Article List by Author

The Roots of Authoritarianism in AMC’s The Walking Dead

Adam M. Crowley
Husson University
Bangor, Maine, USA
crowleya@husson.edu

 

Abstract

AMC’s The Walking Dead (2010 – ) is a unique artifact in the twenty-first century’s expansive catalogue of undead-themed entertainments. To date, the show’s producers, commentators, and critics have noted the relevance of psychological trauma to the series. If the experience of realistic psychological trauma is relevant to The Walking Dead, then it should be possible for critics to articulate detailed assessments of the particular kinds of traumatic experiences that are foregrounded in the program. Trauma is, after all, an extremely nuanced and highly theorized facet of the human condition. This paper provides one such assessment and considers the significance of ego trauma to the authoritarian dispositions of Merle Dixon and others. 

Keywords:

Zombies, Adorno, Freud, Jung, Authoritarianism, The Walking Dead, Governor, Psychology, Merle Dixon

 

AMC’s The Walking Dead (2010 – ) is a unique artifact in the twenty-first century’s expansive catalog of undead-themed entertainments. As of this writing, it stands alone as the only mass-market television program concerned with zombies that has received widespread critical acclaim. However, while The Walking Dead is a distinctive drama, it is also true that the series advances a particular narrative structure that can be associated with a number of popular, recent television shows, such as Lost (2004 – 2010), Battlestar Galactica (2004 – 2009), Jericho (2006 – 2008), Survivors (2008 – ), and the short-lived reboot of V (2009 – 2011).  Like The Walking Dead, each of these narratives is concerned with a small group of survivors trying to establish social order in the context of a reality-shattering event. Such struggles occur in two basic contexts: within a primary group working to maintain a democratic identity, and between that group and a motivating (read: threatening) personality or organization espousing anti-democratic ideals. Without dismissing any of the fascinating and often unique narrative threads that define each of these shows, it is reasonable to assert that The Walking Dead has a distinctive approach for dramatizing such discordances. More than any other contemporary televised program, it stages and re-stages the significance of psychological trauma to social movements.

To date, the show’s producers, commentators, and critics have noted the relevance of psychological trauma to the series. For example, Andrew Lincoln – who plays the embattled lawman Rick Grimes – states, “The [narrative] moves so quickly that [the characters] don’t have time to catch up with the trauma of what’s happened to them” (Ellwood). Lincoln indicates that such experiences deny the involved the opportunity to enact what H. Eric Bender elsewhere describes in conversation about the show as “positive resiliency,” strategies for dealing with such challenges. Across the blogosphere, there are numerous speculative comments on the significance of this issue. Often, such observations consider whether the series dramatizes emotional pain with the same level of realism that it brings to physical violence and infrastructure degradation. For example, Steven Schlozman notes the show’s “signature thematic elements” and their relevance to “the various ways we humans react to terror.” In a related argument, Mollie Berg attends to the ways in which the show “brings up common issues such as what we, as humans, do when we are desperate in traumatic situations.” These comments, like those offered by Lincoln and Bender, stand on a shared assumption: namely, that there is something truthful about the depiction of psychological trauma in the series.

If the experience of realistic psychological trauma is relevant to The Walking Dead, then it should be possible for critics to articulate detailed assessments of the particular kinds of traumatic experiences that are foregrounded in the series. Trauma is, after all, an extremely nuanced and highly theorized facet of the human condition. Furthermore, if trauma should rise to the level of theme in the program, then it should be possible for scholars to articulate in some detail its significance to and between particular episodes, and also within and between seasons. Certainly, such analysis might begin with a consideration of any number of potential subjects. However, it is worth noting that there is already an interesting vein of commentary in the popular press that approaches these concerns and which could benefit in significant ways from its association with specific psychological concepts.

The general notion that the show’s survivors are unable to “catch up with the trauma of what’s happened to them” bears on related conversations concerned with the show’s illustration of developing authoritarian attitudes. For example, Zack Beauchamp states that the major authoritarian players – e.g., Rick Grimes and the Governor – act as they do as a natural consequence of the difficult fact that “you can’t trust others to remain peaceful” in the brutal Walker-infested landscape. Elsewhere, the anonymous blogger behind “Green Fissures in an Otherwise Pristine Robot” notes a more nuanced explanation for the phenomenon. The blogger links key characters’ incipient authoritarian attitudes with a general “grief process that we have to go through” wherein the bereaved individual attempts to establish a rigid hierarchy to stave off the pressures of a rapidly collapsing world. While intriguing, this view – like Beauchamp’s – locates the dictatorial impulse in a rather nebulous set of conditions with a particular aim to establish order in reaction to a disorderly or potentially untrustworthy world. Though these views are not unreasonable, they lead to exceedingly general questions about whether the impulse is a common or uncommon reaction to such conditions. This concern is relevant to The Walking Dead, as the major characters, while certainly traumatized, do not all demonstrate the same authoritarian strategies, and some do not demonstrate any such strategies.

An indication that a consideration of the specific psychological rationales for authoritarianism may clarify such observations can be inferred from comments about Woodbury’s paramilitary strongman, the Governor. In an interview with IGN.com, David Morrissey describes his desire to align his portrayal of The Walking Dead’s Governor with the character described in Robert Kirkman’s novels The Walking Dead: Rise of The Governor and The Walking Dead: The Road to Woodbury. He explains that he prefers the novelized version of the character to its comic book counterpart because the former demonstrates greater “complexity” than the latter. For example, in his comic book representation, the Governor comes across as an unrepentant savage who meets an early and extremely violent end. He is brutal without apparent remorse or evident reason. In Kirkman’s novels, there are events that contextualize the Governor’s sadism. For example, in Rise of The Governor, the reader is exposed to the long and arduous road that leads Brian Blake to renounce his extended adolescence and adopt the power-focused persona of his deceased brother, Philip. This transformation involves an evident psychic break, during which Brian begins to conceptualize himself from an external position: “His consciousness now floats above his body, a ghostly onlooker, gazing down at himself in that airless, reeking, crowded community room in the old Woodbury courthouse” (306). In this state, he murders the ever-threatening, would-be Woodbury strongman, “Gavin.”  When the rescued townspeople ask for his name, he identifies himself as “Philip … Philip Blake” (308). The significance of this transformation as it bears on Blake’s evident complexity is that, by this point in the novel, Philip’s obsession with power and violence has led him to a grim and ignominious end. Whether Brian has adopted the moniker to redeem or impersonate his sibling is an open question at this point in the narrative.

During his tenure on the television program, Morrissey makes this already fascinating character a substantially more psychologically complex and believable entity. The essence of this complexity is indicated in the events surrounding the murder of a number of well-armed National Guardsmen in “Walk With Me.” In this episode, the Governor leads an assault on a group of unsuspecting soldiers. After dispatching the troops, he takes their supplies and returns to Woodbury, where he fabricates a story in which the Guardsmen were murdered by “Biters” in the wilderness because they lacked “the walls, fences, and other protections” that are readily available in the enclave (IGN.com). As Morrissey explains, this fiction has a purpose: namely, to provide the survivors with a sense of security while confirming their worst fears about the outside world. However, what Morrissey does not explain, and what no one has bothered to address in detail to date, is the question of why the Governor would enact this specific deception to achieve this particular effect.

Certainly, it is true that early reviewers of “Walk With Me” do mark the Governor’s deception as a revelatory development that is indicative of the character’s disturbed worldview. Yet, they do so only to imply that the Governor’s fabrication reveals a distinct and basically negative aspect of an otherwise positive personality. For example, Phelim O’Neil observes that the Governor’s hornswoggling lends “some ambiguity to the role.” He states, “[U]p until the end, it [is] possible that the Governor [is] a good leader and provider, stern but fair –  but killing off the National Guardsmen then kicking back with a glass of booze … shows there’s plenty wrong there.”  A similar sentiment can be found in the work of Zack Handlen, who notes, “There are times … when the Governor seems like the most openly decent character…. Then the Governor has to ruin everything by shooting a friendly National Guardsman and leading his men to massacre the rest of their group.” These general observations are not, of course, indicative of a critical failure for either reviewer, as O’Neil and Handlen are tasked with writing accessible and entertaining plot summaries. Nevertheless, to date, the question of why there is “plenty wrong there” with the Governor remains an outstanding concern.

One approach for resolving this issue is to recognize that there is already a sizable branch of research on the relevance of trauma to authoritarian dispositions and attitudes. Early considerations, such as those found in works by Sigmund Freud and Carl Jung, take the individual as their primary subject, while later efforts, such as those produced by Wilhelm Reich and Theodore Adorno, use the Freudian and Jungian models of individuality as a starting point for considering the significance of the traumatized persona to general society. In what is arguably Freud’s most specific work on the subject, Beyond the Pleasure Principle (1920), Freud associates trauma with a “comprehensive general weakening and shattering of mental functions” that is brought about by a “very extensive disturbance in the workings of the energy of the organism.” In his later Group Psychology and The Analysis of the Ego (1921), Freud explores how such disturbances can bear on a child’s relationship with a father, the “Commander-in-Chief” of Freud’s family unit. When the relationship is disturbed from its ideal, wherein the Father is perceived as “loving all his soldiers [i.e. children] equally,” the child’s understanding of authority is, Freud claims, compromised, if not shattered, with potential long-term results. Such and related concerns are also relevant to Carl Jung’s conceptions of the “psyche,” which he describes as “the totality of all psychic processes, conscious as well as unconscious,” and its significance to individuation, or the process by which one gets in touch with the various components that underlie the self (Hopwood). According to Jung, when the process is hindered by eventualities, the individual becomes a compromised subject. These notions are meaningful for later theorists like Wilhelm Reich. In his The Mass Psychology of Fascism (1933), Reich explores in detail the relevance of traumatized individuals to society and articulates the impact of such populations on authoritarian movements.

By the middle of the twentieth century, these and related efforts established the groundwork for Theodor Adorno’s The Authoritarian Personality (1950). Adorno and his team of researchers consider authoritarianism to be an anti-democratic pattern of expression for traumatized individuals. They pursue “the rise of an [new] ‘anthropological’ species … [who] seems to combine the ideas and skills that are typical of highly industrialized society with irrational or anti-rational beliefs” (ix). Importantly, they view authoritarian actions as being symptomatic of an individual’s movement away from social democratic ideals and toward a redoubtable fascism, and they argue that this occurs as the result of a weakened or traumatized ego (1-27). As such, the authoritarian personality is conceptualized as a personality in development. In terms of The Walking Dead, the approach is interesting, as it appears to account for why and how characters directly confronted with the limitations of democratic thought, such as Rick, Merle, Shane, Herschel, and the Governor, demonstrate authoritarian traits approaching fascist ideals, while other traumatized characters who are not concerned with the revealed leadership vulnerabilities of democracy do not. As such, the approach suggests a scheme for adjudicating the dramatic development of specific characters as well as the significance of authoritarian attitudes to larger narrative developments and potential thematic trends.

However, it is also true that The Authoritarian Personality offers a very broad array of assessment tools, far too many to be considered in the scope of a single essay. Nevertheless, one vital program of analysis in the chapter “The Measurement of Implicit Antidemocratic Trends” appears to have exceptional relevance to the concepts under discussion. Adorno’s team advances the “Fascist Scale” or “F Scale,” which is composed of a series of personality variables that contribute to an anti-democratic disposition.  These variables include “conventionalism, authoritarian submission, anti-intraception, superstition and stereotypy, power and toughness, destructiveness and cynicism, projectivity, and sex” (228). Each term has its own specialized connotation for the researchers. Arguably, all of these particularized variables are descriptive of characters in The Walking Dead who struggle with or succumb to an authoritarian impulse. However, the variable of “anti-intraception” stands out as being particularly apt for assessing how such actions can arise from a particular form of ego trauma that is germane to The Walking Dead’s major authoritarian players. This is because the term is founded on the notion that it arises directly from a “weak ego” that is compromised by a specific subject: the fear “of genuine emotions” that threaten the ego with a loss of control (235). In order to stave off this consequence, Adorno contends, the anti-intraceptive personality will resist thinking “the wrong thoughts” (i.e., thoughts that would lead to genuine emotion) with a strategy of opposing what he or she perceives as “subjective, imaginative, [or] tender-minded” notions that would lead to self-reflection. Adorno argues that “[a]t its most extreme,” anti-intraception leads the individual to regard “human beings … as if they were physical objects to be coldly manipulated – even when physical objects, now vested with emotional appeal, are treated with loving care” (253).  Evidence drawn from several episodes in season three suggests that the term can be used to illuminate actions the Governor takes that “seemingly ruin everything” and which also “suggest there’s something wrong there.”

In the opening action of “Walk With Me,” the Governor emerges as a nameless figure, barking orders to a group of well-trained subordinates who set about dispatching a minor Walker threat at a helicopter crash site. Their unquestioning loyalty and dispassionate brutality in this early conflict convey a sense of organizational efficiency and purpose. While the nature of that purpose is not entirely clear, it does stand in sharp relief to the deeply troubled point of view through which the audience experiences these events. Hidden in the nearby foliage, a wearied Andrea watches the drama develop in a state of essential confusion and helplessness, trapped by her circumstances while the strongmen ruthlessly go about their mysterious task. When contrasted with Andrea, the Governor appears to be more than simply a dominant force at the crash site: he stands as the literal dictator of what is possible within the immediate context of the aerial disaster. The nature of his command and control is detailed further in a following scene where a kidnapped Andrea and Michonne are transported to Woodbury. Through her bindings, Andrea can hear the Governor communicating with another subordinate – who we later learn is Milton – about the need for a medical team to treat the women, as well as about some Walker-related findings that he wants Milton to research. The relevance of these comments to the Governor’s developing personality and potential anti-intraception is their collective implication that the Governor is in total control of the salvage operation. He is both the macro- and micro-manager of the events, which is noteworthy, if not curious, given the size of the salvage team. For example, it raises the question of why it is that one individual needs to be in control of so many facets of the operation. Certainly, these details do not prove the Governor’s anti-intraception, but they do establish a context for later developments that suggest that the character models such behavior.

In season three, the Governor’s increasingly peculiar efforts to both charm and dominate the lives in Woodbury can be understood as efforts to stave off “the wrong thoughts,” the kinds that would lead either himself or the town’s population to entertain otherwise “subjective, imaginative, [or] tender-minded” notions that would lead to self-reflection. These efforts emerge as part of the Governor’s anti-historical project. He works to define Woodbury as a place out of time, where the calamitous and all-too-human past is literally hidden from the day-to-day political process and confined to discursive spaces where it is only engaged during moments of emotional or political crisis: e.g., the gladiator fights. His dark plan to weaponize the Biters in Woodbury (for entertainment) as well as for military action elsewhere has a potential anti-intraceptive explanation. He appropriates historical evidence of humanity’s downfall to manage social challenges to his own vision of the world for the purpose of solidifying his power within the community. In doing so, he imbues the Biters with new ontological and political significance that denies the very thoughts of horror they should inspire for the human survivors. They are no longer merely evidence of a former civilization: rather, they become champions of the Governor’s settlement program. These and related actions, such as his slaughter of the Guardsmen, indicate that he is more than willing to “coldly manipulate” people as if they were objects. However, and as is shown in his private sanctuary, it is also the case that he is dedicated to “treating with loving care” a collection of objects: decapitated heads and the corpse of his own daughter. When considered in their broader context, these efforts indicate that the Governor is going to extreme lengths to fashion an iron-fisted grasp on a particularized view of reality, one created out of and also at the expense of the fallen world. However, confined to its own demonstrative context, it is also true that it is not immediately clear why it is that the Governor’s anti-intraception is significant to either the man or to the larger narrative he inhabits.

Adorno views anti-intraception as a response to ego trauma, and for the Governor the death of his daughter — Penny — appears to be a significant, if not the significant, traumatic experience that led this former milquetoast to become a brutal tyrant. His reaction to Penny’s infection and death can be connected to a broader theme concerning loss and its relationship to individual agency and the need for control that bears on the entire series. This thematic association makes it possible to compare and contrast the Governor’s seemingly anti-intraceptive actions with the actions of other characters who have more specific experiences with ego trauma and particular anti-intraceptive dispositions that arise from such trauma.  Arguably, the show’s essential commentary on trauma and individual agency in Walker-ruined America is indicated in the parallel adventures of Rick and Lori Grimes in the pilot episode, “Days Gone By.” Near the end of the adventure, Rick, pursued to the point of utter desperation, faces a difficult choice: death from the Walkers or death from suicide. He chooses suicide, the less painful option – though the act is deferred at the last possible moment. The act requires a willful momentary suspension of any and all possibilities for life, undertaken for a singular purpose: to maintain control of the situation at hand. In this way, Rick sacrifices his sense of self – including his status as a thinking, feeling individual – to mediate the overwhelming pressures of his situation. For her part, Lori is also faced with a transformative choice: to warn potential survivors away from doomed Atlanta or to submit to Shane’s dictatorial demands. By choosing the latter, she willingly sacrifices her emotional investment in others to mediate the overwhelming pressures of her present situation. While Rick and Lori’s experiences are dissimilar in many ways, they are united under the notion that they lead to a moment of self-sacrifice (literal for Rick, figurative for Lori) that requires a willful emotional divestment from an established sense of self and purpose. While these experiences are not indicative of anti-intraception per se, they are indicative of a particular kind of trauma that can be associated with all the major characters who go on to demonstrate anti-intraceptive attitudes, including the Governor.

A striking example of how such trauma can lead directly to anti-intraceptive attitudes can be found in Merle Dixon’s character arc. The character first appears in season one’s second episode, “Guts.” There, the audience is treated to a rooftop exchange between Merle, a dispossessed brute, and Rick, an already-weary democratic idealist. In its climax, the exchange involves the latter informing the former that his established view of self is no longer relevant to the post-Walker world, a world that demands tribal, if not outright democratic, unity. In the rising action, Merle calls an African-American survivor, T-Dog, a “nigger” and then holds a number of survivors hostage at gunpoint, demanding that they recognize his authority. In a parody of democracy, the group complies, and then Rick intervenes violently, disrupting the fascist power fantasy. As he shackles Merle to the rooftop, Rick explains that Merle’s racist understanding of self and the world is outdated: “Look here, Merle, things are different now. There are no niggers anymore. No dumb as shit inbred white trash fools, neither…. There’s us and the dead. We survive this by pulling together. Not apart.” In what will become a defining character trait, Merle rejects Rick’s democratic plea for unity, spits in the sheriff’s face, and snarls, “Screw you.”

In terms of Adorno’s theory, the exchange is representative of Merle’s desire to maintain his established sense of self at the expense of accepting “tender minded” ideals that threaten to undermine his surety. Notably, these ideals are democratic. The fact that Merle believes that he has been abandoned on the rooftop by the end of the episode only serves to strengthen his notion that Rick’s call for unity is farcical and weak-minded in the face of the realities of the Walker plague. This development is significant to what is arguably the first major anti-intraceptive moment in the series. In “Tell It to The Frogs,” the audience finds Merle alone, still trapped on the roof, but now totally divested of his surety. He is reduced to a squirming, squealing victim – horrified to the point of madness by his impending live cannibalization. Interestingly, he is no longer screaming for his democratically-inclined fellow survivors, as he has given up all hope in the possibility that the band will come to his aid. Rather, he is screeching for the ultimate form of authoritarian intervention: divine intervention. However – and remarkably – almost as soon as he begins to express these uncontrolled feelings of hopelessness and despair (which he says he has never expressed before) he violently rejects them and recommits himself to a so-far failed plan to obtain some nearby tools with his belt. In the context of its utterance, Merle’s prayer stands as a rather fascinating rhetorical device. With his brutal dismissal of his panic-inspired pleas for clemency, Merle effectively argues for a particular form of self-actualization, one in which he literally survives by dominating his immediate environment through the expression of rugged individualism. This is the essence of anti-intraception as it is described in The Authoritarian Personality: unstable emotion is rejected by an ego struggling to maintain a sense of control over the environment, regardless of the potential sacrifices. While the act is psychological, it has a literal impact on the scoundrel. He emerges from the struggle a man literally diminished by his turn inward from the rest of the world and its possibilities: he is divested of his own right hand.

The behavioral trends that Merle demonstrates on the rooftop can be associated with later developments that confirm Adorno’s theories about the significance of anti-intraception to individuals who are vulnerable to fascist states. For example, when we next meet Merle in season three, he has become a henchman for the Governor’s paramilitary force. In conversation with Andrea, he explains that he joined with the Governor because the Governor found him when he was wounded and took care of him. Insofar as Merle’s wound is a practical example of his anti-intraception, a direct correlation can be made between Merle’s reaction to trauma and his association with a fascist organization. Over the course of a number of episodes, Merle demonstrates his service to the Governor’s petty empire with a series of actions that have extraordinary anti-intraceptive implications, all of which drive him deeper into the brutal and ultimately self-destructing organization of the Governor’s political machine. For example, in “When the Dead Come Knocking,” an enraged Merle is informed by the recently incarcerated Glenn that Rick and the others returned to the rooftop to save him, a notion that affirms Rick’s initial (and rejected) call for democratic unity. Merle’s reaction is telling: he dismisses the possibility that Glenn is correct and insists that his understanding of the events and abandonment is accurate and then uses this rationale to justify Glenn’s torture and attempted murder. He cannot do the opposite because to do so would be to experience emotions that would put him out of control of his present situation: i.e., he would have to accept the notion that his drastic self-mutilation was committed in error and that, rather than being the master of his own fate, he has been a weak-minded pawn to circumstance.

