Reading this article reminded me of my world history teacher in high school. FYI, teaching and learning at school in Korea are so much bound to the required curriculum. In Korea, students at the same grade level learn the same contents through similar textbooks or same textbooks regardless of regions or teachers. In a way, there is very little room for teachers to use various reading materials that motivate students. However, my world history teacher in high school used stories from movies, comic books or fiction in order to engage us in understanding historical events that were unfamiliar with or even far from us. He also encouraged us to read comic books based on the world history and to watch movies based on the historical events that we were learning. In fact, most of the students at my grade level were excited about learning world history while this particular teacher was teaching us. Without the connection he made between particular popular cultural texts and the historical events that we were learning, reading the popular cultural texts might have been only for our enjoyment. In addition, we might not have noticed that the popular cultural texts that we were engaging in were meaningful.
Duncan-Andrade and Morrell indicate that “it is the task of the teacher to persuade students that this knowledge (tacit knowledge derived from the cultural resources that students already possess) contributes to helping them learn what they need to know (p. 290).” It seems to me that my world history teacher was trying to help us know that popular cultural texts could support our understanding of content knowledge of world history. In addition, teacher’s use of popular cultural texts could empower students to become aware that their ability to use texts is not very different from the academic ability curriculum requires them to have. Even in some cases, by using popular cultural texts, teachers may be able to engage students to analyze, criticize, and challege the texts – those skills that are supposedly acquired through academic literacy practices.
I also like the idea of incorporating popular cultural texts that students are familiar in order to engage students in questioning and pondering upon power relations, the dominant ideologies and a variety of social issues that might be related to their lives. I think this could be the core of the curriculum using popular cultural texts. Celebrating students’ engagement with popular culture can motivate students to learn school sanctioned knowledge. However, students may gain critical thinking skills from becoming aware of and critical about social issues around themselves.
I agree that incorporating popular cultural texts is one of the culturally responsive ways of teaching. However, while I was reading the article on one teacher’s experience with using popular cultural texts in her classroom, I started to wonder how teachers would make a choice of popular cultural texts teachers can integrate into their curriculum. The way in which Alexander-Smith chose the type of popular cultural texts sounded so simple, but it might not be that easy before the teacher knows and understands her students’ life. I also wonder how we can address diversity issues in relation to popular cultural texts. My concern is that using one type of popular cultural texts over others might exclude studetns who are not consumers of that particular popular culture. Then, what do teachers need to consider when their students are from culturally diverse backgrounds and might experince different types of popular cultural texts?
FYI – the ELAR TEKS pages to look at are 16 and 35 (poetry standards). It wasn’t mentioned on the blackboard posting. If you have time, please take a look. Thank you!
I had a teacher who went outside the scope of the curriculum within a strict Catholic school curriculum. She was my junior English teacher. While all the other English classes were reading Hamlet, we read In Cold Blood by Capote. Then, and now, I really appreciated her for providing us with the opportunity to learn critical analyze of literature through a text that was untraditional. To this day, the elements I learned within reading that book have stayed with me. I don’t know if this would’ve been the case had she stuck to the curriculum.
I like the question you raised about what popular texts we introduce into our classrooms. Do they reflect who we are? Who are students are? What assumptions do we come up with as we are doing the choosing?
I have an article that I really like a lot from Rethinking Schools called 10 ways to analyze texts for racism and sexism. It always reminds me to think about hard questions of identity and representation. However, I never thought about the positioning that teachers do when they choose a pop culture text.
Thanks so much for raising this topic.
Hi, Kwangok!
Like you, I also wonder how we can address diversity issues in relation to popular cultural texts. If there are some groups of students from each different culturally diverse backgrounds, not just one group, in the classroom, how could we adapt the popular cultural texts to them?
One of what teachers need to consider, when their students are from culturally diverse backgrounds, I think, teachers should have beliefs, CLD children are active beings, and they are different, not inferior.
I changed my mind. I think that it is important to learn new genres in order to teach using those genres. If popular culture is what we are after, I think we have to learn that genre. Now that I say that, what do I need to order on itunes…let me see…
Hey Kwangok,
I really enjoyed reading your post and the concerns that you pointed out. “My concern is that using one type of popular cultural texts over others might exclude students who are not consumers of that particular popular culture.” This is such a valid concern. As teachers, we know that one size does not fit all. And although the majority may like one thing, others may not be able to relate. That is why as teacher it is so important to be in tune with our students and recognize and address those areas when they come whether it is dealing with popular culture or not. I agree with Dr. Mosley, popular culture could be taught as a genre and just like other genres, we are all coming to the table and hoping to leave with a greater understanding of it.
Dear Kwangok,
I wrote this on my blog but wanted to send it to you individually. I posted it here becasue your blog to our topic is so thoughtful and I fear mine was not.
“My profuse and heartfelt apologies… As I progress through my journey as a critical thinker I often have to remember that cynicism breeds discontent. There is a fine line between being critical and being cynical and I fear I crossed that line with my blog. I thought, at first I’d erase it and start fresh but I’m keeping it there as a reminder to myself to resist the urge to go to “that” place.
I apologize, especially to Treavor, Beth, Kwangok and HweWon. You have only ever responded to my blogs with the utmost respect and consideration.
Until now, I have not really understood the complexities inherent in the study of multimodalities. Your presentation tonight was so enlightening and I am grateful for the meticulous way in which you crafted your presentation.
Thank you, all. It is an honor to be in a class of such dedicated, responsive, and positive people.”
Michelle
I highly enjoyed reading your post, keep up making such exciting posts!