing issues of inequality is to bring students beyond their stereotypical beliefs about those who differ from themselves, motivate them to question their underlying assumptions, and prevent them from distancing themselves from the subject.” White middle- and upper-class students in particular often have little experience with racial others and have difficulty identifying racism and inequality (Bohmer and Briggs 1991). Indeed, research indicates that mass media examples are extremely effective in illustrating the complexities of racial dynamics and exposing students to the lives and experiences of racial groups with which they might have little familiarity (Collett et al 2010; King 2000).…”

Teaching sociology seminars throughThe Simpsons: Homer under C. Wright Mills’ Eye

“…Pescosolido (1990: 343) claims that films encourage more participation as students come from a visual culture. Second, thinking sociologically through films nourishes students' sociological imaginations, as it affords examples to which sociological theories and methods can be applied (Deflem, 2007;Diehl et al, 2009;Groce, 1982;Hannon and Marullo, 1988;Hirsch, 1993;Hoffmann, 2006;King, 2000;Koch and Dollarhide, 2000;Leblanc, 1997;Livingston, 2004;Prendergast, 1986;Smith, 1973;Tan and Ko, 2004;Tipton and Tiemann, 1993). Deflem (2007: 1) states that 'movies present an empirical universe of data that can be illuminated with the aid of the analytical tools of sociological theory in a way that enables better understanding of the role and value of theory'.…”