A similarly violent reaction emerges in “Hounded.” In that episode, Merle is sent to kill the recently released Michonne with several other Woodbury thugs. When his belief that Michonne will be easy prey falls victim to Michonne’s razor-sharp sword, Merle fabricates a lie about her being destroyed by the Walkers in the woods. The deception is brought about by his fear that he will lose control of the hunt and become the hunted if he continues further in the pursuit. When Merle’s claim is rejected by a fellow guardsman, Neil, Merle kills Neil and later lays the blame for the murder on Michonne. Upon returning to Woodbury, Merle recounts his concocted story to the Governor. The significance of these events lies in their implications for Merle’s relationship with the Governor: rather than face the possibility of losing control, Merle affirms and brutally defends an extremely weak assessment of the hunt, one that guards his own emotional shortcomings at the expense of his political savvy. He foists the fantasy on the very authoritarian personality that has provided him with a sense of security since he escaped from the rooftop – a fatal flaw that leads to the character’s eventual undoing.

As season three comes to its close, Michonne returns to Woodbury and wounds the Governor. As a consequence, the fascist dictator turns on Merle and eventually orchestrates his death. With Merle’s developmental arc, the series illustrates an extended scenario in which an anti-intraceptive personality moves away from democratic possibility and into a self-destructive authoritarian state.  The example is valuable because it shows a particular developmental cycle, one that comes with evident implications for the involved character’s personality and for the show’s broader commentary on democracy and fascist attitudes. While it is not the case that the behavioral concerns that define Merle’s journey are necessarily relevant to all the characters in the series who battle with democratic notions of unity, they do establish a conceptual foundation for adjudicating the anti-intraceptive actions of other major characters. For example, in season one’s concluding episodes, “Wildfire” and “TS-19,” the suicidal Jenner’s much shorter arc presents an example of the relationship between anti-intraception and authoritarianism in the Walker-ruined world. As is the case with Merle, this journey leads Jenner to a position of inescapable confinement, brought about by his reductive approach to reality.

Jenner, his sense of self and purpose destroyed by the death of his wife and the destruction of the international scientific community, explains to Rick and the other survivors that their impending and inevitable immolation in the now-defunct CDC will create “an end to sorrow, grief, regret.” Unlike Rick’s flirtation with suicide in “Days Gone By,” here the rationale for the individual’s absolute control of the moment at the expense of literally everything is not the grasping fingers of the dead but rather the act of reflection itself, which is too painful for Jenner to withstand. He seeks to destroy himself rather than contemplate the “subjective, imaginative, [or] tender-minded” possibilities for the future offered by Rick and the others. As the concept is theorized by Adorno, anti-intraception does not necessarily compel an individual to suicide, so it is noteworthy for the series that Jenner’s rationale for self-destruction has anti-intraceptive overtones. This relationship becomes even more fascinating when one considers that Jenner is using the rationale for more than just his own death but for the death of all of the people who assume that they have been saved by his merciful solicitude.

When Jenner’s actions are considered in their entirety, it is possible to argue that from the first he is demonstrating what Adorno identifies as a primary authoritarian trait: the trait of dominance-submission. For Adorno, dominance-submission is defined by actions that the authoritarian undertakes to ameliorate the essential needs of others before he or she demands their allegiance to his or her will (314, 344-46). This essential relationship is evident from the first, as Jenner provides access to the CDC in the very same moment that he tells Rick and the survivors that once the doors of the CDC close “they do not re-open.” Later, at the height of his suicide crisis, he reminds them of this fact with an intensity that seems to indicate that the observation is an inalienable law. The concept of dominance-submission can also account for Jenner’s peculiar hospitality: he offers food and water, shelter, warm showers, alcohol, and the basic amenities that the survivors need to feel safe before he presents them with the inescapable suicide pact. This behavioral pattern can also be used to account for one of the more bizarre events that occurs during this period. Jenner fully and rightfully believes that there is no way to escape from the CDC, yet he lets Rick and the others scramble toward the exit in the final minutes of the self-destruction countdown. He has no way to know that they have a grenade that they can use to escape, so his actions cannot be viewed as merciful: rather, here he is continuing the pattern of catering to the needs of his guests – their desire to pursue freedom –  while at the same time he is sure that they will have no choice but to remain submissive to his plan for self-destruction. At the moment of his death, he does turn to Jacki and observe flatly that the survivors made it out of the CDC: “They got out.” However, given his actions to date, it is reasonable to assume that any joy he may associate with those words comes from his knowledge that he is soon to die and that he is not dying alone, thanks to his program for dominance-submission.

While Merle and Jenner are certainly distinct characters, it is interesting to note that Merle’s misadventure on the rooftop also begins with the issue of dominance and submission, though not with the process of amelioration that defines Jenner’s actions. For example, when Merle turns a gun on Glenn, Andrea, and the others, he does so with the demand that he be recognized as the power in control of the situation, a fantasy that Rick shatters. However, at the CDC, Rick cannot react in a similar way, as he is already dominated by Jenner’s will and plan. This distinction is informative of the lawman’s developing struggles with the limits of democratic thought and possibility, which in this instance are all but helpless in the face of an authoritarian personality demonstrating anti-intraceptive attitudes. This becomes a major concern in the series’s third season and is the struggle at the heart of Rick’s dispute with the Governor.

The significance of such developments and attitudes to an understanding of the Governor’s psychological motivations lies in their descriptive – not predictive – capacities. They remind the viewer that just as the Governor might choose to regard a collection of heads to “steel himself” for the horrors of the Walker-ruined world, the viewer might consider the head of the Governor at the very same time – as part of his or her own process for coming to grips with all that has passed and all that will pass for The Walking Dead’s authoritarian personalities. Whether these attitudes will continue to manifest in future seasons is, of course, impossible to determine. However, their significance to the series to date speaks to the narrative’s extended investment in these essential attitudes.

 

Works Cited

Adorno, Theodore W., The Authoritarian Personality. Harpers, 1950.

Battlestar Galactica. SyFy, 2004 – 09.

Beauchamp, Zack. “‘The Walking Dead’ Open Thread: He’s a Terrible Monster.” ThinkProgress, thinkprogress.org/the-walking-dead-open-thread-he-s-a-terrible-monster-54b9cfdb2e69#.bmy3g4791. Accessed 1 July 2013.

Berg, Mollie. “Walking Dead serves as a metaphor for reality.” Daily Trojan, dailytrojan.com/2013/03/31/walking-dead-serves-as-metaphor-for-reality/. Accessed 1 July 2013.

“David Morrissey on The Rise of the Governor.” Ign.com, www.ign.com/videos/2013/02/11/david-morrissey-on-the-rise-of-the-governor. Accessed 1 July 2013.

“Days Gone By.” The Walking Dead. AMC, 30 Oct. 2012.

Ellwood, Gregory. “‘The Walking Dead’s Andrew Lincoln reflects on Rick Grimes’ ‘complete breakdown’ in season three.” Hitflix.com, www.hitfix.com/news/the-walking-deads-andrew-lincoln-reflects-on-rick-grimes-complete-breakdown-in-season-three. Accessed 1 July 2013.

Folle, Vache. “Authoritarians are Zombies.” St George Blog, emergencybackupdog.blogspot.com/2006/11/authoritarians-are-zombies.html. Accessed 23 Oct. 2016.

Freud, Sigmund. “Beyond the Pleasure Principle.” Library of Social Science, http://s3.libraryofsocialscience.com/pdf/freud_beyond_the_pleasure_principle.pdf. Accessed 29 Dec. 2014.

—.“Group Psychology and the Analysis of the Ego.” Gutenberg, www.gutenberg.org/ebooks/35877?msg=welcome_stranger. Accessed 29 Dec. 2014.

“Guts.”The Walking Dead. AMC, 7 Nov. 2012.

Handlen, Zack. “Walk With Me.” Avclub, www.avclub.com/tvclub/the-walking-dead-walk-with-me-86747. Accessed 1 July 2013.

Hopwood, Ann. “Jung’s model of the psyche.” The Society of Analytical Psychology, www.thesap.org.uk/resources/articles-on-jungian-psychology-2/about-analysis-and-therapy/jungs-model-psyche/. Accessed 29 Dec. 2014.

“Hounded.” The Walking Dead. AMC, 18 Nov. 2012.

Jericho. CBS, 2006 – 08.

Kirkman, Robert. The Walking Dead: Rise of The Governor. St. Martin’s Press, 2011.

— . The Walking Dead: The Road to Woodbury. Thomas Dunne, 2013.

“Lawyers and Psychiatrists Answer the Tough Questions in The Walking Dead.” Wired.com, www.wired.com/2013/04/walking-dead-lawyer-doctor/. Accessed 1 July 2013.

Lost. ABC, 2004 – 10.

“The Lure of Authoritarianism in Apocalyptic Fiction: (Or, Meet the New Boss, Same as the Old Boss).” Green Fissures in an Otherwise Pristine Robot, http://greenfissures.tumblr.com/post/20027151141/the-lure-of-authoritarianism-in-apocalyptic. Accessed 1 July 2013.

O’Neil, Phelim. “The Walking Dead: season three, episode three.” TheGuardian, www.theguardian.com/tv-and-radio/tvandradioblog/2012/nov/02/walking-dead-season-three-episode-three. Accessed 1 July 2013.

Reich, Wilhelm. The Mass Psychology of Fascism. Translated by Mary Boyd Higgins. Farrar, Straus, and Giroux, 1970.

Schlozman, Steven. “The Moral Molasses of The Walking Dead.” Psychology Today, www.psychologytoday.com/blog/grand-rounds/201112/the-moral-molasses-the-walking-dead. Accessed 1 July. 2013.

Survivors. BBC, 2008 – 13.

“Tell it to The Frogs.” The Walking Dead. AMC, 14 Nov. 2010.

“TS-19.” The Walking Dead. AMC, 5 Dec. 2010.

V. ABC, 2009 – 11.

“Walk With Me.” The Walking Dead. AMC, 28 Oct. 2012.

The Walking Dead. AMC, 2010 – 16.

“When the Dead Come Knocking.” The Walking Dead. AMC, 25 Nov 2012.

“Wildfire.” The Walking Dead. AMC, 28 Nov. 2010.

 

Author Bio

Adam M. Crowley is an Associate Professor of English at Husson University in Bangor, Maine.  His areas of interest include Frankfurt School-style social criticism and narratology. He has produced scholarship on narrative structures in contemporary video games, concerning works as diverse as Resident Evil, Tomb Raider, and Bioshock Infinite.

Twitter: @AdamMCrowley 

Reference Citation

MLA
Crowley, Adam. “The Roots of Authoritarianism in AMC’s The Walking Dead,” Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, vol. 3, no. 2, 2016, http://journaldialogue.org/issues/the-roots-of-authoritarianism-in-amcs-the-walking-dead/.

APA
Crowley, A. (2016). The roots of authoritarianism in AMC’s The Walking DeadDialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 3(2). http://journaldialogue.org/issues/the-roots-of-authoritarianism-in-amcs-the-walking-dead/

The Power of Books: Teachers’ Changing Perspectives about Using Young Adult Books to Teach Social Justice

Janis M. Harmon
University of Texas at San Antonio
San Antonio, Texas, United States
janis.harmon@utsa.edu

Roxanne Henkin
University of Texas at San Antonio
San Antonio, Texas, United States
roxanne.henkin@utsa.edu

 

Abstract

This study examined teachers’ knowledge about social justice and their perspectives and understandings about the use of young adult books to teach social justice. The participants were 14 graduate students in a graduate literacy course. The course provided learning experiences about social justice, including the use of young adult books. These learning experiences were designed to deepen students’ understanding of how to address social justice issues with students in the elementary, middle and high school classrooms. Using qualitative measures, the researchers found changes in participants’ understanding of social justice and the use of young adult books as a powerful resource for teaching social justice.

All four discussion groups noted a change in their thinking with the themes of awareness and acceptance evident in their responses. For two books, Shine (2011) and The Absolutely True Diary of a Part-Time Indian (2007), what stood out for three of the four book discussion groups were the many social issues evident in the books. In the book Shine (2011), some participants felt that the social issues were not fully addressed, and others focused on the “dark” topics in the book including language usage, sexual molestation, and parental abuse. In their discussion of Trafficked (2012), three of the four groups felt that the book raised their level of awareness and gave them a new perspective about the issue of human trafficking.

The Absolutely True Diary of a Part-Time Indian (2007) changed the thinking of all four groups of students about Native American culture and reservation life in regard to cultural assimilation and disparities that continue today. However, the experiences of the participants in reading the three books also deepened their understanding that some books address social justice issues in very strong and powerful ways—ways that may result in constraints that need to be acknowledged regarding appropriate classroom use. The participants in our study reported that they acquired a more detailed and more in-depth knowledge base about social justice. This was especially evident in their growing awareness of social justice, in perhaps their personal acceptance of the issues, and in their comments about taking action that might lead to change in existing problems surrounding social justice.

Keywords:

Social Justice, Young Adult Books, Teacher Education, Bullying, LGBT

 

Today’s news headlines continue to show that many people are the victims of unfair and unequal treatment by others. We read about instances of teenagers who are bullied and even killed, women who are abused, police violence, and young people embroiled in gang violence. In the midst of these challenges, we, two literacy educator/researchers, wondered how we could address such social justice issues as teacher educators in our college classrooms in ways that would encourage these teachers to address social justice with their own students. Turning to the rich resources found in young adult books, we investigated teachers’ knowledge about social justice and their perspectives and understandings about the use of young adult books to teach social justice.

We first present how we framed our study within the context of what we know about the meaning of social justice as well as within the context of existing scholarly works about the use of young adult books for teaching social justice. We then describe our efforts and findings in addressing the following research questions:

  • What are teachers’ understandings about social justice?
  • What are teachers’ beliefs and perceptions about the use of young adult books as a tool for social justice instruction?

Understandings about Social Justice

The term social justice appears frequently in a variety of educational contexts. For example, in many instances teacher education programs include social justice in their mission and vision statements to emphasize a fundamental belief in the interest and well-being of all in a diverse society (Hytten & Bettez, 2011). Many of these programs are built upon specific principles and ideas associated with social justice, such as inclusion, equity, promotion of critical thinking, and social change (Bettez, 2008; Hackman, 2005; Michelli & Keiser, 2005, as cited in Hytten & Bettez, 2011). Hytten and Bettez (2011) further emphasize that the phrase is “used in school mission statements, job announcements, and educational reform proposals, though sometimes widely disparate ones, from creating a vision of culturally responsive schools to leaving no child behind” (pp. 7-8). While the term is ubiquitous on this broad level, it also a term frequently used by scholars in the field as well as practitioners.

Yet, it is difficult to pinpoint a precise definition of social justice since it may mean different things to different people. An informal poll of several undergraduate students seeking teaching certification revealed these differences. When asked what social justice meant to them, some replied with general responses about treating all people fairly regardless of race, religion, or socioeconomic status and upholding equality for all while providing for the needs of everyone. Others talked about social justice as a progressive theory socially constructed to provide equality in the field of education. More specifically, some felt that social justice refers to the treatment of minority groups to prevent discrimination and to ensure that their voices are heard. Still others viewed social justice as a matter of perspective. In particular, a currently popular idea of what is morally just and equitable focuses on societal issues of race, culture, and personal beliefs. The fundamental idea underlying these informal responses about the meaning of social justice, as well as the use of the term in broader educational contexts, is respect for all regardless of individual differences—a respect that leads to fair and equitable treatment. Our knowledge and awareness of social justice encompasses these ideas in that it is a perspective that values equity, equality, and fairness and seeks to understand the complicated issues that lead to social inequality and discrimination.  Social justice education focuses on ways that students can make real change in the world.

Social justice is such a broad term that is also closely related to social responsibility and stewardship (Wolk, 2009).  Wolk (2009) views social responsibility as encompassing a wide spectrum of themes, including caring and empathy for others, existence of social problems, government issues, power and propaganda, historical consciousness, nonviolence, and even environmental literacy. While all of these social responsibility topics warrant careful and close attention, the existence of social problems, or rather social injustices, such as bullying, abuse, and gang-related problems continues to be prevalent in many of our schools today. From an educational standpoint, teachers can be instrumental in effecting change by helping students understand social justice. Young adult books can serve as a potentially effective vehicle for this instruction.

Young Adult Books and Social Justice

Young adult books hold appeal to adolescent readers because they address the issues, topics, and concerns that are relevant to these readers. As young adults are developing their sense of self-identity, which is a major factor during their transition to adulthood, young adult books allow the readers to safely explore various life situations vicariously. These situations resonate with the readers and enable them to consider the potential consequences for particular decisions made by characters in the book. Young adult books as a whole cover a variety of themes and issues dealing with realities of life, ranging from family relationships to gangs and violence (Bond, 2011). Young adult books also address particular issues of social justice, including the reaction of characters who bully others who are different. In these books the characters are different in many aspects, including race, sexual orientation, socioeconomic status, religious affiliation, or culture (Harmon & Henkin, 2014). Many of these books speak to adolescents in direct, open, and sometimes starkly realistic ways.

This study is situated within the context of existing scholarly works that have addressed the use of young adult books as a tool for teaching about social justice. In the words of Glasgow (2001), “Young adult books provide a context for students to become conscious of their operating world view and to examine critical alternative ways of understanding the world and social relations” (p. 54). From this perspective, we note that various social justice issues as represented in young adult books have been addressed by others, such as Simmons’ focus on social action in The Hunger Games trilogy (2012) and gender identity in the book Stitches as a topic in North’s social studies methods course (2010). Moreover, Stover and Bach (2012) view young adult books as an important venue for not only introducing to students social justice issues but also serving as a catalyst for active involvement in service learning or social action as discussed by Simmons (2012).

According to Quinn, Barone, Kearns, Stackhouse and Zimmerman (2003), teaching socialization skills and tolerance can no longer be addressed as part of a hidden curriculum. It must be viewed as part of a democratic classroom where reading and writing are important tools for learning humane behaviors that include respecting others. Unfortunately, such admirable endeavors are at times overshadowed by the political context of today with its strong focus on standards and competition. Nonetheless, there are literacy proponents in the field who advocate the use of young adult books as an instructional tool to teach social justice (Groenke, Maples, & Henderson, 2010) and in particular social responsibility (Wolk, 2009). It is the responsibility of everyone to confront the social problems facing many youth today, especially discrimination because of culture, gender, sexual orientation, and economic class.

However, while Davis (2010) argues for the role of books to teach about social justice and social action in democratic classrooms, he also cautions that such efforts require “genuine dedication…on the part of teachers everywhere” (np).  In a similar vein, Golden (2008), in his interview with Linda Christensen, noted social justice educator, includes her belief that any teaching of social justice is challenging and rigorous. Therefore, it appears that the effectiveness of teaching social justice to students and using young adult books to do so is no easy task and may depend heavily upon what knowledge, awareness, and inclination the teacher brings to the task. This study therefore closely examined what teachers know about social justice and potential changes in their beliefs and perceptions about the use of young adult books as a tool for social justice instruction.

Method

The purpose of this study then was twofold: (1) to investigate teachers’ understandings about social justice; and (2) to examine the impact of course instruction on teachers’ beliefs and perspectives about teaching social justice using young adult books as a resource. The participants were 14 graduate students in a graduate literacy course offered at a large urban university in the southwestern United States. Most of the students were practicing teachers with varied years of experience and varied grade levels. The course, Integrating Reading in the Language Arts, was a required course for students interested in pursuing a reading specialist certification. The course in general focuses on reading processes and instructional practices that promote an integrated language arts curriculum across the grade levels from primary to secondary classrooms. In the following sections, we describe the project on social justice and then discuss our data collection and analysis process.

Course Project

As part of the required course activities, graduate students participated in a variety of learning experiences designed to deepen their understanding of addressing social justice issues through young adult books. The learning experiences included: (1) exposure to young adult books that address social justice issues; (2) personal and critical response to the readings in professional online blogs; and (3) development of instructional tasks to accompany the young adult books. Specifically, the student participants were required to read three novels in which social justice issues played a critical role in character and plot development. The books represented different social justice issues, including poverty, dysfunctional families, human trafficking, sexual orientation, and ethnic discrimination. Furthermore, in following Glasgow’s (2001) notion that young adult books provide critical contexts to help students become aware of their own worlds, these three books represent different contexts and different ways in which characters view and react to the social conflicts in their lives. The books were Sherman Alexi’s The True Diary of a Part-Time Indian (2007), Trafficked by Kim Purcell (2012), and Shine by Lauren Myracle (2011).

In Sherman Alexie’s The True Diary of a Part-Time Indian (2007), Junior, the major character, uses humor and wit to tell his story. He leaves the school on the Spokane Indian Reservation where he lives to attend a much better school in a nearby farm town—a school with only white students. In doing so, Junior rises above the expectations of others as he faces discrimination at school and contends with family and cultural issues at home. The context in which Junior finds himself forces him to grow up both at home and at school.

In Trafficked (2012), the issue of human trafficking is brought to light as we come to know Hannah, a Moldavian teenager who moves to Los Angeles to become a nanny for a Russian family.  She quickly learns that she is an indentured servant to this family and has no hope of escape. In this context of being a modern-day slave in a foreign country, Hannah is left to her own devices to change her situation.

In the coming of age book Shine (2011), sixteen-year-old Cat tries to figure out who perpetuated a terrible hate crime against her gay best friend. Set in a small southern community where everyone knows each other, Cat exhibits great courage as she confronts serious issues of drugs, intolerance, and poverty, all of which contribute to what had happened to her friend. She does so within the context of her own past experiences with others in the town, especially one encounter that has left her withdrawn, despondent, and alone.

For each book, participants wrote personal comments, impressions, and insights in individual blogs on the Google-site. These blogs served two purposes: (1) they allowed students to interact with each other online, and (2) they provided a springboard for entry into small group and whole class discussions of the book during class sessions.  In this way, class members had an opportunity to think about and articulate their own questions and insights before the group discussions began.

The students then developed a unit based upon an appropriate social justice theme of their choice. The unit included an explanation and rationale for the social justice issue, ways in which the unit could be implemented into the curriculum, descriptions of critical literacy instructional activities, a sample lesson plan, and an annotated list of at least four high quality picture books as well as at least four high-quality, longer children’s books (both fiction and/or nonfiction, trade books and/or informational books).  Students were given guidelines on book selections that included choosing high quality books with recent publication dates.  They were also asked to follow the guidelines for culturally appropriate books found on the wowlit.org website.

Data Collection

Our data collection came from several sources. During the semester, we collected data from teacher pre- and post-questionnaires about social justice issues and the ways in which teachers envision teaching social justice issues. (See Figure 1 for the questionnaire.)

 

Figure 1

Pre and Post Questionnaires

Pre Questionnaire

What is social justice?

What different issues or themes do you associate with social justice?

What are the responsibilities of an individual in regard to issues of social justice?

Should social justice be taught in schools? Why or why not?

If so, whose responsibility is it to teach social justice?

How should it be taught?

Can books serve as a vehicle for social change? Why or why not?

If so, what are some examples of books for children and young adults that address social justice?

How would you teach social justice with the children’s and/or young adult books?

Post Questionnaire

What is social justice?

What different issues or themes do you associate with social justice?

What are the responsibilities of an individual in regard to issues of social justice?

Should social justice be taught in schools? Why or why not?

If so, whose responsibility is it to teach social justice?

How should it be taught?

Can books serve as a vehicle for social change? Why or why not?

If so, what are some examples of books for children and young adults that address social justice?

How would you teach social justice with the children’s and/or young adult books?

What have you learned by participating in the social justice books unit?

The learning experiences described previously served as the intervention of the study across six weeks. In addition, another data source included the completion of a language chart for each book in which groups of students discussed their responses to the readings of the young adult books. A sample of the language chart for one book is in Figure 2.

Figure 2

Sample Language Chart Used in Group Discussions for Trafficked

 

Questions Group #1 Group #2 Group #3 Group #4
What stands out to all of you about the book? The current issue of domestic slavery stands out and especially the fact that many people have no clue about it. Also, Hannah’s naivety and how she did not stand up for herself stood out. Sergey and Lillian played on her ignorance to keep her contained as a slave. Her efforts to improve her life stand outs but yet she struggled so much and was constantly pushed back down. A girl can want more opportunities by coming the U.S. but can end up becoming another statistic. She had innocence about her and seemed oblivious to what was really going on. She started to live the dream until she got into the home of Sergey and Lillian. The main character never considered herself as being trafficked.Sergey was tender toward her; he seemed like not such a bad character; he seemed to help.The neighbor Collin stood out. Also,The innocence and ignorance of the character–Hannah and the children stood out.Females are really the villains.
Has the reading of this changed your thinking about human trafficking? In what way? The book raised awareness of how bad an issue it was.We saw how they manipulated immigrants using fear. The book gave us a completely new perspective on human trafficking. Previously we thought of it as kidnapping but not the type of living like Hannah was experiencing. The prevalence of it was also shocking. We didn’t really connect with it or thought it could really happen to someone coming to the U.S. from a different border other than the Mexican border. This “face” of trafficking was different. The majority of the time we only think of the “sex traffic” part. It make us think of how close we are to it and how well hidden it is.
Is the book appropriate for classroom use? Why or why not? Yes.It should be used for small books circles and self-choice readings.Grade level: high school Yes.It is relatively tame for the topic level. It is a prevalent issue to study with them.Grade level: upper high school Yes.It can show students how another person’s kindness can change a life whether they know it or not. It is an occurrence and is real so if students see a different perspective, they can relate.Grade level: high school Yes.It is a good jumping off point for awareness and research.The sexual content is not as explicit.Grade level: 9-10Upper levels–use as resource–language too simple
What are the constraints for using this book in the classroom? How could you get around them? The constraints are the graphic content and serious topics—sex and abuse.Allow individual choice.Warn students about the upsetting content ahead of time. You will possibly need parental consent.It would be interesting to do with a gender study. One constraint is the graphic words used.We could ask parents to read it first to give them an idea of it. We could get parental consent. The topic of sexual abuse is a constraint. The book demands a mature audience Old-fashioned, classic literary teachers may not use this book. There may be objections from parents. The book could be anelective read. Teachers could use excerpts that lead to discussions but would need parental notice.

 

We collected these class assignments to analyze for themes about social justice and related instruction.

Data Analysis

After compiling the questionnaire responses, we used a constant comparative data analysis technique to examine all the data (Merriam, 1998). We first read the responses to the open-ended questions in the questionnaires individually and then came together to discuss our findings, address differences, and arrive at consensus. In addition, we tallied the frequency of occurrence of specific topics that the participants discussed. For example, in the pre-questionnaire where participants were asked to define social justice, we noted 31% focused on the topic of action. One participant stated that social justice was “ensuring that people are treated fairly and with equality.” Another comment categorized as action was “standing up for what is right, even if society does not accept it.”

We followed this same procedure with the instructional artifacts developed and completed by the participants. These artifacts included instructional tasks developed by the instructor to support participants’ engagement with the young adult books as well as the instructional activities the participants developed with their own self-selected books. We examined this assignment closely to determine if the instruction was an appropriate match with the young adult book(s). For example, one participant focused on slavery for her instructional unit. She selected several quality young adult books, such as Sold by Patricia McCormick (2008) and Copper Sun by Sharon Draper (2008), to represent various forms of slavery for an eighth grade class. The unit contained several activities that engaged students in responding to the readings through writing and discussion. The culminating activity for the unit involved a visual aid representing a form of slavery and consideration of realistic ways in which to take action against modern-day slavery.

Limitations of the Study

We acknowledge the limitations inherent in this study. First, the instructor of record for the course was one of the researchers. While this had the potential to influence the outcomes, the responses to the questionnaires were anonymous and were not administered by the instructor/researcher. In addition, we realize that students typically learn something when they participate in a university course. However, given that the unit of instruction was focused on social justice, our goal was to capture the nature of this learning and the students’ own acknowledgement of what they learned. Finally, we realize the pitfalls associated with self-report data but also understand that these data can be a rich source of descriptive information that may inform future investigations.

Findings

We discuss the findings in terms of two major strands of data that were collected and analyzed in this study. The strands are the following: (1) participants’ growing understandings about social justice; and (2) the nature of instruction about social justice. Across the two strands we noticed that the themes of awareness of social justice, acceptance of others, and the need to take action were evident.

Participants’ Growing Understandings about Social Justice

We documented participants’ growing understandings of social justice through several data sources (e.g., questionnaires and in class discussions) and found changes in the ways in which participants defined social justice. We present the findings for this section, highlighting participants’ growing understanding of the meaning of social justice, changes in their thinking about social justice, and their recognition and appreciation of the responsibilities associated with social justice.

Defining social justice. Initially, approximately one third of the participants provided more generalized responses with references to issues facing those in leadership and government positions as well as issues relating to how groups of people are treated in society. More specifically, in the pre questionnaire, participants focused on issues, such as educational opportunity (14%), race relations (10%), and economic hardships (12%). In contrast, in the post questionnaire, the participants provided more specific issues in that bullying, racial inequality, and sexual orientation accounted for 40% of the responses about social justice issues.

The number of issues also changed, with participants mentioning ten different descriptions in the pre-questionnaire and 29 in the post-questionnaire. These differences were not only in terms of topics that participants associated with social justice but also differences in terms of the depth of understanding about social justice. The depth of understanding changed as illustrated in this general pre questionnaire response: “Social justice deals with issues that are continuously dealt with by leaders and people from government.” In contrast, in the post questionnaire one participant defined social justice as “an all-encompassing topic including such issues as bullying, race relations, and equality of education. Social justice discusses, speculates, and researches ways to implement understanding and solutions of these issues.”

We also noticed that the definitions provided by the participants in both questionnaires fell into distinct categories, including awareness, action, and equality. For example, while initially 31% of the participants defined social justice from an action standpoint, they did so in terms of what is done or should be done to others. In contrast, in the post questionnaire, the 15.3% of the participants who talked about action did so in reference to actions that need to be taken against unfair treatment and wrongdoing. Another difference was that some participants (15.3%) in the post questionnaire talked about social justice in terms of developing an awareness of the issues–something not evident in the pre questionnaire.

Changing ideas about social justice. As described previously, participants’ definitions of social justice changed from general ideas to more detailed understandings of the concept. Other changes also occurred. For example, 18% of the participants reported that they learned about the widespread use of the term social justice. They came to realize that social justice included not only bullying but also other issues such as lying, cheating, and stealing. Moreover, one student commented that social justice is “so much more than just being aware of an issue. We have to learn to take action.” In addition, 22% of the participants felt that they now realized the value in using engaging books to help students grapple with the issues of social justice. One participant commented that “literature brings humanity into the situation. Most people need to view the situation through others’ eyes in order to better understand the issues of social justice.” Still another noted that “the more we can identify with book characters or story lines, the more we can see where there are problems that need attention and hopefully [lead to] correction.”

Thirteen percent of the participants mentioned their understanding of the multiple ways to address social justice with students. One participant wrote “I have learned several different ways to present social justice issues to students. I have also learned that social justice issues can be taught to all students regardless of ability or age. All students have a voice.” Another student learned that “there is more to social justice than what’s going on in my class. It involves entire communities…with some issues that can be corrected through awareness and knowledge.”

All participants except one admitted a change in their thinking about social justice. These changes were varied. For example, 15.8% were more open to the different issues associated with social justice, 21% claimed to have an increased awareness of social justice, and another 21% felt their knowledge base of social justice had broadened and deepened. One student wrote: “I previously saw this as an issue best addressed in higher grades. I now realize the importance of starting younger as well in order to prevent injustice.” Another stated that “I have always felt strongly about issues and have always felt passionate about standing up for others, but it made me realize how common certain issues are and how these can be discovered through books.” Still another wrote: “I feel that these are important issues that many people push aside. If we bring it up more often, perhaps children will discuss the issues.”

Determining responsibilities associated with social justice. While the importance of taking action was mentioned in both the pre and post questionnaire, one major difference was an individual’s responsibility to bring awareness of social justice issues to others. This awareness was not mentioned in the pre questionnaire. After the course unit on social justice, however, all participants felt that the topic should be taught in schools and that it was the responsibility of the teacher to teach about social justice.  In particular, in the post questionnaire 23.9% of the participants stated that the responsibility of teaching social justice issues rests on the shoulders of not only parents but all those who work in schools (e.g., teachers, administrators, counselors). In fact, after the course unit, a few more participants who had not included parents initially now felt that parents are responsible for teaching social justice—an increase from 14.8% to 19.6%.

Nature of Instruction about Social Justice

In response to how social justice should be taught, most participants initially focused on general instructional procedures, such as by example, through modeling and explanations, and through the use of multimedia. In contrast, in the post questionnaire, participants provided more specific suggestions involving the use of multimodal traditional and multimodal digital tools. For example 16% felt that visuals, such as posters, photographs, movies, and video clips, were useful for teaching about social justice. The use of visuals was discussed in whole class discussions and used by the instructor and students in class.  Another 20% stated that active participation in classroom activities is important for teaching students about social justice.  Again, active participation was modeled in the course. These activities included skits, plays, and other dramatizations as well as discussions and even dance.

In both the pre and post questionnaire, approximately the same number of participants mentioned the use of books for teaching about social justice (24% and 25%). However, when asked directly about the use of books for teaching social justice, only two participants in the pre questionnaire were not sure about the use of books to teach social justice. By the end of the course unit, however, all participants stated that books can serve as a vehicle for social change. The reasons especially focused on how books enable the reader to relate to characters. For example, one participant stated:

Yes, many times books can help us see things that we may have never paid attention to before. It can help give us empathy by putting us in someone else’s shoes. Many times children may ignore a history lesson, but a book they can relate to may help to see similarities that they never saw before. Books can make us aware of more issues to where we want to work towards creating a world free of discrimination.

Another stated:

Many students might not know how to talk about a certain issue. Reading a novel can help open the door to what can be talked about. It gives students the opportunity to step into the issue and really live it & experience it while learning.

Initially, 30.4% (7/23) did not know any book titles addressing social justice. Those who did provided titles of fairy tales and well-known titles such as the Harry Potter series, Harper Lee’s To Kill a Mockingbird (1960) and I Know Why the Caged Bird Sings by Maya Angelou (1969). At the end of the course unit, as expected, participants provided a variety of current, quality book titles that address social justice issues, such as Jennifer Brown’s The Hate List (2009), The True Diary of a Part-Time Indian (2007), Lovely Bones by Alice Sebold (2002), and Perks of Being a Wallflower by Steven Chbosky (1999). After the course unit, more participants (41.2% compared to 33.3%) mentioned the use of book discussions. While in both the pre and post questionnaires participants talked about the use of videos and drama activities, only in the post questionnaire did participants (10.3%) mention the use of writing.

After reading the three young adult novels that focused on different issues of social justice (i.e., trafficking, inequalities, and sexual orientation), participants initially shared their individual responses to the following questions in blogs and then discussed their thoughts in small groups.

  • What stands out for you about the book?
  • Has the reading changed your thinking about _____? In what way?
  • Is the book appropriate for classroom use? Why or why not?
  • What are the constraints for using this book in the classroom? How could you address these constraints?

We report the findings from their collective group responses in categories based upon the questions previously listed and also include examples from the blogs of their individual thoughts to support the findings. These categories include what stood out in the readings, changes in thinking about social justice issues, and classroom use of the books.

What stood out in the readings. For two books, Shine (2011) and The Absolutely True Diary of a Part-Time Indian (2007), what stood out for three of the four book discussion groups were the many social issues evident in the books.  In the book Shine (2011), some participants felt that the social issues were not fully addressed, and others focused on the “dark” topics in the book including language usage, sexual molestation, and parental abuse. For example, one participant wrote “the book also did bring to light for me how the stigma of being gay is still incredibly shameful for many people and how that can be exasperated by your upbringing and community.” Another noted the following about Shine:

The bullying definitely took center stage in this book. There were so many instances of bullying, such as verbal abuse, sexual abuse, and physical abuse. The author put a lot of issues into this book, but I think that young adults can relate to most of those issues. The language was a little harsh for my taste, but honestly it made the story line seem more real to me.

On the other hand, in The Absolutely True Diary of a Part-Time Indian (2007), participants in all four discussion groups mentioned their new awareness of the many issues found on Indian reservations, such as extreme poverty, death, eating disorders, racism, bullying, and prejudice.

One participant reflected about these issues at a deeper level as evidenced in the following comment:

Sherman Alexie truly brings to life the impact of robbing someone or some group of their hope. He has truly opened my eyes to the ramifications of Americanization and of forcing someone to give up their culture and heritage. Previously, I have been involved in discussions about the power of hegemony and of Westernization and the dominant culture. However, I now understand that those were surface-level conversations and did nothing to open my mind’s eye or heart to the life-altering impact those powerful concepts can have. It took a work of literacy and seeing the world through the eyes of a 14-year-old boy for me to truly understand.

Two groups also commented about the author’s use of humor to lessen the harshness of these issues as well as the use of illustrations to depict character development.

For the book Trafficked (2012), the literary element of character made a strong impression on all of the participants. The groups mentioned several things that caught their attention as they read the book. Three groups noticed Hannah’s innocence and naivety and the fact that she did not stand up for herself. One group felt that Hannah probably did not see herself as being trafficked and another commented on the futility of her efforts to improve her life. To illustrate this point, one participant wrote in her blog:

The thing that stood out the most to me was the fact that Hannah herself did not realize she had been trafficked until someone else mentioned it. She was willing to come over from her home and do whatever was asked of her in order to live in America and have the opportunity to become a doctor. She went on accepting that there was a chance she would not be a nanny but would end up being a prostitute…The fact that she would be willing accept such a life even for a short time and not even consider that she was being trafficked leads me to think that it is possible that the ones most likely to become victims are the ones least prepared to recognize the danger.

In addition, one group mentioned that Sergey and Lillian capitalized on Hannah’s innocence to keep her contained as a slave in their home.

Changes in thinking about social justice issues. All four discussion groups noted a change in their thinking with the themes of awareness and acceptance evident in their responses. For example, in their discussion about Shine (2011), three shifts in thinking resulted for the groups—one on the topic of bullying and hate crime, the other on acceptance, and the last on communication. Two groups talked about how their thinking changed about bullying. They had never considered the varying forms of bullying, including physical, verbal, or relational (Harmin & Henkin, 2014). One participant stated, “This book has changed my thinking about bullying. There are so many different ways a person can be bullied…from the area they grew up in, to their sexual orientation, to the size of their bodies, etc. This book relates to many different forms of bullying, [such as] the ‘hick’ terms that are used throughout the book.” One group focused on changes that involved the uplifting experience that comes with forgiveness and acceptance, and another group felt that proper communication could have prevented the major problems in the book.

In their discussion of Trafficked (2012), three of the four groups felt that the book raised their level of awareness and gave them a new perspective about the issue of human trafficking. One group commented on how well hidden such trafficking is while another group felt they could not accept the idea that such trafficking could happen to someone coming to the United States from another country other than Mexico. As in the words of one participant,

Reading this story changed my thinking in how we address these issues with young adults today either in school or at home. I think most of the time these controversial topics are ignored because we think that something like that could never happened where we are….While this topic is ugly and un-glorified, I think that it still needs to be addressed to teens. We need to stop hiding the fact that it does happen and that in order to do justice to others, we need to attempt to help them and get them out of situations that are beyond their control. I have always been a believer in bringing up controversial topics, and I have always thought that these books make the best reads. However, I have not always promoted them to their targeted audience of young adult…We need to trust them [young adults] more and trust their instincts and provide them with the knowledge they need to be informed about what happens in the world.

Another participant wrote:

This book has changed the way I look at trafficking. I have heard the term but had never really thought about it on a deeper level… I feel like I could relate to the character and this made me feel unsafe. The kind of unsafe feeling that you know you will never be the same again because you have been made aware of something that you can’t take back. I feel like this is happening and in many times right under the noses of unsuspecting people.

The Absolutely True Diary of a Part-Time Indian (2007) changed the thinking of all four groups of students about Native American culture and reservation life in regard to cultural assimilation and disparities that continue today. One group wrote, “The feelings you get from reading the book are far beyond what you would get from a history lesson.” This quote illustrates how young adult books can contextualize events within social, cultural, and historical settings enabling readers to broaden their understandings about diverse populations and cultures (Groenke, Maples, & Henderson, 2010). The following written response about this book from one participant represents this change in thinking about social justice issues:

I reflected back to a professor I had who taught Navajo Indians for many years and shared her experiences with my class. The most important lesson I took from her stories was that the Navajo’s (sic) taught her far more than she taught them. When I think back to that and pair it with this novel, I see the vast differences between the two. The lesson that will now always be at the forefront of my mind is that attempting to conform others to be like us is wrong in so many ways. Instead, we must actively seek to learn from others who are “different” from us to avoid having a “part-time” identity.

This is such an important insight.  As educators, it’s important to build on the students strengths and to see their culture as important and valuable.

Classroom use of the books. The two major topics covered about classroom use were the appropriateness of the books and the ways in which constraints for classroom use could be addressed.  For the book Shine (2011), three of the four groups felt that the book was inappropriate for classroom use. Their major concern was the many controversial topics included in the book, topics such as molestation, drug use, physical abuse, strong language, and hate crimes. In addition, one of these three groups raised concern that, because too many of the issues were left unresolved, class discussions could lead to “uncomfortable and unpredictable situations.” One participant noted the following:

My first inclination is to declare this novel as inappropriate for classroom use. Shine contains extremely mature content. The combination of physical, sexual, and emotional abuse, drug use, and coarse language seem to me difficult hurdles to pass. If it were used in a classroom, as with all books that deal with such issues, the maturity of the students needs to be kept in great consideration.

The teachers’ hesitation to use Shine reflected their reluctance to discuss controversial topics in their classrooms.

One group in particular stated that teachers may be reluctant to use the book due to the mention of faith and religion.  In contrast, one group felt strongly that the book was appropriate for high school classrooms. They argued that the types of bullying portrayed in the book mirrored reality and that students could engage in discussions that addressed bullying from these different angles.

As one participant stated:

I think it’s appropriate for 8th or 9th grade. I think it’s very engaging; students won’t want to put the book down. I think the message it brings is very powerful. Your emotions are transformed to that of the characters. You feel how lonely and hurt Cat is. You feel her braveness and it makes you feel proud. You can feel how annoyed she was with Robert but also how patient she was with him. Students can get into this book and also learn from it.

Another noted:

I feel this book is appropriate for classroom use. There are some instances such as when Cat gets attacked by Tommy at her house, and how the dad’s (sic) in the story either had alcohol, drug, or mental issues that will need to be discussed while or prior to reading this book.  I feel like many students will relate to the book, which might make it easier to talk about and or express feelings they may have about certain issues.  The grade level that I would choose would be 9th-12th grade. I think you might want to get parents(sic) permission due to the level of homosexuality that is discussed in the book. Sadly, many parents do not want their child discussing homosexuality and I don’t know how reading a book about it would make them feel.

For the book Trafficked (2012) all groups agreed that the book was appropriate for classroom use in grades 9-12 despite the constraints of the serious content of sexual abuse and the use of graphic language. One group recommended the book for self-selected independent reading and another group felt that the book could be used as an introduction perhaps to an inquiry project on human trafficking. Similarly, for The Absolutely True Diary of a Part-Time Indian (2007), two groups of students felt that the mature content of the book was better suited for high school students despite the simplistic reading style used by the author. The other two groups felt that the book was appropriate for eighth grade students. However, all four groups voiced concerns about the sexual content and strong language used in the book. As one participant noted:

I am truly torn about whether or not I would feel comfortable using this book in the classroom. While I think it is a transformational piece of literature, I think it requires an audience of a certain maturity level. I wouldn’t want to use it below a high school level…I would primarily be concerned about the frank discussions and descriptions of masturbation in the book. I am certain that there would be parents (myself included) who would not want their children exposed to this kind of endorsement. I do recognize that I come from a very sheltered life and that I probably didn’t even know the meaning of the term when in high school. Thus, I realize this has an impact on my perspective. On the other hand, the book is such a powerful tool in transforming one’s thought processes about accepting those who are different, that I think it would be a wonderful thing for students to read.

To address the constraints imposed by controversial topics and graphic language, participants in all four groups mentioned the need, first of all, to seek parental consent to use the book in the classroom as a required assignment. One noted that for the book Trafficked, “I would agree that at some high grade level, probably high school, this book could be used for instructional use in the classroom but it may require parental permission because it has some sexual content.” In addition, participants also felt it was appropriate to include the books in a classroom library. In this way, students would have the option to select the books for independent reading.

Discussion

This study investigated the changing perspectives of graduate students in a literacy education course about the learning and teaching of social justice. We did not set out to have the graduate students develop their own strict definition of social justice, a murky concept that can mean different things to so many different people. Rather, given that social justice has no firmly established meaning agreed upon by all and can be a controversial topic to many, we wanted our participants to grapple with the complex and broad issues related to this social concept. The instructor, using the books as a medium to guide the social interactions among the participants, served as facilitator rather than erudite professor with an agenda about social justice.  Therefore, with no solid, concrete definition for social justice leading the experiences in the course, the participants were able to individually generate their own personal understandings of this concept and did so through reading and discussing young adult books. For example, in her response to the book Shine, one student wrote:

…This book was much more than a story about the atrocities of an anti-gay hate crime. It was more about contrasting the negative impact and overwhelming power that hate and self-loathing can have on a person’s life with the liberating glory, joy, and light that can come from forgiveness and acceptance. For example, we can trace Cat’s journey from darkness, hatred, gloom, and loneliness to forgiveness, acceptance, joy, and love.

This response illustrates how the books mediated the participants’ developing notions about social justice. It may be that this book enabled her to think more deeply about the meaning of life and the lessons that can be learned from life’s events.

We also wanted them who? to focus on the use of young adult books for teaching social justice to students. The participants did report that they understood how books can serve as an important instructional tool for teaching about social justice as illustrated in this student’s comment about the book Trafficked:

This book is appropriate for high school kids. I would focus on a small group or individual reading assignment so that the discussion of the controversial issues would be a little more intimate than a whole class discussion. I bet most students are not familiar with trafficking (I know I wasn’t in high school) and this book would be a great opportunity to open their eyes to this issue.

However, the experiences of the participants in reading the three books also deepened their understanding that some books address social justice issues in very strong and powerful ways–ways that may result in constraints that need to be acknowledged regarding appropriate classroom use. The same student who made the comment just mentioned above also had this to say about the constraints for using the book Trafficked in the classroom:

This book has some horrific scenes of abuse. A few times a sexual encounter is referenced, but not really [explicitly] described and then toward the end, the sexual encounter between Sergey and Hannah is fairly graphic for adolescents. However, I thought the author kept it pretty clean overall. I would ask parents to preview the book before asking their child to read it and, of course, be open and willing to discuss anything that makes a student feel uncomfortable.

This comment illustrates that, on the one hand, participants learned that the issues need to be out in the open and discussed with students, but, on the other hand, discussion of such controversial issues may create other problems that need to be addressed. This is not a new dilemma that many teachers face when making decisions about what texts to use with students (Golden, 2008). Yet, we believe that teachers want to create a safe environment where difficult issues can be discussed openly. In this way, students can hopefully be equipped with a variety of ideas and strategies for addressing the challenges they may be encountering in their own lives.

The importance of teaching educators about social justice must not be overlooked. We hope and believe, that in any course students take, they should learn something. Thus, after participating in the social justice unit of instruction, it appears that the participants in our study reported that they did acquire a more detailed and more in-depth knowledge base about social justice. This was especially evident in their growing awareness of social justice, in perhaps their personal acceptance of the issues, and in their comments about taking action that might lead to change in existing problems surrounding social justice. Overall, these educators appeared to value their newly gained knowledge about social justice that might lead to changes they could personally make in their own lives and, as mentioned above, in the lives of the children they teach.

We advocate that children and adolescents need to be taught about social justice, but we also realize the challenge this may present and the questions that arise. As teacher educators, we believe that all those involved in the field of education need to address the issue of social justice in ways that can evoke change.  Hence, teacher preparation programs with a mission to transform practice need to consider the inclusion of social justice as part of these programs at both the undergraduate and graduate level. Furthermore, we advocate that teachers consider the use of young adult books as an instructional resource for addressing social justice in the classroom. These books can be vehicles for transforming the lives of the students we teach as well as a springboard for future change in society.

 

References 

Beran, T. & Violato, C. (2004). A model of childhood perceived peer harassment:  Analyses of the Canadian national longitudinal survey of children and youth data.  Journal of Psychology, 138(2), 129-147.

Bond, E. (2011). Books and the young adult reader. Boston, MA: Pearson.

Craig, W.M., Pepler, D., & Altas, R. (2000). Observations of bullying in the playground and in the classroom.  School Psychology International, 21, 22-36.

Davis, T. (2010). Can books really make a difference? Toward a chastened view of the role of fiction in democratic education. Journal of Educational Controversy. 5(1). Retrieved February 16, 2014, from http://www.wce.wwu.edu/Resources/CEP/eJournal/v005n001/a002.shtml

Glasgow, J.N. (2001). Teaching social justice through young adult books. English Journal, 90(6), 54-61.

Golden, J. (2008). A conversation with Linda Christensen on social justice education. English Journal, 97(6), 59-64.

Gorkski, P. (2013). Reaching and teaching students in poverty. Strategies for erasing the opportunity gap.  N.Y., N.Y: Teachers College Press.

Groenke, S.L., Maples, J., & Henderson, J. (2010). Raising “hot topics’ through young adult books. Voices from the Middle, 17(4), 29-36.

Harmon, J. & Henkin, R.  (2016).  The stonewall book awards for children and young adult literature 2010-2014: Memorable characters, current directions. The Alan Review.

Henkin, R.  (2005). Confronting Bullying:  Literacy as a Tool for Character Education, Portsmouth, New Hampshire: Heinemann.

Hytten, K., & Bettez, S.C. (2011). Understanding education for social justice. Educational Foundations, 25(1/2), 7-24.

Lodge, J. & Frydenberg, E. (2005). The role of peer bystanders in school bullying: Positive steps towards promoting peaceful schools. Theory into Practice Peace Education, 44(4), 329-336.

Merriam, M.B, (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass Publishers.

Neary, A., & Joseph, S. (1994). Peer victimization and its relationship to self-concept and depression among school girls. Personality and Individual Differences, 16, 183-186.

North, C. E. (2010). Threading “Stitches” to approach gender identity, sexual identity, and difference. Equity & Excellence in Education, 43(3), 375-387.

Olweus, D., & Limber, S. (1999). Blueprints for violence prevention:  Bullying prevention programs. Boulder, CO: University of Colorado at Boulder, Institute of Behavioral Science, Center for the Study and Prevention of Violence.

Quinn, K.B., Barone, B., Kearns, J., Stackhous, S.A., & Zimmerman, M.E. (2003). Using a novel unit to help understand and prevent bullying in schools. Journal of Adolescent & Adult Literacy, 46(7), 582-591.

Simmons, A.M. (2012). Class on fire: Using The Hunger Games trilogy to encourage social action. Journal of Adolescent and Adult Literacy, 56(1), 22-34.

Smagorinski, P., Cook, L.S., & Johnson, T.S. (2003). The twisting path of concept development in learning to teach. Teachers College Record, 105(8), 1399-1436.

Smith, J.D., Cousins, J.B., Stewart, R. (2005). Antibullying interventions in schools:  Ingredients of effective programs, Canadian Society for the Study of Education, 28(4), 739-762.

Stover, L. T., & Bach, J. (2012). Young adult books as a call to social activism. In J.A. Hayn & J.S. Kaplan (Eds.), Teaching young adult books today: Insights, considerations, and perspectives for the classroom teacher (pp. 203-222).  Lanham, MD: Rowman & Littlefield Publishers, Inc.

Vygotsky, L. (1986). Thought and language. (A. Kozulin, Ed., & Trans.). Cambridge, MA: MIT Press.

Walton, G. (2005). The notion of bullying through the lens of Foucault and critical theory. The Journal of Educational Thought, 39(1), 55-73.

Wellings, P. (2003). School learning and life learning: The interaction of spontaneous & scientific concepts in the development of higher mental processes. Retrieved June 28, 2014 from http://ldt.stanford.edu/~paulaw/STANFORD/370x_paula_wellings_final_paper.pdf

Wolk, S. (2009). Reading for a better world: Teaching for social responsibility with young adult books. Journal of Adolescent and Adult Literacy, 52(8), 664-673.

Young, I. (1990). Justice and the politics of difference.  Princeton, NJ: Princeton University Press.

 

Books Cited

Alexi, S. (2007).  The true diary of a part-time Indian. New York, NY: Little, Brown and Company.

Angelou, M. (1969).  I know why the caged bird sings. New York, NY: Random House.

Brown, J. (2009).  The hate list. New York, NY: Little, Brown and Company.

Chbosky, S. (1999). Perks of being a wallflower. New York, NY: Simon and Schuster.

Collins, S. (2008). The hunger games. New York, NY: Scholastic, Inc.

Draper, S. (2008). Copper sun. New York, NY: Simon and Schuster.

Huser, G. (2003). Stitches. Toronto, Canada: Groundwood.

Lee, H. (1960).  To kill a mockingbird. New York, NY: Grand Central Publishing.

McCormick, P. (2008). Sold. New York, NY: Hyperion Books.

Myracle, L. (2011). Shine. New York, NY: Amulet Books.

Purcell, K. (2012).  Trafficked.  New York, NY: Penguin Group.

Sebold, A. (2002).  Lovely bones. New York, NY: Little, Brown and Company.

 

Author Bios

Janis M. Harmon is currently a Professor of Literacy Education and serves as Associate Dean for Undergraduate Student Success in the College of Education and Human Development at the University of Texas at San Antonio. She received her Ph.D. in Educational Theory and Practice from The Ohio State University and an M.Ed. and Educational Specialist Degree from the University of Southwestern Louisiana in Lafayette.  Her research interests include children’s and young adult literature and effective middle school and high school literacy programs with a special emphasis on vocabulary acquisition and instruction. She has written articles that have been published in such journals as Research in the Teaching of English, Journal of Literacy Research, Journal of Adolescent and Adult Literacy, the Middle School Journal, the Elementary School Journal, and the National Reading Conference Yearbook. She served as co-editor for Voices from the Middle from 2006-2011.

Dr. Roxanne Henkin is a Professor Emeritus in the Interdisciplinary Learning and Teaching Department at The University of Texas at San Antonio. She received her doctorate from Northern Illinois University. Dr. Henkin’s research interests include multiliteracies and multimodal digital literacies, confronting bullying through literacy, critical literacy for social justice, writing process and instruction, and in-service staff development. She has published many articles and two books, Who’s Invited to Share: Using Literacy to Teach for Equity and Social Justice and Confronting Bullying: Literacy as a Tool for Character Education, (Heinemann.)

Dr. Henkin is President-Elect of Whole Language Umbrella. She was also the lead co-editor of the NCTE journal Voices from the Middle (2006-2011) and the Director of the San Antonio Writing Project (2006-2016). She has helped to create and teach writing projects in South Africa, India and the Philippines.

For more information see Dr. Roxanne Henkin’s BlogAcademia.eduResearchGate, and Confronting Bullying website.

 

Reference Citation:

MLA
Harmon, Janice, and  Roxanne Henkin. “‘The Power of Books: Teachers’ Changing Perspectives about Using Young Adult Books to Teach Social Justice. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, vol. 3, no. 2, 2016, http://journaldialogue.org/issues/the-power-of-books-teachers-changing-perspectives-about-using-young-adult-books-to-teach-social-justice/.

APA
Harmon, J. & Henkin, R. (2016). The power of books: Teachers’ changing perspectives about using young adult books to teach social justice. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 3(2)http://journaldialogue.org/issues/the-power-of-books-teachers-changing-perspectives-about-using-young-adult-books-to-teach-social-justice/

 

Binarisms, Adaptation, and Love: Albuquerque 2016

Laurence Raw
Baskent University
Ankara, Turkey
l_rawjalaurence@yahoo.com

 

I was fortunate enough recently to attend the Southwest Popular Culture Association meeting in Albuquerque, New Mexico in February 2016. This was the third time I had attended the conference; I find it rather unique in its capacity to embrace academics and graduate learners in a non-threatening ambiance, where participants genuinely try to help each other rather than to try and score cheap scholarly methodological points for their own personal self-gratification.

This visit offered more suggestive ideas as to how we might approach the idea of adaptation and apply it to agendas other than the familiar literature-film-media paradigm. I visited a thrift shop while I was there, and was fortunate enough to pick up a stack of books at $1 each. Although my suitcase was weighed down, I was pleased to find a variety of titles ranging from Katharine Hepburn’s autobiography, Neil Simon’s ideas on playwriting, and a polemical work by the American talk show host Rush Limbaugh.1 While Limbaugh might be an extremist, his book offered a salutary explanation as to why binary oppositions form such an essential part of western thought. They provide an intellectual safety-value, a means by which individuals can distance themselves from phenomena that they find uncomfortable or even disturbing. I don’t like Obamacare because it’s redolent of “socialism,” and I believe in the free market; this is one of Limbaugh’s favorite refrains. Likewise: the “Middle East” is full of Muslims, and I am a Christian; I have frequently read that in recent reports on the Turkish Republic. Or, more prosaically: I am an educator working with learners, and I find it difficult to understand why they are so reluctant to think for themselves (a familiar lament on Facebook).

It seems to me that “adaptation” consists of the ability to be able to transcend such oppositions and acquire more pluralistic viewpoints. You might be an educator, but you might also try to understand your learners; likewise, you might make the effort to understand the purpose behind President Obama’s health policies. I was vividly reminded of the importance of this process when I visited the Albuquerque Museum of Art and History. Situated just outside the Old Town, it is a bustling hive of activity; on the day I went, a local history group listened to a lecture and thronged the museum café afterwards, chattering excitedly about what they had just heard. As I walked round the exhibits, I became more and more conscious of how the various communities inhabiting the city – Native Indians, Euros, Mexicans – had spent centuries learning how to live with one another. In particular the Native Indians had had to learn how to accommodate themselves to the experience of white expansion, of having their lands colonized and their rituals policed. Sometimes their sole means of expressing resistance was through crafts and/or the practice of religion, of maintaining the belief that they could achieve a spiritual state of grace through sustaining their faith in God.

My perceptions were radically sharpened two days later when I walked round the Indian Pueblo Cultural Center that traced the growth, development and perpetuation of Pueblo Indian Culture, History and Art. One gallery was entitled “Adaptation,” and used a combination of archival photographs, paintings and explanatory panels to trace how the Pueblos had accommodated themselves to the major socio-economic developments in nineteenth century America. The myths I had grown up with, of Native Indians perpetually fighting the Euros, were exploded; what I saw was a much more complex story of cultural and religious give-and-take, of cultures trying their utmost to negotiate with one another in an often difficult and dangerous environment. I am not trying to defend the actions of white settlers here; my experience of the Cultural Center taught me that I did not have to think of nineteenth century New Mexican history in such militarist terms. Rather I should focus on the ways in which the Pueblos adapted themselves so as to reinterpret their past traditions in light of present-day realities.

 

Suitably energized, I returned to the conference, and had the good fortune to re-encounter Jarrod Bolin and his group of high school learners and graduates. In 2015 I had listened to their presentation and had been quite literally bowled over by the coherence and enthusiasm with which they presented their arguments. Any fears they might have had of talking to an audience of academics was not immediately apparent; what we heard was a marvelous set of arguments attesting to the value of forging a community of purpose in a learning environment. This year I wanted to interview Jarrod and his learners, with a view to publicizing their efforts worldwide. They were more than ready to talk about how their entire educational experience had been revolutionized; rather than following a pre-ordained curriculum, they had been encouraged to work on their own and discuss their insights in small groups. Jarrod did not actively tell them what to do, but offered encouragement and inspiration where necessary. He also admitted that he had learned a great deal about person management – more so than he had ever expected when he became an educator in the first place.

I was struck by the coherence with which the interviewees recalled their experiences and tried to make sense of them for their futures as educators and university learners. Like the Pueblo Indians, they had subjected themselves to a process of adaptation, by setting aside their (often negative) recollections of education in the past and committing themselves instead to more collective modes of learning. There was a considerable amount of risk involved – would the group actually cope with collaborative rather than top-down methods of instruction? On the other hand the benefits of this mode of education were obvious, not only educationally but personally: all Jarrod’s learners possessed the kind of self-confidence and sheer naked optimism that us oldies can sometimes only dream about.2

Listening to the various presentations given by more established academics, I wondered – rather wistfully – why they could not have taken a leaf out of Jarrod’s learners’ pedagogical books and learned how to talk to rather than at their audiences. That is, until I heard Jillian Saint Jacques’ presentation, which offered another mind-blowing experience of how established forms of conference communication could be turned on their head (adapted, perhaps?) to produce something highly stimulating and – in this case – emotionally affecting. Jillian talked at length about his own process of adaptation throughout his life, as he became a transsexual and then decided after a period of time to reassume his masculine identity. It would be invidious of me to summarize his piece in detail (in case he wants to publish it), but what struck me was the honesty and passion with which he spoke. He was talking about “adaptation studies” in a psychological sense, but was also using himself as a case-study to prove his points. We listened, almost stunned, as he talked about how people reacted to his various shifts of identity, and how such shifts forced him to make major personal shifts in values and outlook. Even today, he admitted, he still wasn’t sure about who he was, and had to undergo considerable periods of “adaptation” to the most mundane things – having a family, being a parent, even going to work.3 His presentation vividly underlined what the Pueblos probably experienced over a hundred and fifty years ago, as they struggled to survive in a rapidly changing world.

As I listened to Saint Jacques’ talk, I was also struck by the uncanny parallelism between apparently disparate experiences taking place in different cities at different times. I had recently read about the Russian Surrealist painter Kazimir Malevich, whose works had been shown at Tate Modern, London the previous October. Superficially they had little or nothing to do with the material in hand – except in one respect. Art critic Rachel Polonsky had been struck by the subliminal effect the exhibition had had on her consciousness, as it opened windows in her mind to embrace “the endlessly dynamic tension […] between […] seeing and blindness; illumination and eclipse; form and dissolution; face and effacement; matter and void.” Saint-Jacques’ work explored similar tensions; it was not just “about” his life, but represented a profound exploration of his relationship to the world.  Just like Jarrod’s youngsters, he took advantage of the occasion to remind us precisely what “conferences” are – not simply collections of papers, but opportunities to refresh and restore ourselves both intellectually as well as emotionally.4

What did these experiences tell me? First, that “adaptation” is not only a transdisciplinary as well as a transnational concept, but applies to our daily lives. I have talked about this before, so do not want to belabor the point. Second, I think that we should treat the world as an anima mundi, in which apparently diverse experiences prompt us to reflect in similar ways. Through such methods we can understand how the past impacts the present and future, as well as vice versa. Third, I think that the Albuquerque experiences reminded me of just how superficial – yet damaging – the practice of willfully cutting oneself off actually is, as it tends to curtail rather than admit the possibility of negotiation or debate. I was reminded of this as I read a review of a recent book Superpower: Three Choices for America in the World (2015), where the author Ian Bremmer called for an “Independent America,” that would liberate itself from the rest of the world’s problems and defend its national interest “modestly.”5 I believe that no person, community or nation-state can remain self-contained: the only way we can prosper emotionally as well as spiritually is to really listen to one another.

This is not designed as a political piece: far from it. Rather it is designed to show how a mindful awareness of one’s surroundings and how we respond to them can help us become more “adaptive” as people, as well as making us more aware of the continuities linking different cultures. Such processes can take place anywhere, anytime, anyplace; but they are most meaningful at conferences such as the Albuquerque event, so long as people can understand them.

Leo Tolstoy once emphasized how the world might become a better place if we learned to love each other more – perhaps these adaptive experiences might play a significant part in helping us to achieve this goal.

 

Endnotes

1 Katharine Hepburn, Me: Stories of My Life (New York: Ballantine, 1996); Neil Simon, Rewrites: A Memoir (New York: Simon and Schuster, 1998); Rush Limbaugh, See, I Told You So (New York: Simon and Schuster, 1993).

2 For more on Jarrod”s pedagogy, see “A Right Turn at Albuquerque,” Mhaynes.org. 16 Feb. 2015. Web. 13 Sep. 2016.

3 Jillian’s talk attracted the attention of Elsie Walker, editor of Literature/ Film Quarterly. See her editorial to Vol. 44, no. 2 (2016): iii-iv.

4 Rachel Polonsky, “Windows in the Mind.” TLS, 26 Sep. 2014, 18.

5 Ali Wyne, “Rules of Engagement.” TLS, 24 Jul. 2015, 12.

 

Author Bio

Laurence Raw teaches at the Department of English, Baskent University, Ankara, Turkey.  He is currently working on a book of essays about adaptation studies, as well as an edited collection of essays on value in adaptation for McFarland.  Recent publications include Theatre for the People (Rowman, 2015).

Facebook: laurence.raw
Twitter @laurenceraw

Reference Citation:

MLA
Raw, Laurence. “Binarisms, Adaptation, and Love: Albuquerque 2016.” Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, vol. 3, no. 2, 2016, http://journaldialogue.org/issues/binarisms-adaptation-and-love-albuquerque-2016/

APA
Raw, L. (2016). “Binarisms, adaptation, and love: Albuquerque 2016.” Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 3(2). http://journaldialogue.org/issues/binarisms-adaptation-and-love-albuquerque-2016/

Editorial: Volume 3, Issue 1

In early 2011, the Southwest Popular/American Culture Association (SWPACA) Executive Team began discussions regarding a journal, which would serve as an outgrowth of the organization. We wanted to make more widely available some of the excellent scholarship that we were seeing on an annual basis at our February conference, as well as provide a venue for popular culture scholars outside of the SWPACA membership. At the same time, we knew that we needed to set ourselves apart from other publications focusing on popular culture studies; the result was a focus on pedagogy as well as popular culture, as indicated in the journal’s title.

Simultaneous to these discussions, two areas within the SWPACA organization began to gain momentum—Popular Culture and the Classroom, and Pedagogies and the Profession—eventually combining to become Pedagogy and Popular Culture area, which has continued to thrive, becoming one of the largest areas at the annual meeting. To celebrate this momentum, in 2013 the organization established the Popular Culture Pedagogy award, which honors the organization’s late Executive Director, Phil Heldrich, a writer/professor with a passion for teaching. The award is presented each year for a graduate student paper which addresses an issue in the application of a new, engaging, popular culture teaching strategy in a specific area of popular or American culture

The result of this growing interest is Dialogue’s Volume 3, Issue 1, Popular Culture Pedagogy: Theory and Application in Academia. This issue features several different approaches to the role of popular culture in the classroom, including case studies, curriculum development, applications, and reviews. The pieces variously incorporate research, theory, and best practices, ranging from classroom-ready exercises to reflections on the ever-increasing use of popular culture in secondary and higher education.

The article section of this issue includes a sociocultural and socio-constructivist examination of learning, and by extension teaching, in Orange is the New Black, The Walking Dead, Megamind, Sherlock, Exit Through the Giftshop, and Harry Potter and the Sorcerer’s Stone; three autoethnographic assignment reflections which demonstrate the utility of popular culture artifacts as a tool for teaching and learning writing; and two discussions of using music to teach sociological theory and media literacy. The applications section focuses on Harry Potter in higher education and the role of Curb Your Enthusiasm, The Walking Dead, and King of the Hill in an educational psychology course.

We conclude the issue with our reviews, featuring a retrospective of the pedagogy panels at the 2015 Southwest Popular/American Culture Association conference, a discussion of the current state of online pedagogy, and a comparative analysis of adaptations of Much Ado about Nothing.  

With this first special issue on popular culture and pedagogy, we bring together insights into classroom practices in academia, providing a peek into the ways in which learning and teaching can be enhanced. We look forward to the continued expansion and discussion of the multifaceted ways in which education and popular culture interrelate.

 

Lynnea Chapman King
Editor in Chief

 

Anna CohenMiller
Managing Editor

Connecting the Disconnected: Pedagogy Goes Digital Native

Kurt Depner
New Mexico State University – Dona Ana
Las Cruces, New Mexico, USA
kudepner@nmsu.edu

 

I remember the first time I encountered Twitter–everyone’s favorite, love-it-or-hate-it microblogging miasma. I dismissed it as many do; it was too callous, too “mainstream,” too much about #twerking and not enough about #OnlineLearning.  Then a few years back, I was teaching a composition course when word came in that a tornado had just swept through Joplin, Missouri, where many of my spouse’s family lived.  Immediately, we stopped class to pause and reflect, looking for any sources that could give us information about loved ones.  The traditional narratives of local news and The Weather Channel told us nothing.  Then some students pointed out that people living there were #LiveTweeting video of the tornado’s destructive path, complete with videos of what used to be the south side of the city, now a stream of rubble and destruction.  In this brief and sobering moment, my students and I collectively realized that online education, even through the seeming banality of Twitter, was real and profound.  And like all tools, Twitter was more than a steady stream of Miley’s latest shenanigans; it had powerful pedagogical implications as well. Continue Reading →

Lady Gaga Meets Ritzer: Using Music to Teach Sociological Theory

Kenneth Culton
Department of Sociology
Niagara University
Niagara University, NY, USA
kculton@niagara.edu

José A. Muñoz
Department of Sociology
California State University, San Bernardino
San Bernardino, CA, USA
munoz@csusb.edu

 

Abstract

This paper presents methods for instructors to deal with student anxiety over theory courses. The method is an interactive class exercise that provides instructors with direction as to using popular music.  The paper accomplishes this through the use of several cases for including music in order to spark discussion and suggestions for helping students to interpret the theory presented.  Additionally, suggestions for incorporating writing assignments with the exercise are provided here. A table linking music to a theorist is also provided.

 

Keywords:

Music, Sociology, Theory, Teaching, Student Anxiety, Subculture, Class Exercise, Undergraduate, Popular Culture

 

The challenges involved with teaching an undergraduate Social Theory course are oft reported. Lowney (1998) notes that students often enroll in Social Theory simply to fulfill a requirement for their major. Others cite the mental and emotional obstacles students face. Students are often “anxious and fearful” of Social Theory courses (Ahlkvist 471; Hickson and Stacks 262). Research into lowering student anxiety in theory and other core courses is a critical question explored by many scholars (Ahlkvist, 471; Ormrod, 191; Schacht and Stewart 329). From our anecdotal experiences and writings by Julie Pelton (107), we find students regularly report theory to be the most difficult Sociology course taken. Rumors tend to spread, thereby enhancing the fear and anxiety associated with courses in Social theory. Cases were discovered where instructors work around their students’ difficulty in understanding complex concepts by constructing a theory course that is both fun and enjoyable, resulting in students feeling more comfortable with theory (Flanagan and McCausland 311). As in many courses, the patience and willingness of the instructor to put extra work into a theory course goes a long way in regard to students conquering their fear of theory. One suggestion is looking to contemporary examples and current events as a method for simplifying concepts (Hickson and Stacks 263). This can involve strategies that incorporate intensive writing where film (Pelton 107) or other popular culture content serves to engage students.

Employing popular music in Sociology courses has been lauded by both instructors and students alike (Albers and Bach 237-238; Martinez 260). To date we know of no systematic exercise integrating popular music in a standard Social Theory class; however, in the field of Criminology and Economics scholars have used music to teach key theoretical concepts in their courses (Rothe and Collins 227; Hinds-Aldrich 7; Van Horn and Van Horn 65). This is surprising because courses in Social Theory are important universally required and central to the discipline (Orum 95). Jarl Ahlkvist made an effort to integrate music when teaching classical theory in his introductory Sociology courses (473-478). Ahlkvist used “Progressive Rock” bands Pink Floyd, Yes, and ELP (Emerson, Lake, and Palmer), to illustrate the theories of Karl Marx, Emile Durkheim and Max Weber respectively (476). The music served as a “concrete organizing framework” to which students could “easily link abstract social theories.” (Ahlkvist 476) In short, the use of music enhanced students’ learning of social theories; however, there were some stated limitations. Notably, Ahlkvist found that his presentations of conceptually dense progressive rock actually decreased student participation relative to other introductory course topics (476). Moreover, he states, “most [students] initially dismiss this music from the 1970’s as largely irrelevant for understanding our current social environment” (Ahlkvist 480).  Ahlkvist writes that “A more ambitious extension of this technique might include the use of popular music that emerged in the aftermath of progressive rock.”(481) This paper does so, not entirely eschewing music from the 70’s, while still moving forward and presenting an interactive exercise that integrates various styles of popular music in the Social Theory classroom.

The musical tastes and stylistic preferences of youth have become more fluid and there is an “essential eclecticism of post-war youth culture” (Bennett 600). Musical tastes are less collective and genre based, reflecting what Bennett calls “neo-tribal sensibilities,” mirroring aspects of “late modern consumer society” (Bennett 614). Like other patterns of consumption, young people are clearly accustomed to individualizing, and even personalizing, their choices. Albers and Bach find that using popular music in the classroom “bridges the gap between the professional and the personal” (Albers and Bach 238). The personal in this case, the world of popular culture and mass media, is a common immersion for most students. The professional is represented by the structured norms apparent to students and emblematic of the typical classroom environment. Material culture in the classroom allows for instructors to achieve their goals by sparking curiosity and limiting defensiveness and conformity (Groce 80; Hoefel 71).

Drawing from the above-referenced experience, using music in Ken Culton’s introductory courses endeavored to bring music into the Social Theory classroom as well. As faculty members we are the bearers of institutional norms, and as faculty who may have chosen to teach Social Theory, we are often that much further culturally from the traditional college student. Using music and other forms of popular culture allows instructors to appear to be less intimidating and as such should be especially advantageous in the Social Theory classroom, where we commonly find students to be prone to intimidation (Pelton 107; Albers and Bach 239; Hickson and Stacks 262). Less fearful students are more apt to active engagement in the classroom. Martinez finds that “music has always been a springboard for discussion of issues, provoking students to use a certain amount of ‘sociological imagination’” (Martinez 415). The use of music in the classroom allows for “creating an active role for students” that involves the routinization of participation, thereby working to alleviate anxiety about a theory course (Macheski et al. 45). Finally, music in class can be used to create a “common language of discourse,” given that the students take course material and apply it to the music played in the classroom (Macheski et al. 46).

Albers and Bach explain that playing music provides an “opening” or “back region” that allows students to make important breakthroughs in their understanding of the material (239). The authors go on to state that “If students perceive themselves in a backstage environment, they are more comfortable, and they are thus inclined to interact with one another and with us” (Albers and Bach 239). Additionally, Martinez points out that with students’ connections to music culture, they discover that the concerns of social theorists are echoed by the artists they currently listen to—thereby altering their relationship to the entire enterprise (415). The ball is now on their side of the court, so to speak, since the invitation to participate has been delivered on their terms. It has been made appropriate for them to now speak, not as seasoned theorists, but as defenders and as translators of their own cultural artifacts. All of this, again, serves to bridge the gap between faculty members who are well versed in theory and comfortable talking about social theory and students who are not. We feel that bringing music into the classroom can help to alleviate this fear and anxiety. 

Scholars who study various music genres and subcultures observed that music and lyrics often serve to reveal hidden truths about society (Assante 10; Wood 4; Gaines 177-192). The insight may add value and depth to the music, as such in the eyes of young students whose development can be seen as a search for truth in the face of myriad contradictions put forth by power holding adults (Hine 45).

The Exercise

A great challenge in Social Theory courses, and many other courses for that matter, is getting students to read and think critically about the reading before class begins. Therefore, the teaching technique we describe in this paper involves beginning each class (or new theory) by displaying the song lyric and playing the song selection that corresponds to the listed theory in its entirety (See Appendix). In most cases the instructor would have come to class ready to play music either by using one of our suggestions or finding their own music. Additionally, the instructor could encourage students to bring in their own music. If the instructor plays a music video such as one may find on YouTube, then this video could add a visual dimension to a particular song before discussion. The lyrics can be posted on Blackboard for an ongoing discussion beyond the classroom. This approach, beginning each class with a song, was applied successfully by Albers and Bach (240). They noted greater student participation in sociological topics at the introductory level. The paper provides discussion having to do with how to extend this approach to sociological theory courses.

The authors feel that it is important for this exercise to be open-ended. The addition of rules and procedures, for the sake of appearances, merely reproduces the institutional imperative and undermines our collective purpose. Students desire involvement and they are less likely to participate if they fear their answer may fall beyond the scope of what the instructor finds acceptable. Under the most unspecified conditions student anxiety may still exist, but in this paper the argument is that it is mitigated by a true commitment to a sort of structured informality. In short, students are challenged, or forced into thinking, while being given the leeway to think critically. The essence of what the paper proposes is simply process: play a song, present a lyric, and ask students to discuss how it relates to Social theory. The four examples below outline this structured informality in practice; there is an introduction of a song and lyrics followed by comments about how an instructor could incorporate the music into class discussion.

The song “Meat is Murder” by The Smiths¹ is a pointed example of an effort to redefine the commonly held definition of a symbol, in this case “meat.” The vocalist, Morrissey, croons the following passage from the song, “Heifer whines could be human cries, closer comes the screaming knife. This beautiful creature must die. This beautiful creature must die. A death for no reason and death for no reason is MURDER.”

After presenting the lyrics, the instructor can begin the discussion by asking students in an open-ended fashion, to consider how the song relates to symbolic interactionism.² The notion of symbol can arise from this discussion. The instructor might then ask, “What symbol is this song about?” After establishing that “meat” is the major theme, the instructor can then ask, “What is the author trying to say about meat being murder?” Once students engage with the symbol topic, the instructor can ask, “How the meaning of symbols is generally determined?” and “How do most people view this symbol (meat) most of the time?” There is plenty of room for tangential discussions here (ex. ecological cost of eating meat), and they should be welcomed. Vegetarians in the class may certainly weigh in, as well as those who find these ideas foreign.  Students may conclude that many symbols in a complex society hold meanings that are subject to revision, often through the contention of various actors, just as observed in the classroom.  The instructor may also choose to revisit this and other songs during the course to illustrate theoretical paradigms, such as critical theory.

The song “No” by Vivian Girls is a droll anthem of sorts with an entire lyric comprised of just one word: No. “No” is repeated in various melodies and harmonized in a pop whimsical fashion throughout. In this case, the song itself may function as a “breach,” where the usual social order is disrupted. Similar situationally to Harold Garfinkel’s “breaching experiments” (Garfinkel 44-49), the song elicits breach filling behavior on the part of subjects who, when faced with the true chaotic nature of the social world, are compelled to correct it or fill the breach. The puzzle is for students to figure out this very fact. Some students may at first be confused and even offended by the lack of more traditional lyrics. This confusion will only contribute to the breach and thus strengthen the example by bringing forth more frustration.

One conclusion to draw from the exercise is for students to think more critically about their preconceived expectations. What counts as an acceptable song lyric? Why is the use of one word troubling? Students should be challenged to consider what makes a song lyric acceptable. If Garfinkel and other ethnomethodologists are ‘correct’, then the world is much more chaotic than realized. The ensuing discussion could be an attempt to find other examples where our expectations override our ability to see situations clearly. This discussion could begin with music, where the instructor might ask, “What are some other examples of music that challenge our sense of what is normal?” and “How did you react when you first heard (death metal, gangsta rap, etc.)?” The sounds used in a composition may allude to, or upend, our expectations.  

Known to be an empowering, uncompromising, strong, and likely feminist figure in popular music, Lady Gaga espouses the virtues of acceptance in “Born this Way.” In the bridge of “Born this Way,” Lady Gaga sings “Don’t be a drag, just be a queen, Whether you’re broke or evergreen, You’re black, white, beige, chola descent, You’re lebanese, you’re orient. Whether life’s disabilities, Left you outcast, bullied, or teased, Rejoice and love yourself today, ‘Cause baby you were born this way.”

Though postmodernism is a regularly debated concept, George Ritzer describes it to be “more accepting of the stranger,” where, unlike modernity and its attempts to eliminate ambivalence, the postmodern world is seen to be “more tolerant” (228).  Ritzer states that “The postmodern world is destined to be a far more uncertain world than modernity, and those who live in it need to have strong nerves.” (228)

Before attempting to grasp postmodernity, students need a sense of modernity as a project of intensifying bureaucratization, social stratification, and order. The instructor might ask students, “What are some ways in which (modern) society is segregated or stratified?” Next, “How dodes Lady Gaga’s song respond to this trend of stratification?” From here, the instructor may choose his or her own emphasis. One obvious direction is to question how “postmodern” a society is or is not. This could be effectively framed by asking students “Are we or are we not living in the world described by Lady Gaga?” Postmodernism has also been characterized as “a lack of concern, playfulness, and self-centeredness” (Ritzer 228). This is reflected in the exhortation to “be a queen” and the emphasis on “I” in the lyric above. Students might be asked to consider if these proscriptions are in fact the best way to better the world? Or, is there something more, namely collective action, missing from Gaga’s utopic vision?

“Okie from Muskogee” by Merle Haggard is a classic country tune that many students will find humorous. ³ It is emblematic of an era, specifically a prideful affirmation of “small town” values and rejection of the amoral other. Ferdinand Toennies’s Gemeinschaft or community is certainly on display here, described by Peter Kivisto as based on “habit, tradition, shared beliefs, and affective bonds” (91). Though some tend to dismiss Gemeinschaft as the increasingly passé social arrangement in favor of Gesellschaft, or society, “both types coexist at any particular point in time” (Kivisto 91). This may resonate with students of a conservative ilk, who may find a sociological ally in Toennies, a theorist whom, like Emile Durkheim, clearly favored tradition and the collective over instrumental rationality. Some students may be able to offer examples of modern country songs that extend this trope; these types of lyrics will serve to strengthen the case while also making the classroom more inclusive.

Peter Kivisto brings forth a more nuanced interpretation of Toennies that recognizes both Gemeinschaft and Gesellschaft as the outcomes of a social world that is “willed” (91).  “Natural will” or wesenwille leads to actions that are “less consciously chosen, predicated instead on tradition, habit, or emotion” (Kivisto 91). Deconstructing the lyrical text below can uncover the mood or tap into the unsaid and reveal the implicit agreements made between Merle Haggard and his likeminded audience. Students might be asked to explain if residents of Muskogee in fact see their predilections as natural?  Discussion could also be encouraged by asking students to identify the role of emotion in this natural will for Toennies to give birth to the Gemeinschaft social formulation.  The following passage fits this argument: “We don’t burn no draft cards down on Main Street; We like livin’ right, and bein’ free.I’m proud to be an Okie from Muskogee, A place where even squares can have a ball. We still wave Old Glory down at the courthouse….We don’t let our hair grow long and shaggy, Like the hippies out in San Francisco do” (Haggard).

The lyric loses explanatory power if applied to Gesellschaft. The hippies of San Francisco, though derided here, may also consider themselves both then and today a community of people with “shared beliefs” and “affective bonds” (Kivisto 91). Here again is an opportunity to further parse the theoretical terrain through probing questions. Perhaps ask students where they would not expect to see Gemeinschaft? The Gemienschaft discussion can also be used to illustrate Durkheim’s organic solidarity, though the concepts are not interchangeable. Is it the anomic city? On a rural campus such consensus may surface, but it is understood that cities are home to numerous tight-knit collectives. The instructor might end with the realization that Gemeinschaft, in one form or another, is almost universally desired, and Gesellschaft feared. The implications of this in a globalizing world is one of the many issues worth exploring.

The use of music lyrics as a class exercise allows for the students to think about the material in greater depth and connect through shared experience. Beyond the discussion based method proposed here, instructors may consider these alternative applications. One suggestion is small writing assignments where students answer a list of questions in light of the lyric and theory presented in class. For example, this could take the form of a brief memo, reflection paper, or as a unique way to begin a journal entry (Coker and Scarboro 219). For those instructors that wish to incorporate technology, adapting Paul Dean’s visual analysis assignment could serve as another outlet for students(1). Students could be given a writing assignment where they would blog about a song of their choosing and make their own connections to a theory presented in the course. Such an assignment would fit Pelton’s argument for using “low stakes” or practice writing assignments (111); these assignments have value for reducing anxiety and building confidence.  Instructors could also incorporate findings from this exercise in exams as a short answer or essay question. Finally, and ideally for smaller classes, students may be asked to prepare individual or group presentations where, again, a sociological theory is illustrated through an analyzed lyric. This last alternative approach is more advanced, as it puts the student firmly in the instructor’s role. This should only be attempted if the instructor has time to offer ample support for the student as s/he develops the presentation.

This paper presents a method for instructors to deal with student anxiety in theory courses. The method included is an interactive exercise that provides instructors with direction as to using popular music in the classroom. The paper accomplishes this by supplying four cases for including music in order to spark class discussion as well as suggestions for helping students interpret the material. The classroom exercise can be reinforced through student reflection by writing short papers, keeping a journal, or alternatively for smaller classes, students may create group presentations where song lyrics are part of the final demonstration. Apart from courses that assign theory, the exercise may be employed in courses such as Sociology 101, Sociology of Gender, Visual Sociology, and Social Movements. For example, one of the co-authors used music on a regular basis in his Sociology 101 course.  He teaches at a small private Catholic university that offers BAs in Sociology, which is usually populated by 10-20 students who are predominately white.

The other instructor teaches at a medium sized state university and Hispanic Serving Institution that offers a BA in Sociology. The Sociological Theory course size at this university ranges from 45 to 55 students and are racially and ethnically diverse. The exercise occurred in the final weeks of the introductory Sociology course, where the students were asked to find a song of their choosing and discuss the song’s lyrics in light of some topic discussed in Sociology 101. It was found that each year several genres of music are applied in these small papers. Rap/hip hop, hard rock/heavy metal, pop, and country are always represented in classes of 30 to 40 students each. Finally, we want to address the fact the limited scope of some of the examples used in this paper. For example, it is beyond the scope of this paper to provide examples for every aspect of postmodernism and modernity. To be clear, the Lady Gaga example does not address every aspect of postmodernism. 

Endnotes

¹The song samples chosen are not all new. Older songs can be integrated into the course, although it is recommended that at least some newer popular music be used. There is also value in using a variety of music that may appeal to diverse student interest. Students who are unfamiliar with a particular song will only expand their cultural awareness through this process. The use of one musical genre such as the progressive rock use by Ahlkvist is not recommended.

² Ideally students will have been introduced to the theory through prior reading. Introducing theory in this way may coax students to read more and more carefully.

³ The instructor should be careful not to reinforce stereotypes that may unfairly denigrate a particular group, community, or state. The existence and persistence of these stereotypes however, can and should be discussed.

 

Appendix

Theory/Theorist Song Artist
Functionalism “Don’t worry about the government” Talking Heads
Conflict Theory “Take the Power Back” Rage Against the Machine
Symbolic Interaction “Meat is Murder” The Smiths
Postmodernism “Born this Way”“No Future” Lady GagaThe Sex Pistols
Baudrillard “Fake Plastic Trees” Radiohead
Globalization/Neo-Liberalism “Globalization (scene of the crime)” Dead Prez featuring Mumia
Foucault (Panopticon) “I’m Being Watched by the CIA” Anti Flag
Modernity “Fitter Happier” Radiohead
Toennies (Gemeinschaft) “Okie from Muskogee” Merle Haggard
Veblen (Conspicuous Consumption) “Royals” Lorde
Marcuse (One-Dimensional Man) “She Watch Channel Zero”“Bullet in the Head” Public EnemyRage Against the Machine
Ethnomethodology “No” Vivian Girls
Feminist Theory “FYR” Le Tigre

 

 

Works Cited

Ahlkvist, Jerl A.“Music and Cultural Analysis in the Classroom: Introducing Sociology through Heavy Metal.” Teaching Sociology 27.2 (1999): 126-144. Print.

Ahlkvist, Jerl A.“Sound and Vision: Using Progressive Rock to Teach Social Theory.” Teaching Sociology 29.4 (2001): 471-482. Print.

Albers, Benjamin D., and Rebecca Bach.“Rockin’ Soc: Using Popular Music to Introduce Sociological Concepts.” Teaching Sociology 31.2 (2003): 237-245. Print.

Assante, Molefi, K. It’s Bigger than Hip Hop: The Rise of the Post-Hip-Hop Generation. New York: St. Martin’s, 2008. Print.

Bennett, Andy.“Subcultures or Neo-Tribes? Rethinking the Relationship Between Youth, Style, and Musical Taste.” Sociology 33.3 (1999): 599-617. Print.

Coker, Frances, and Allen H. Scarboro. “Writing to Learn in Upper-Division Sociology Courses: Two Case Studies.” Teaching Sociology 18.2 (1990): 218-222. Print.

Dean, Paul.. “Online Video Analysis.” Sociology Cinema Assignments.

http://www.thesociologicalcinema.com/assignments. 2012.  21 Jun. 2014. Web. Date of Access.

Donaghy, Mary. “Simulating Television Programs as a Tool to Teach Social Theory.” Teaching Sociology 28.1 (2000): 67-70. Print.

Flanagan, Nancy A., and Linda McClausland.”Teaching around the Cycle:Strategies for Teaching Theory to Undergraduate Nursing Students.” Nursing Education Perspectives 28.6 (2007): 310-314. Print.

Gaines, Donna. Teenage Wasteland: Suburbia’s Dead End Kids. Chicago: U of Chicago P, 1998. Print.

Garfinkel, Harold. Studies in Ethnomethodology. Malden: Blackwell, 1991. Print.

Groce, Stephen B. “Teaching the Sociology of Popular Music with the Help of Feature Films: A Selected and Annotated Videography.” Teaching Sociology 20 (1992): 80-84. Print.

Hickson III, Mark, and Don W. Stacks. “Teaching the Introductory Communication Theory Course to Undergraduates.” Communication Quarterly 41.3 (1993): 261-268. Print.

Hinds-Aldrich, Matt. “Teaching Theory Analogically: Using Music to Explain Criminological Theory.” Journal of Criminal Justice Education 23.4 (2012): 481-499.Print.

Hine, Thomas. The Rise and Fall of the American Teenager. New York: Harper Perennial, 2000. Print.

Hoefel, Roseanne.”Theory Matters: Cultivating a Critical Space.” College English Association Critic 62 .1 (1999): 61-72. Print.

Kivisto, Peter. Key Ideas in Sociology: Second Edition. Thousand Oaks: Pine Forge, 2004. Print.

Lowney, Kathleen. S. “Reducing Social ‘Theory Anxiety’ Through Puzzles.” Teaching Sociology 26.1 (1998): 69-73. Print.

Macheski, Ginger. E., Jan Buhrmann, Kathleen S. Lowney, and Melanie E.L. Bush. “Overcoming Student Disengagement and Anxiety in Theory, Methods, and Statistics Courses by Building a Community of Learners.” Teaching Sociology 36.1 (2008): 42-48. Print.

Martinez, Theresa A.“Popular Music in the Classroom: Teaching Race, Class, and Gender with Popular Culture.” Teaching Sociology 22.3 (1994): 260-265. Print.

Martinez, Theresa A. “Where Popular Culture Meets Deviant Behavior: Classroom Experiences with Music.” Teaching Sociology 23.4 (1995): 413-418. Print.

O’Hara, Craig. The Philosophy of Punk: More than Noise. Edinburgh: AK Press, 2001. Print.

Ormrod, James. S. “Practicing Social Movement Theory in Case Study Groups.” Teaching Sociology 30.2 (2011): 190-99. Print.

Orum, Anthony. “On Teaching Social Theory to Undergraduates.” Teaching Sociology 8.1 (1980): 95-103. Print.

Pelton, Julie A. “Seeing the Theory Is Believing: Writing about Film to Reduce Theory Anxiety.” Teaching Sociology 41.1 (2012): 106-120. Print.

Rothe, Dawn L., and Victoria E. Collins. “Teaching Criminological Theory: The Power of Film and Music.” Critical Criminology 21.2 (2013): 227-241. Print.

Said, Edward. W. Representations of the Intellectual. New York: Pantheon, 1994. Print.

Schacht, Steven P., and Brad J. Stewart. “Interactive/user-friendly gimmicks for teaching statistics.” Teaching Sociology 20.4 (1992): 329-332. Print.

Van Horn, Robert, and Monica Van Horn. “What would Adam Smith have on his iPod? Uses of Music in Teaching the History of Economic Thought.” The Journal of Economic Education 44.1 (2013): 64-73. Print.

Wood, Robert T. Straightedge Youth: Complexity and Contradictions of a Subculture. Syracuse: Syracuse UP, 2006. Print.

 

Discography

Burris, Roy and Merle Haggard. “Okie from Muskogee.” Okie from Muskogee (Live). Capital Records, 1969, 2001. CD.

Laursen, Jeppe, and Lady Gaga. “Born This Way.” Born This Way. Interscope, 2011. CD.

Morrissey, Steven. “Meat is Murder.” Meat is Murder. Rough Trade, 1985. CD.

Vivian Girls. “No.” Vivian Girls. In the Red Records, 2008. LP.

 

Author Bios:

Kenneth R. Culton is Associate Professor and Chair of Sociology at Niagara University. His interests include deviance, social movements, music, and youth culture. He teaches a course called Youth/Music/Subculture where students are encouraged to explore various music and non-music subcultures and consider the relationship between marginalized people and the perceived mainstream. He continues to look for ways to incorporate popular culture when teaching sociology.

José A. Muñoz is Assistant Professor in the Department of Sociology at California State University, San Bernardino. He received his PhD in Sociology from the State University of New York at Stony Brook. José’s research and teaching areas include social movements, immigration, globalization, qualitative research, and sociological theory. He has authored papers in the Hispanic Journal of Behavioral Sciences, Social Movement Studies, the International Review of Modern Sociology, Sociology Compass, Migration and Development, and the International Journal of Teaching and Learning in Higher Education. As part of José’s current interests in expanding into the area of evaluation research, he was selected for the first cohort of The Annie E. Casey Foundation Leaders in Equitable Evaluation and Diversity (LEEAD) program. http://joseamunoz.weebly.com

 

Reference Citation:

MLA:

Culton, Kenneth and Muñoz, José. “Lady Gaga Meets George Ritzer: Using Music to Teach Sociological Theory.” Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy 3.1 (2016). Web and Print.

APA:

Culton, K. and Muñoz, J. (2016) “Lady Gaga Meets George Ritzer: Using Music to Teach Sociological Theory.” Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogyhttp://journaldialogue.org/issues/lady-gaga-meets-ritzer-using-music-to-teach-sociological-theory/ 

A Framework for Using Popular Music Videos to Teach Media Literacy

Jordan M. McClain
Drexel University
Philadelphia, Pennsylvania, USA
mcclain@drexel.edu

 

Abstract

This article discusses the use of popular music videos as a tool for teaching media literacy. First, the article addresses the importance of music videos as popular culture, what other music video research has examined, and what features make music videos a good fit for in-class work investigating media and popular culture. Then the article details a single-class activity for introducing and teaching media literacy through the use of music videos. To achieve this objective, the article also proposes a set of original music video-specific discussion questions. Finally, a particular music video is considered to illustrate possible results of this activity and the broader issues that may arise from class discussion.

 

Keywords:

Communication, Media, Media Studies, Popular Culture, Pedagogy, New Media, Digital Media, Media Literacy, Media Education, Music Videos

 

Although popular music videos have long been criticized for their superficiality, fast edits, and sensational content, features like these help make the videos an excellent teaching tool, effective for getting students’ attention and exploring broad issues. Many educators may be skeptical about or may have never thought about the benefits of using music videos in the classroom—thus the shortage of research on this approach. Cayari wrote about students creating music videos in order to learn music and technology skills.  Maskell discussed the use of music videos for teaching English, saying the content has “huge potential for use across the entire English curriculum” (54). There is still, however, much to uncover about the myriad possible uses of music videos as a pedagogical instrument.

With a focus on popular music videos, this essay discusses their importance, describes an activity using them to teach media literacy skills, offers some new music video-specific ideas for introductory media literacy exercises, and shares example results of the activity. This information may appeal to a wide range of educators, especially media and popular culture scholars teaching undergraduate college courses such as Media and Society, Media Literacy, or Introduction to Popular Culture.

Although the pedagogical value of music videos remains formally under-recognized, many have thoroughly established why music videos are an important and potent way to learn about life around the globe. “Music television deserves serious attention from students of popular culture” (Goodwin and Grossberg ix), proclaimed the introduction of Sound and Vision: The Music Video Reader, the influential collection edited by Frith, Goodwin, and Grossberg. Supporting this call to study music videos, Austerlitz saw them as a “fascinating oddity” (1) and a “compelling marker of cultural history” (1). He concluded that the music video’s “triumphs render it a subject worthy of deeper study and attention” (1). In summarizing the state of music video research and demonstrating why they are more than just entertainment, Straw wrote, “music videos are increasingly seen as elements within complex assemblages of image and sound that circulate the world and are recombined within a variety of diasporic media, from satellite television networks through DVD and Internet video clip sites” (3176).

Consideration of certain music video research trends indicates their diverse potential. One major trend adopts a media effects perspective and examines how music videos influence the ways audiences think and behave, especially younger groups like adolescents, teens, or college students. Studies have looked at music video effects in terms of sex, such as how kids imitate the content (Ey and Cupit), how they sext (Van Ouytsel, Ponnet, and Walrave), and what their attitudes are toward sex (Aubrey, Hopper, and Mbure; Beentjes and Konig; Kistler and Lee; Zhang, Miller, and Harrison). Others have researched music videos’ effects on perceptions of rape (Burgess and Burpo; Sprankle, End, and Bretz). There is also much work on the influence of music videos on how people think about gender-specific ideas related to misogyny (van Oosten, Peter, and Valkenburg) or bodily self-perception (Mischner et al.).

Overlapping with work that emphasizes effects, there is a trend of research interested in representational patterns in music videos. Gender often emerges as a main focal point, such as Wallis’s content analysis of differences in gender displays. Many have also tied race to genre, with rap being a dominant line of inquiry (Balaji; Conrad, Dixon, and  Zhang; Zhang, Dixon, and Conrad). Overall, work on representation has spanned topics like sexual objectification (Aubrey and Frisby; Frisby and Aubrey), sexuality (Turner), and violence (Aikat; Smith and Boyson; Thaller and Messing).

Such trends show the utility of music videos in media research, popular culture studies, and beyond. In addition, music videos are characterized by a combination of features that make them an ideal fit for in-class activities about media and popular culture:

  1. They are conventionally short, compared to a full movie or television episode.
  2. They are often familiar, which benefits group discussion because many students bring background knowledge.
  3. They are common online, which makes it simple for instructors to find multiple good examples.
  4. They are easy to access, such as the free official content available on video-sharing sites like YouTube or hosting services like Vevo.
  5. They are often controversial, working as a compelling catalyst for critical discussion and thus able to help students identify important issues, then articulate their views on social or political matters.
  6. They are commonly imitated on the Web, as evidenced by remakes, parodies, satires, and mash-ups that have become a common way for lovers and haters—including amateurs, professionals, and people in between—to express themselves online.1
  7. They are popular culture, as a collective form and as individual artifacts, which gives them instant student appeal and significance as a teaching tool. 

Activity: Popular Music Videos and Media Literacy

The following activity is a productive way to use music videos to introduce and teach media literacy. This exercise is intended to occur in class and requires the instructor’s use of an Internet-connected device that can play music videos viewable by the whole class at once (e.g., via projector or on a large monitor). Objectives include these:

  1. The exercise will (A) strategically use music videos as a teaching tool, (B) demonstrate the importance of critical thinking about music videos, and (C) demonstrate the importance of critical thinking about popular culture.
  2. Students will (A) strengthen media literacy skills and (B) increase comprehension of popular music videos as a significant form of entertainment media. 

Preparation: Prior to class, carefully select a popular music video accessible online and useful as a teaching tool. Billboard charts and YouTube’s “Popular on YouTube” section are helpful starting points. The instructor should select something that will resonate with students; this can be based on recency or the interests and personalities of the class. I suggest watching the video many times before class. It is also essential to research the video’s production background and popular reception. Immediately before class begins, it is smart to prepare the music video for easy start-up and test all necessary technology—video connection, audio levels, video start function, video end point.

Execution: Once class begins, start the activity by announcing its order (i.e., discuss media literacy, watch music video, analyze video alone and then together) and expected outcomes (i.e., enhance media literacy comprehension and skills).

Part 1: Introduce Media Literacy and Music Video-Specific Follow-Up Questions

First, I explain media literacy and the following five key questions of media literacy, using visual aids like PowerPoint slides and the Center for Media Literacy’s website, medialit.org:

  1. Authorship: “Who created this message?”
  2. Format: “What creative techniques are used to attract my attention?”
  3. Audience: “How might different people understand this message differently than me?”
  4. Content: “What values, lifestyles and points of view are represented in, or omitted from, this message?”
  5. Purpose: “Why is this message being sent?”

As justified in the rationale above, we then briefly discuss why music videos are media content worthy of critical thought.

Next, to successfully analyze popular music videos and expand on the preexisting five key questions of media literacy, I propose the following set of original follow-up questions that are music video-specific—four follow-ups for each of the main questions—to help prompt critical thought and advance media literacy about popular music videos:

  1.  Authorship: “Who created this message?”
    1. Who is explicitly identified as a creator?
    2. Who created the song?
    3. Who created the music video?
    4. What are some major components of the music video that people created?
  2. Format: “What creative techniques are used to attract my attention?”
    1. What techniques are used in the music?
    2. What techniques are used in the music video?
    3. How does this music video seem influenced by popular culture?
    4. How has this music video seemingly influenced popular culture?
  3. Audience: “How might different people understand this message differently than me?”
    1. Who do you think are some target audiences for this music video?
    2. What components of the music video indicate its target audience?
    3. What parts of the music video seem open to interpretation?
    4. What parts of the music video seem controversial? To whom?
  4. Content: “What values, lifestyles and points of view are represented in, or omitted from, this message?”
    1. How does the music video convey this?
    2. How do you think this relates to the music video’s creators?
    3. How do you think this relates to the music video’s target audience?
    4. What may have caused these representations and omissions?
  5. Purpose: “Why is this message being sent?”
    1. Why was this music created?
    2. Why was the music video created?
    3. Why was the music video created for this format? (I.e., cable television, the Web, DVD, etc.)
    4. Who would benefit from the music video’s popularity? 

Part 2: Watch a Music Video

After focusing on media literacy questions, introduce the music video by identifying the song and performer. I find it useful to informally survey how many students know the song or artist and how many like the song or artist. It is crucial to establish the significance of studying this artifact. For instance, instructors should cite facts about awards the artist or song has won, sales information like albums or singles sold, rankings from Billboard/Nielsen chart data, concert grosses, YouTube views, and social media metrics (e.g., how many likes or followers an artist has online). It is best also to show students visuals like a Twitter feed or Billboard.com article to support those claims. This will help students recognize the significance of putting popular culture under the microscope—this is not just a song but a social phenomenon that deserves to be studied, and the class is learning a system for accomplishing that.

Here it is helpful to notify students that after watching the video once, they will need to answer and discuss the five media literacy questions and music video-specific follow-ups. Thus, as they watch, students should think about answers to the questions, which they may wish to quickly review before watching the video at this point.

Part 3: Practice Media Literacy Skills by Discussing the Music Video

Solo: After watching the video, students should individually write answers to each media literacy question and the follow-ups. When dealing with time constraints for this in-class activity, I advise students to focus on answers that come easiest, instead of straining to complete all questions (i.e., quality over quantity). This is a good time to encourage optional Internet use for those with enabled devices. Answers are possible with only a pencil and paper, but Web-based research will probably strengthen responses.

Small groups: After the solo work, students form pairs or triads and share their findings with each other. They should consider what they learned from peers to expand their answer list and prepare for a full-class discussion.

As a class: After the small group work, reconvene as a class and watch the video for a second and final time. This provides a chance to see more, helps solidify what students learned so far, and refreshes memories for the following discussion.

I then lead a Q&A through each of the five key media literacy questions and follow-ups. Instructors should seek many answers to each question, solicit like and unlike observations across the group, and play devil’s advocate to help students form their opinions.

Activity Results

This activity results in valuable dialogues, which will vary based on the video(s) examined. One highly recommended music video to choose for this activity is Katy Perry’s 2013 hit, “Roar” (Lipshutz; Perry, “Katy Perry – Roar”) 2. Using this video would give the instructor a chance to talk about Perry’s many Grammy nominations, MTV Awards, Nickelodeon Kids’ Choice Awards, and Guinness World Records. The instructor could also discuss her remarkable billion-plus views that place this song in the top ten most-viewed YouTube and Vevo videos (Jang; Lane; “Vevo Top Videos”) and made Perry “the first artist to ever have two videos with over 1 Billion [sic] views” (“Katy Perry – Vevo”; “Roar10xCertified”). Students respond well to these kinds of arguments for a video’s significance and facts like Perry’s status as the most-followed Twitter user—with over 75 million followers, she ranks above people like Justin Bieber and President Obama (Perry, “Tweets”; “Twitter Top 100”).

Discussing Perry’s “Roar” video would likely cause students to answer the media literacy questions and follow-ups in ways that lead to fascinating conversations about the major media literacy concepts. “Authorship” would relate to the song being co-written by a team of professional hit makers including Max Martin, Dr. Luke, and Bonnie McKee (Hampp; Seabrook). “Format” would connect to sexualization, familiar pop song ingredients, and the use of visual effects. “Audience” would lead to concerns about young fans, PETA’s objections to the video’s use of animals (Boardman; Palmer), or the video’s twist ending. “Content” would tie to portrayals of selfies, makeup use, and heterosexuality or sexual orientation. “Purpose” would relate to product sales, promotional culture, the modern music industry, free YouTube content, conspicuous use of Nokia merchandise, and celebrity branding.

This kind of popular music video analysis, based on the five key media literacy questions and follow-ups, enables discussion of many broad issues. In particular, this includes:

  1. How race, class, age, and ability are represented in music videos.
  2. How gender, sex, sexuality, and sexism are treated in music videos.
  3. How beauty norms are reflected in music videos; how this impacts body image, self-esteem, or eating disorders outside music videos.
  4. How celebrities appear in music videos; how musicians are positioned as celebrities in music videos.
  5. What music videos tell us about censorship, evolving moral standards, political correctness, and cultural taboos.
  6. How product placement shapes music videos.
  7. How genre affects music videos.
  8. How new and digital media impact music videos.

By using this activity, I have found that students thoroughly enjoy practicing and developing critical thinking skills through the study of everyday media and popular culture. The classroom becomes a space where fun and learning can logically and productively intersect. Students become more consistently engaged with class topics and discussions, searching for such intersection. Their media literacy skills improve—instantly and long-term—through the type of practice and collaborative critique that this exercise facilitates. As a result, students are more sensitive, informed, and skilled critical consumers of entertainment media.

This essay expands on general media literacy principles and produces original music video-specific questions, enabling systematic use of music videos as effective resources for teaching media literacy and critical thinking about media and popular culture. The five key media literacy questions are a valuable framework for studying popular music videos and exploring the broader issues they raise. Without the media literacy framework, this exercise might allow only surface-level scrutiny. Using the media literacy foundation strengthens, deepens, and formalizes this learning process, enhancing student comprehension, analysis, and evaluation of popular music videos as important media content.

The in-class activity described in this essay is ideal for undergraduate courses, but can be adapted by prefacing the work with level-appropriate lectures about media and popular culture for a variety of potential student audiences, such as tweens, pre-college teens, or graduate students. One alternative to the in-class activity is to remake it as a written test, which would benefit from a rubric used to grade answers. For example, instructors may choose to teach the five key media literacy questions first, then, on the same or a different day, show a music video and require students to answer the five questions and music video-specific follow-ups as a test of knowledge and skills. Other possibilities include a student presentation (individuals or groups pick a modern video, argue for its significance, analyze its content using the music video-specific follow-ups, and consider the implications); a reflection paper (students address the extent to which media literacy about music videos will impact how they think about such entertainment); or a self-produced video essay (students use the media literacy questions and music video-specific follow-ups as prompts for a prepared, recorded oral critique of a popular music video; bonus points to those who share their video essay on YouTube).

Popular music videos have many educational uses, which span disciplines. These videos are excellent instruments, effective for getting students’ attention, and helpful for teaching about many complex and meaningful concepts. Educators should therefore embrace and experiment with music videos as a powerful teaching tool.

Notes

1. By way of illustration, consider the many humorous takeoffs on The Black Eyed Peas song, “My Humps,” which inspired popular online videos by alt-rock celebrity Alanis Morissette, gender-role-defying electronic musician Peaches, and pre-teen remix video YouTube-star MattyBRaps.

2. Here are some other recommended popular music videos that work well for this activity: Michael Jackson, “Thriller”; Madonna, “Erotica”; Shania Twain, “Man! I Feel Like a Woman!”; One Direction, “What Makes You Beautiful”; Robin Thicke, “Blurred Lines”; Pharrell Williams, “Happy”; Taylor Swift, “Shake it Off”; Drake, “Hotline Bling.”

Works Cited

Aikat, Debashis. “Streaming Violent Genres Online: Visual Images in Music Videos on BET.com, Country.com, MTV.com, and VH1.com.” Popular Music and Society 27.2 (2004): 221-240. Web. 16 Sept. 2015.

Aubrey, Jennifer Stevens, and Cynthia M. Frisby. “Sexual Objectification in Music Videos: A Content Analysis Comparing Gender and Genre.” Mass Communication and Society 14.4 (2011): 475-501. Web. 16 Sept. 2015.

Aubrey, Jennifer Stevens, K. Megan Hopper, and Wanjiru G. Mbure. “Check That Body! The Effects of Sexually Objectifying Music Videos on College Men’s Sexual Beliefs.” Journal of Broadcasting & Electronic Media 55.3 (2011): 360-79. Web. 16 Sept. 2015.

Austerlitz, Saul. Money for Nothing: A History of the Music Video, from the Beatles to the White Stripes. New York: Continuum, 2007. Print.

Balaji, Murali. “Owning Black Masculinity: The Intersection of Cultural Commodification and Self-Construction in Rap Music Videos.” Communication, Culture & Critique 2.1 (2009): 21-38. Web. 16 Sept. 2015.

Beentjes, Johannes W. J., and Ruben P. Konig. “Does Exposure to Music Videos Predict Adolescents’ Sexual Attitudes?” European Scientific Journal 9.14 (2013): 1-20. Web. 16 Sept. 2015.

Boardman, Madeline. “PETA: Katy Perry’s ‘Roar” Music Video is Cruel to Animals.” HuffingtonPost.com. The Huffington Post, 15 Sept. 2013. Web. 24 Sept. 2015.

Burgess, Melinda C. R., and Sandra Burpo. “The Effect of Music Videos on College Students’ Perceptions of Rape.” College Student Journal 46.4 (2012): 748-763. Web. 16 Sept. 2015.

Cayari, Christopher. “Using Informal Education Through Music Video Creation.” General Music Today 27.3 (2014): 17-22. Web. 16 Sept. 2015.

Center for Media Literacy. “Five Key Questions Form Foundation for Media Inquiry: Keywords and Guiding Questions Help Build Habits of Critical Thinking.” MediaLit.org. Center for Media Literacy, n.d.: Web. 24 Sept. 2015.

Conrad, Kate, Travis L. Dixon, and Yuanyuan Zhang. “Controversial Rap Themes, Gender Portrayals and Skin Tone Distortion: A Content Analysis of Rap Music Videos.” Journal of Broadcasting & Electronic Media 53.1 (2009): 134-56. Web. 16 Sept. 2015.

Ey, Lesley-Anne, and C. Glenn Cupit. “Primary School Children’s Imitation of Sexualised Music Videos and Artists.” Children Australia 38.3 (2013): 115-123. Web. 16 Sept. 2015.

Frisby, Cynthia M., and Jennifer Stevens Aubrey. “Race and Genre in the Use of Sexual Objectification in Female Artists’ Music Videos.” Howard Journal of Communications 23.1 (2012): 66-87. Web. 16 Sept. 2015.

Goodwin, Andrew, and Lawrence Grossberg. Introduction. Sound and Vision: The Music Video Reader. Ed. Simon Frith, Andrew Goodwin, and Lawrence Grossberg. New York: Routledge, 1993. ix-xi. Print.

Hampp, Andrew. “Katy Perry, ‘Roar’: Track Review.” Billboard.com. Billboard, 12 Aug. 2013. Web. 24 Sept. 2015.

Jang, Meena. “YouTube’s 10th Anniversary: Watch the Top 10 Most Viewed Videos to Date.” Billboard.com. Billboard, 14 Feb. 2015. Web. 24 Sept. 2015.

“Katy Perry – Vevo Certified Artist.” Vevo.com. Vevo, 2015. Web. 24 Sept. 2015.

Kistler, Michelle E., and Moon J. Lee. “Does Exposure to Sexual Hip-Hop Music Videos Influence the Sexual Attitudes of College Students?” Mass Communication and Society 13.1 (2009): 67-86. Web. 16 Sept. 2015.

Lane, Laura. “These Are the Most-Watched YouTube Videos Ever – Have You Seen Them All?” People.com. Time Inc., 30 Apr. 2015. Web. 24 Sept. 2015.

Lipshutz, Jason. “Katy Perry’s ‘Roar’ Music Video: Watch the Singer’s Jungle Adventure.” Billboard.com. Billboard, 5 Sept. 2013. Web. 24 Sept. 2015.

Maskell, Hayden. “Using Music Videos.” English in Aotearoa 74 (2011): 54-57. Print.

Mischner, Isabelle H. S., Hein T. Van Schie, Daniël H. J. Wigboldus, Rick B. Van Baaren, and Rutger C. M. E. Engels. “Thinking Big: The Effect of Sexually Objectifying Music Videos on Bodily Self-Perception in Young Women.” Body Image 10.1 (2013): 26-34. Web. 16 Sept. 2015.

Palmer, Chris. “Katy Roars, Elephant Whimpers.” Peta.org. PETA, 10 Oct. 2013. Web. 24 Sept. 2015.

Perry, Katy (katyperry). “Tweets.” Twitter account. Twitter.com. Twitter, n.d. Web. 24 Sept. 2015.

Perry, Katy. “Katy Perry – Roar (Official).” Video file. KatyPerryVEVO. YouTube.com. YouTube, 5 Sept. 2013. Web. 24 Sept. 2015.

“Roar10xCertified.” KatyPerry.com. Capitol Records, 6 July 2015. Web. 24 Sept. 2015.

Seabrook, John. “The Doctor Is In: A Technique for Producing No. 1 Songs.” NewYorker.com. Conde Nast, 14 Oct. 2013. Web. 24 Sept. 2015.

Smith, Stacy L., and Aaron R. Boyson. “Violence in Music Videos: Examining the Prevalence and Context of Physical Aggression.” Journal of Communication 52.1 (2002): 61-83. Web. 16 Sept. 2015.

Sprankle, Eric L., Christian M. End, and Miranda N. Bretz. “Sexually Degrading Music Videos and Lyrics: Their Effects on Males’ Aggression and Endorsement of Rape Myths and Sexual Stereotypes.” Journal of Media Psychology 24.1 (2012): 31-39. Web. 16 Sept. 2015.

Straw, Will. “Music videos.” The International Encyclopedia of Communication. Ed. W. Donsbach. 2008. Print.

Thaller, Jonel, and Jill Theresa Messing. “(Mis)Perceptions Around Intimate Partner Violence in the Music Video and Lyrics for ‘Love the Way You Lie’.” Feminist Media Studies 14.4 (2014): 623-39. Web. 16 Sept. 2015.

Turner, Jacob S. “Sex and the Spectacle of Music Videos: An Examination of the Portrayal of Race and Sexuality in Music Videos.” Sex Roles 64.3-4 (2011): 173-91. Web. 16 Sept. 2015.

“Twitter top 100 most followers.” Twittercounter.com. Twitter, 2015. Web. 24 Sept. 2015.

Van Oosten, Johanna M. F., Jochen Peter, and Patti M. Valkenburg. “The Influence of Sexual Music Videos on Adolescents’ Misogynistic Beliefs: The Role of Video Content, Gender, and Affective Engagement.” Communication Research 42.7 (2015): 986-1008. Web. 16 Sept. 2015.

Van Ouytsel, Joris, Koen Ponnet, and Michel Walrave. “The Associations Between Adolescents’ Consumption of Pornography and Music Videos and Their Sexting Behavior.” Cyberpsychology, Behavior, and Social Networking 17.12 (2014): 772-78. Web. 16 Sept. 2015.

“Vevo Top Videos Most Viewed All Time.” Vevo.com. 2015. Web. 24 Sept. 2015.

 

Wallis, Cara. “Performing Gender: A Content Analysis of Gender Display in Music Videos.” Sex Roles 64.3-4 (2011): 160-72. Web. 16 Sept. 2015.

Zhang, Yuanyuan, Laura E. Miller, and Kristen Harrison. “The Relationship Between Exposure to Sexual Music Videos and Young Adults’ Sexual Attitudes.” Journal of Broadcasting & Electronic Media 52.3 (2008): 368-86. Web. 16 Sept. 2015.

Zhang, Yuanyuan, Travis L. Dixon, and Kate Conrad. “Rap Music Videos and African American Women’s Body Image: The Moderating Role of Ethnic Identity.” Journal of Communication 59.2 (2009): 262-78. Web. 16 Sept. 2015.

 

Author Bio:

Dr. Jordan M. McClain is Assistant Teaching Professor of Communication at Drexel University in Philadelphia, PA. He enjoys researching and teaching about framing in music journalism, celebrity, the intersection of television and music culture, and consumer culture. For the Mid-Atlantic Popular & American Culture Association (MAPACA) he serves on the executive board,  as Music area co-chair,  and as Journalism and News Media area chair. For the Popular Culture Association/American Culture Association (PCA/ACA), he chairs the Professional Development area.

Social media:

Academia.edu: https://drexel.academia.edu/JordanMcClain
LinkedIn:  https://www.linkedin.com/in/jordan-m-mcclain-72304163
Twitter: https://twitter.com/j_mcclain

 

Reference Citation:

MLA:

McClain, Jordan M. “A Framework for Using Popular Music Videos to Teach Media Literacy.” Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy 3.1 (2016). Web and Print. 

APA:

McClain, J. M. (2016).  A framework for using popular music videos to teach media literacy. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 3(1). http://journaldialogue.org/issues/a-framework-for-using-popular-music-videos-to-teach-media-literacy/ 

Film Review: Joss Whedon’s Much Ado About Nothing: Whedon, Branagh, and the Anxiety of Influence

Jessica Maerz
University of Arizona
Tucson, Arizona, USA
jmaerz@email.arizona.edu

Long before he was the internationally famous head of a major Hollywood superhero franchise, Joss Whedon was a beloved writer/director of cult TV shows, boasting a dedicated following of fanatics who parsed his every quirky turn of phrase.  In the 1990s, when Whedon was building his fanbase with Buffy the Vampire Slayer, Kenneth Branagh was at the height of his dominance as a mainstream interpreter of screen Shakespeare, thanks to the series of adaptations that he inaugurated with 1989’s Henry V.  While Shakespeare plays like Hamlet, Romeo and Juliet, and Macbeth have received multiple big-screen adaptations, Much Ado About Nothing has received only two: Kenneth Branagh’s own in 1993, and Joss Whedon’s, exactly twenty years later.  This essay examines Whedon’s adaptation through the lens of Branagh’s, noting the many conceptual, stylistic, and industrial similarities that unite them—for despite Whedon’s insistence that Branagh’s Much Ado did not provide him with an adaptational roadmap, the films demonstrate striking similarities in context and content that can’t be simply explained by their shared source text. Continue Reading →

Applications in the Classroom: Pop Culture and Ed Psychology: What I Learned from Larry David, Rick Grimes, and Hank Hill

Melissa Vosen Callens
North Dakota State University
Fargo, North Dakota, USA
melissa.vosen@ndsu.edu

 

Abstract

In teacher education courses, it is common to teach educational psychology concepts using case studies. Many publishers provide these case studies in textbooks and/or in ancillary materials, and there are many advantages to using them. For example, an instructor does not have to spend extra time finding or writing the case studies, both of which can be very time consuming. In addition, if students have the textbook, they have immediate access. One major disadvantage, however, is that students may find themselves uninterested and disengaged with the cases, depending on the students’ interests and the cases. This paper argues that studying fictional characters in popular culture provides a fun and engaging alternative to textbook case studies. Most students enjoy talking about popular culture, and many already know a great deal about it. Some students might even consider themselves experts in popular culture.

What makes popular culture case studies not only fun, but also highly effective, is they are often hyperbolic, which is what ultimately makes that form of culture so funny/sad/engrossing in the first place. Because the examples are hyperbolic, students can easily identify the educational psychology concepts being studied. This paper explores three examples of how an instructor can use popular television to teach key educational psychology concepts. Specifically, this paper will examine Larry David’s moral development in HBO’s Curb Your Enthusiasm, the characters’ needs in AMC’s The Walking Dead, and the father-son relationship in FOX’s King of the Hill. Discussion and assignment ideas are also provided.

Keywords:

Educational Psychology, Curb Your Enthusiasm, The Walking Dead; King of the Hill, Moral Development, Hierarchy of Needs, Discourse Communities, Abraham Maslow, Lawrence Kohlberg, James Paul Gee

 

Students can learn a lot from Larry David, Rick Grimes, and Hank Hill, and it is not just how to kill a herd of zombies with one bullet or how to successfully fight a citywide mandate on the installation of low-flow toilets. In fact, David, Grimes, and Hill are pretty good teachers. As David would say, “Pretty, pretty good.”

When working with future teachers, it can be helpful to illustrate different concepts in educational psychology and learning theory by using popular culture examples. Studying fictional characters protects the privacy of real individuals, and it provides a safe space for students to explore concepts like moral development, self-actualization, and Discourse communities. Most students also enjoy talking about and critically analyzing movies, television shows, and music. Rather than using the examples and case studies often found in textbooks, instructors can use examples in popular culture. Popular culture examples can provide entertaining and “fun” examples of some very complex theories.

Popular culture also provides students with a topic they may already know a lot about. In 2009, the Kaiser Foundation found that 8-18 year-olds were exposed to 10 hours and 45 minutes of media of all kinds during a typical day (Taylor 149). Instructors can use this exposure as a resource, a talking point, in their classrooms. Meg Callahan and Bronwen E. Low believe that popular culture encourages complex thinking because it “provides a site where students can experience competence at the same time that teachers provide appropriate challenges through careful support, reframing, and questioning” (57). Because of their familiarity with popular culture, students can feel confident entering the classroom discussion and extending the conversation. On a similar note, Greg Dimitriadis believes that the use of popular culture in education has decentered “the presumed and presumptive authority of the educator” because it uses the investments students already have in popular culture texts (26).

What makes popular culture examples not only fun, but also highly effective, is they are often hyperbolic. Hyperbolic examples are a perfect starting point for those just learning a concept or theory because when the concept is so exaggerated to elicit an emotional response from the audience, it makes it easier to identify. For example, much of Larry David’s morally corrupt behavior in Curb Your Enthusiasm is over-the-top—almost unbelievable. It is hard to imagine anyone acting that way in “real” life. His hyperbolic behavior provides a perfect example of Lawrence Kohlberg’s lowest level of moral development, a level not often seen in “real world” adults. In an educational psychology class, students could watch an episode of Curb to better understand this stage. Students could also watch several clips of Curb and debate exactly what level David’s character is in as he occasionally occupies other stages of Kohlberg’s moral development.

Instructors in a variety of fields can use popular culture examples; it is not limited to those who are teaching educational psychology courses. For example, in the healthcare professions, an instructor could ask students to dissect healthcare-related television shows like ER and Grey’s Anatomy. Students could evaluate the show to see how accurately the show portrays the care being provided. With the plethora of crime dramas on network television, criminal justice instructors could do the same; students could watch Criminal Minds, Law and Order: SVU, or CSI and examine the accuracy of an investigation. In addition, instructors could use clips of the shows to highlight some theories in criminology.

In this article, three popular culture examples are explored; educational psychology instructors can use these examples to teach key educational and learning theory concepts. For example, in addition to using Curb Your Enthusiasm to discuss Kohlberg’s moral development theory, instructors can use The Walking Dead to explain Abraham Maslow’s hierarchy of needs. Finally, this article explores how instructors can use King of the Hill to explore father-son relationships through the lens of James Paul Gee’s Discourse communities.

Curb Your Enthusiasm and Kohlberg’s Moral Development

Throughout eight seasons of Curb Your Enthusiasm, Larry David has been confronted with several moral dilemmas, all of which play out in a hilarious 30-minute sequence of events. His decisions, while mostly self-serving, can be categorized using Kohlberg’s three levels and six sub-stages of moral development. Many of David’s choices, unsurprisingly to avid fans, could be described as examples of Kohlberg’s first level, second stage of moral development, a stage typically occupied by small children and characterized by a “looking out for number one” attitude.

Kohlberg’s three levels, preconventional, conventional, and postconventional, are an expansion of Jean Piaget’s theory of moral reasoning and are typically covered in introductory educational psychology courses. In Kohlberg’s preconventional level, physical consequences often determine the “goodness or badness” of any given situation. Most people at this level, mostly children, are concerned with only their own needs and the needs of others if it also benefits their own agenda (Slavin 54). More often than not, we see David in this stage. A perfect example to provide to students is in season five, episode five when David refuses to donate a kidney to his friend Richard Lewis because Lewis, David justifies, is really more of an acquaintance (“Lewis Needs a Kidney”). In reality, the viewer knows that Richard is much more than an acquaintance; David is thinking only of his own health. Students would not have to be avid watchers of Curb Your Enthusiasm to recognize this.

David yo-yos through Kohlberg’s three levels throughout the series, and because of this, instructors can use a variety of episodes of Curb Your Enthusiasm to illustrate Kohlberg’s theory from the first to the last stage. In one particular episode in season four, “The Car Pool Lane,” David exhibits moral reasoning from each of Kohlberg’s levels and would be a great case study for students. After a close analysis of the episode, students should be able to identify all stages of Kohlberg’s moral development theory.

After weaseling out of jury duty, a prime example of Kohlberg’s pre-conventional stage, later in “The Car Pool Lane” episode, David moves to the conventional stage, as he picks up a hooker because he wants to use the carpool lane. In the conventional level, people are concerned with pleasing others and maintaining social order/obeying the law (Slavin 54). While picking up a hooker seems like another selfish move, David is adamant that he will not use the carpool lane, as he explains to his friend Jeff, unless he has another person in the car. At least in this case, rules are rules. He even tells an acquaintance, “I didn’t pick her up for sex; I actually picked her up so I could use the diamond lane” (“The Car Pool Lane”).

Viewers see David occupy this stage in other episodes as well. In season three, for example, David reluctantly attempts to create a real-life manger scene around Christmas time, despite being Jewish, to please his in-laws after an earlier faux pas. In this case, his actions are all in the name of keeping the peace (“Mary, Joseph and Larry”). Because all of these examples are so hyperbolic, students should be able to better understand Kohlberg’s stages.

Finally, in “The Car Pool Lane,” viewers see a glimpse of David’s compassion, as he moves into the post-conventional stage. People in this stage, unlike the conventional stage, believe that laws can be rewritten and changed for the good of society; in addition, decisions made by people in this stage are often driven by self-chosen principles or their conscience (Slavin 54). In the postconventional stage, people define their values by ethical principles they have chosen to follow.

For example, Larry approaches a drug dealer to obtain medical marijuana for his ailing father. He tells his father, whose vision is so deteriorated he can no longer complete crossword puzzles or watch television, “I have no idea how I will get it, but I will.” He reasons that even though it is illegal (neither he nor his father have a California medical marijuana card), it is the right thing to do because it might help his father and ease his suffering. The awkward exchange between David and the drug dealer makes one thing clear: David is not accustomed to buying any sort of illegal substance.

Drug Dealer: OK, now walk away!
David: Any particular direction?
Drug Dealer: Just walk!
David: OK.
(He walks away)
Drug Dealer: Jesus Christ.
(Larry comes back and walks by him the opposite direction)
Larry: I actually have to go this way.

David’s reasoning behind buying medical marijuana is a great example of the postconventional stage for students.

This is not to say that David’s post-conventional intentions do not go awry. The marijuana purchased, unbeknownst to David, ends up with an acquaintance, an acquaintance that is quickly mauled by drug-sniffing dogs at the airport. As he stands before the judge who dismissed him from jury duty, David must ultimately decide if he should admit the drugs are his. This is clearly a difficult situation for David. What level is David in when he accepts the drugs are his? This is a great question for instructors to ask students. Instructors could require students to free write a response, requiring students to cite theory to support their answer, or they could ask students to reach a consensus as a group.

In HBO’s hit comedy, protagonist Larry David is presented with an onslaught of moral dilemmas in each episode. While often criticized as egotistical and narcissistic, David offers several glimpses into a much kinder, more moral, version of himself. Kohlberg’s theory of moral development provides students a theoretical framework to analyze and understand David’s behavior and decisions. After analyzing David’s behavior in one episode as a class, students could analyze his behavior in another episode individually or in groups. If an instructor does not want to use Curb, he/she could use Family Guy or The Simpsons. Both cartoons have many episodes in which the morality of a character is called into question.

The Walking Dead and Maslow’s Hierarchy of Needs

Another common human development theory discussed in introductory educational psychology courses is Abraham Maslow’s hierarchy of needs. Maslow describes the different types of needs all human beings have by using a triangle; according to Maslow, the needs at the base of the triangle must be secured in order to move to the next tier. The triangle is as follows: physiological needs, safety needs, love and belonging needs, esteem needs, and self-actualization (Maslow 372-82). In order for students to understand the tiers, examples often need to be provided.

AMC’s hit television series, The Walking Dead, provides an excellent lens in which to examine this theory. The Walking Dead follows a group of humans as they try to survive the walker apocalypse and is widely popular. According to Time, the season five premiere had 17.3 million viewers without counting DVR recordings and encores (which brought its viewership up to 28 million last season) (Poniewozik). The show set a viewing record, and it is likely many students would be excited to discuss it in class.

Because of the apocalyptic setting, viewers see characters continually fighting for the most basic of needs. In many episodes, however, we see the main characters bounce from tier to tier. To help students understand Maslow’s hierarchy, instructors could ask students to watch one episode, or even part of an episode, and determine which stage each character is in. In a good percentage of the episodes, characters work endlessly and tirelessly securing physiological needs like food, water, and air. It is a primary focus of the show. According to Maslow, “For the man that is extremely and dangerously hungry, no other interests exist but food” (374). We see this extreme desperation in season five when the main characters come across another group of people who have resorted to cannibalism (“Strangers”).

After physiological needs are met, a person’s focus turns to safety needs, needs that focus on security of the body, mental health, and resources (Maslow 376). For example, during much of season three and part of season four, this is where one could describe Rick, the once strong and capable leader of the group. In season four, the group secures a former prison, seemingly has an adequate water supply, and has started to grow their own food. For many characters, this is the first time since the apocalypse that their physiological and safety needs are met. Rick, however, is reeling from the loss of his wife Lori (“Home”). Despite the physical security the prison provides and the water and food available, he struggles to cope with her death. At times, he even sees Lori, and it is clear that his mental health is not what it should be. Because of his mental illness, he is unable to move past the security stage in Maslow’s triangle. Students would likely be able to see how mental health issues can, without adequate care and help, prevent a person from moving up the triangle, a point often made by Maslow.

The next tier, once security needs are met, is love and belonging (Maslow 380). It is in this stage that humans can focus on friendship and intimacy. For most of characters at the start of season four, they feel secure, and with security, there is routine. Characters such as Glen and Maggie are likely in the love and belonging stage. Throughout the show, viewers see their bond form, moving beyond sex (physiological stage) to intimacy (love and belonging stage), particularly once the prison area is secured. They consider marriage and what their future looks like together (“The Sorrowful Life”). An instructor, for example, could show the scene in which Glen proposes to Maggie in the prison yard. It is a reciprocal relationship based on “both giving and receiving love” (Maslow 381).

In season two, Herschel provides shelter and care for the group; he becomes a caregiver of sorts. He did not, however, hesitate to ask the group to leave when he felt his own way of life and his physiological needs might be threatened. As soon as he realized Rick and his group viewed the walkers differently, that they wanted to kill them, he wanted Rick and the group gone. He only remained with the group, however, when walkers threatened the farm. An instructor could show a clip when Herschel asks the group to leave (“Pretty Much Dead Already”).

After the love and belonging stage, the next stage is esteem (Maslow 381). Esteem needs focus on respect and building and gaining confidence: respect for others, respect and confidence in oneself. Daryl, at this point in the series, season five, could be in this stage. Some might argue this point, but Daryl is forging relationships with other group members and gaining confidence in his own abilities to lead. In this stage, Maslow argues that “desire for strength, for achievement, for adequacy, for confidence in the face of the world, and for independence and freedom” is paramount (Maslow 381). At one point, Carol tells Daryl, “Give the stranger sanctuary, keep people fed, you’re gonna have to learn to live with the love (“30 Days Without an Accident”). With Rick grieving his wife in season four, Daryl takes on a more prominent leadership role in the group. More importantly, he is learning to value and respect himself—something that he has struggled with because of past abuse from his brother Merle and their father.

The final stage is self-actualization (Maslow 382). There are very few characters in The Walking Dead that have achieved such a status, if any, making it an interesting talking point for students. Is self-actualization possible in the apocalypse? The key to self-actualization is simply an acceptance of oneself and of the situation. Carol consistently, throughout season four, makes difficult choices, but choices that reflect her awareness of the situation and her desire to protect herself and the group. After the death of her abusive husband, she has come into her own, as a leader in her own right. According to Maslow, “What a man can be, he must be” (383). Carol is meant to lead.

It is worth noting that The Walking Dead may not be appropriate for all classrooms. Unlike Curb Your Enthusiasm, it is hard to tease out some of these concepts by watching only one short clip. Generally speaking, it is more difficult to follow if one is not an avid fan. Students would likely have to watch longer scenes, and possibly full episodes, in order to understand how Maslow’s Hierarchy of Needs can be applied to the show. In addition, The Walking Dead can be very gory, so it would be important to warn students about the violence ahead of time. There are, however, some shorter, violence-free clips available (like the ones noted above). In addition, for example, instructors could show the scene in which Daryl and Beth are talking about Daryl’s abusive childhood in season four, episode 12. This scene is free of violence, and it provides a starting point for discussing how physiological and safety needs are important in order to achieve esteem and self-actualization.

The Walking Dead provides a great case study for students. Stages for each of the characters, at many points in the series, are not necessarily cut-and-dried. Students could argue for one tier or another, which makes this show perfect for understanding this theory. If an instructor did not want to use The Walking Dead, he/she could use the television series Lost or Buffy the Vampire Slayer, as the vampire development in Buffy mirrors Maslow’s hierarchy.

King of the Hill and Discourse Communities

For thirteen years, Mike Judge’s King of the Hill was a staple of FOX’s Sunday night animation domination line-up, rivaling Matt Groening’s The Simpsons in popularity. Part of the show’s appeal was that it was easy to relate to the characters, which makes it an excellent cartoon to engage students in classroom discussion. Unlike four-fingered, yellow-as-the-sun, Homer Simpson, Hank Hill looks—and acts—like most t-shirt-wearing-middle-class dads in America. The same could be said for mother Peggy, son Bobby, and niece LuAnn.

Throughout thirteen seasons of King of the Hill, viewers watch Hank struggle to build a relationship with Bobby, and this struggle is often the centerpiece of each episode. At its simplest, the conflict in Hank and Bobby’s relationship is a conflict of their interests. Hank enjoys what is often thought of as traditional masculine activities: watching sports, working with power tools, and drinking beers with the neighbors. On the other hand, Bobby is very comfortable indoors with his mother Peggy, exploring and honing his interests in comedy, magic, and bubble baths.

For the most part, Bobby is happy with himself and comfortable with these differences, but these differences, and the fallout from these differences, make a fascinating case study. At its core, King of the Hill is a story about Hank and his troubles and triumphs as he awkwardly, yet often successfully, navigates multiple Discourses, all in the attempt to build a relationship with his son.

Linguist James Paul Gee argues that there are “instructions on how to act, talk, and often write” for anygiven Discourse (526). In Gee’s work, discourse refers to “connected stretches of language” (p. 526). When combined with other social practices (words, acts, values, beliefs, etc.), Gee calls these connected stretches of language Discourse, with a capital “D.” This can often be a difficult concept for introductory students to understand. King of the Hill, however, provides a platform to explain and explore this concept.

Each Discourse has an identity kit, and with that kit, there are certain expectations or guidelines on how to act. Growing up in the Southern United States and raised by a very strict and sexist father, Hank’s primary Discourse, his initial Discourse used to make sense of the world, is a Discourse that supports very traditional family and gender roles. In one episode, after Hank expresses his admiration and love for his male boss, Hank’s veteran father, Cotton, cringes. Cotton is disgusted by Hank’s openness and views Hank’s behavior as feminine and thus unacceptable. This scene provides students with the opportunity to reflect on their own primary Discourses and any conflict they have experienced.

Bobby, a witness to Hank and Cotton’s conflict, naively explains the situation to his mother, “Why did Dad have to act like a woman in front of Grandpa? Grandpa hates women” (“The Father, the Son, and J.C.”). The ridicule from his father, and Bobby’s subsequent reaction, forces Hank to confront the values with which he was raised. By expressing his love publically, he has gone against the expectations of his father and his Discourse community. As Gee argues, “Failing to fully display an identity is a tantamount to announcing you don’t have that identity; that at best you’re a pretender or a beginner” (525). It is not just ridiculing Hank faces. He also faces possible exile from the community. Students may have had similar experiences, and this episode would give them the opportunity to reflect on this. Because of the sensitive nature of this topic, asking students to write individually on this topic first is generally best. Teacher education students could also discuss on what happens to the students they will be teaching when the students’ primary Discourse communities conflict with the Discourse communities found in schools.

Another example of conflict instructors could use is in the eighth episode of the series. In this episode, Cotton attends Bobby’s birthday party where he begins teaching Bobby some alarming habits. Initially, it is hard for Hank to intervene, but after Cotton takes Bobby birthday shopping for prostitutes, Hank intercedes and questions his father. While difficult, Hank knows it is the right thing to do. A young boy shopping for prostitutes is far from acceptable—even in Hank’s more traditional primary Discourse community. Because Cotton is so extreme in his actions in this particular situation, it is clearly easier for Hank to say something. Here students could discuss times they have gone against their primary Discourse community because of their own moral convictions, much like Hank did.

Secondary Discourses can also be difficult for students to understand. According to Gee, Secondary Discourses are Discourses that we interact with and acquire outside of the home and are associated with “institutions in the public sphere, beyond the family and immediate kin and peer group” (Gee 527). While there may be some overlap between a person’s primary Discourse and secondary Discourses, there can be a schism between them as well. When this is the case, tension and conflict can ensue.

In another episode that highlights the conflict between primary and secondary Discourses, Bobby asks to go to theater camp. Hank tells Bobby he would rather have him work with him instead of going to camp. While Bobby finds Hank’s work tedious and boring, he does find amusement in using the store’s propane accessories as comedy props. Although initially irritated, after seeing the jovial reaction of his boss, Hank encourages Bobby to write more skits and put together an entire comedy team called the Propaniacs (“Meet the Propaniacs”). In order to develop routines, Bobby must learn more about propane, and in the process, Hank learns more about comedy. He also begins to appreciate Bobby’s talents. This episode is an excellent example of both Bobby and Hank successfully navigating two Discourses and, in many ways, melding them together to create their own. Students can discuss the growth of Hank and Bobby’s relationship.

This particular episode is also a good example of what Gee calls mushfake. Gee explains, “‘Mushfake Discourse’ means partial acquisition coupled with meta-knowledge and strategies to ‘make do’” (533). Reflecting on the time they spent together, Hank tells Peggy, “Yup, those were some good times. Bobby tells me something about comedy, and then I’d teach him a little bit about propane” (“Meet the Propaniacs”). Bobby’s growing knowledge of propane helps him to gain access to Hank’s Discourse community and vice versa. They both were able to mushfake. With his new knowledge, Bobby is able to gain acceptance. He is not only able to “make do” in the community, but also build his relationship with Hank, which is really what he has yearned for all along. This is not the only time this has happened, and students could work to find additional examples in the series.

For example, in a very appropriate series finale, Hank and Bobby finally find an activity they both love and enjoy: grilling. Over dinner, Bobby impresses Hank with his knowledge of cuts of beef. This is an appropriate end to the series because we finally see the Hill men engaging in an activity they mutually enjoy. Any of the clips mentioned above provide a starting point for discussion; in addition to these, there are many others that students could find. If an instructor did not want to use King of the Hill, he/she could use examples from Mad Men or Community.

Don Draper, the main character of Mad Men, adopted another man’s life after the Korean War. Throughout the series, he struggles with his conflicting Discourse communities. Specifically, students could examine how Don responds to the conflict that arises because of his primary and secondary Discourses. Does he successfully mushfake? In the television show Community, Jeff Winger, a suave lawyer, is forced to go back to community college to finish his bachelor’s degree. His conflicting Discourse communities (lawyer and student) are often a centerpiece for conflict in the sitcom.

In this article, three examples of how educational psychology instructors can use popular television to teach key educational and learning theory concepts were provided. Instructors, however, across all disciplines can use popular culture examples to engage students. Film, television, and music are all great conversation starters. Not only can instructors use popular culture to illustrate different educational psychology concepts, but popular culture also can be used as a platform for classroom writing assignments and debates. There are many other in-class activities instructors can use in conjunction with popular culture.

  • Students can watch a clip of a television show and can engage in a debate in regard to a character’s behavior or situation.
  • After providing students with examples, students can bring in their own clips to teach a course concept to the rest of the class. For example, one student might bring a clip from Breaking Bad; what stage is Walter White’s moral development in season one?
  • Students can write a letter, drawing on course concepts, from one character to another. What would Walter White say to his son at the end up Breaking Bad?

For larger assignments, there are many different possibilities as well.

  • Students can write a review of an episode of their choosing, citing course concepts for support.
  • Students can create an individualized education plan for a fictitious character.
  • Students can create fictitious Facebook, Twitter, LinkedIn, or Instagram accounts for certain characters. What would Carol tweet, for example, during season three of The Walking Dead?
  • Students can work together, creating a class archive, by bookmarking different popular media examples in regard to a certain concept. Students can then compare and contrast examples from different sources. Moving beyond popular culture, students can then collect academic materials on each of the concepts.

The possibilities are endless. By starting with popular culture, instructors are providing a safe space for students to examine complex course concepts. Because many students are interested in popular culture outside of the classroom, talking about popular culture is not only fun, but also may encourage students who are more apprehensive to speak up because of their familiarity with and interest in popular culture.

Works Cited

“30 Days Without An Incident.” The Walking Dead. AMC. 13 Oct. 2013. Television.

Callahan, Meg, and Bronwen E. Low. “At the Crossroads of Expertise: The Risky Business of Teaching Popular Culture.” The English Journal 93.3 (2004): 52-57. Print.

Dimitriadis, Greg. “Popular Culture, De-Centering Educators and Critical Dispositions.” Critical Studies in Education 53.1 (2012): 19-27. Print.

Gee, James Paul. “Literacy, Discourse, and Linguistics: Introduction.” Literacy: A Critical

Sourcebook. Ed. Ellen Cushman, Eugene R. Kintgen, Barry M. Kroll, and Mike Rose.   Boston: Bedford/St. Martin’s, 2001. 525-544. Print. 

Gilligan, Carol. In a Different Voice: Sex Differences in the Expression of Moral Judgment. Cambridge, MA: Harvard UP, 1982. Print.

“Good Hill Hunting.” King of the Hill. FOX. 1 Dec. 1998. Television.

“Home.” The Walking Dead. AMC. 17 Feb. 2013. Television.

Kohlberg, Lawrence. “Stages of Moral Development.” Moral Education. Eds. Clive Beck, Brian S. Crittenden, and Edmund V. Sullivan. Toronto: University of Toronto Press, 1971. 23-92. Print.

“Lewis Needs a Kidney.” Curb Your Enthusiasm. HBO. 30 Oct. 2005. Television.

“Mary, Joseph and Larry.” Curb Your Enthusiasm. HBO. 10 Nov. 2002. Television.

Maslow, A.H. “A Theory of Human Motivation.” Psychological Review 50.4 (1943): 370-396. Print.

“Meet the Propaniacs.” King of the Hill. FOX. 16. Apr. 2000. Television.

Poniewozik, James. “Why The Walking Dead Is So Brutal — and So Popular.” Time.com. Time, 14 Oct. 2014. Web. 22 Oct. 2014.

Piaget, John. The Moral Judgment of the Child. London: Kegan, Paul, Trench,

Trubner & Co, 1932. Print.

“Pretty Much Dead Already.” The Walking Dead. AMC. 27 Nov. 2011. Television.

Slavin, Robert E. Educational Psychology: Theory and Practice. 8th ed. Boston:

Pearson Longman, 2006. Print.

“Strangers.” The Walking Dead. AMC. 19 Oct. 2014. Television.

Taylor, Paul. The Next America: Boomers, Millennials, and the Looming Generational

Showdown. New York: Public Affairs, 2014. Print.

“This Sorrowful Life.” The Walking Dead. AMC. 24 Mar. 2013. Television.

“The Car Pool Lane.” Curb Your Enthusiasm. HBO. 8 Feb. 2004. Television.

“The Father, the Son, and J.C.” King of the Hill. FOX. 16 Dec. 2001. Television.

“To Sirloin, With Love.” King of the Hill. FOX. 13 Sept. 2009. Television.

Williams-Rautiloa, Suzanne. “Animated Fathers: Representations of Masculinity in The Simpsons and King of the Hill.” Animated Worlds. Ed. Suzanne Buchan. London: John Libbey, 2006. 95-112. Print.

 

Author Bio:

Melissa Vosen Callens is currently an assistant professor of practice in instructional design and communication at North Dakota State University, Fargo. Her areas of research and teaching interest include Popular Culture and Online Education. Her writing can be found in The Ultimate Walking Dead and PhilosophyEnglish Journal, 100 Entertainers Who Changed America: An Encyclopedia of Pop Culture, and A Sense of Community: Essays on the Television Series and Its Fandom, among other publications.

LinkedIn: https://www.linkedin.com/in/melissa-vosen-callens-4119a224
Twitter: https://twitter.com/mavcallens
Facebook, Teaching and Learning Resource Page: https://www.facebook.com/ahssteaching

Reference Citation:

MLA:
Callens, Melissa Vosen. “Application in the Classroom: Pop Culture and Ed Psychology: What I Learned from Larry David, Rick Grimes, and Hank Hill.” Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy 3.1 (2016). Web and Print.

APA:
Callens, M. V. (2016). Application in the classroom: Pop culture and ed psychology: What I learned from Larry David, Rick Grimes, and Hank Hill. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 3(1). http://journaldialogue.org/issues/application-in-the-classroom-pop-culture-and-ed-psychology-what-i-learned-from-larry-david-rick-grimes-and-hank-hill/

Editorial: Pedagogy and Popular Culture Special Edition

We are pleased to announce the Fall preview of Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, Volume 2, Issue 2The preview showcases a sneak-peek into the upcoming special issue on integrating popular culture in pedagogical practices, which will be released at the Southwest Popular Culture/American Culture Association (SWPACA) conference in Albuquerque, New Mexico on February 10th, 2016.

The four articles in this preview demonstrate a breadth of possibility in popular culture and pedagogy. They include a retrospective of the 2015 SWPACA conference, a reflection on developing courses with popular culture components, an analysis of teaching and learning with popular culture, and an article addressing how fiction can be applied to the higher education classroom.

Laurence Raw’s retrospective piece, A Pedagogical Journey: Albuquerque 2015, contemplates a number of presentations in the Popular Culture and Pedagogy area at the SWPACA conference held last February. In addition to the presentation synopses, Raw considers the future of pedagogy as it relates to popular culture studies.

Following Raw’s article, Emily Howson, Chris Massenburg, and Cecilia Shelton share their individual pedagogical practices in Reflections on Building a Popular Writing Course. Using multiple course scenarios, Howson, Massenburg, and Shelton provide practical examples to encourage student engagement.

In (Re)learning about Learning: Using Cases from Popular Media to Extend and Complicate Our Understandings of What It Means to Learn and Teach, by Kelli Bippert, Dennis Davis, Margaret Rose Hilburn, Jennifer D. Hooper, Deepti Kharod, Cinthia Rodriguez, and Rebecca Stortz , the authors offer an analysis of learning and teaching in popular culture texts. The authors apply sociocultural and socio-constructivist learning theories to uncover how learning and teaching can be re-conceptualized.

The final article, Anne Collins Smith’s Applications in the Classroom: The Potential of Scholarly Studies in Higher Potter in Higher Education, contemplates the various ways in which the reviewed text could be utilized in the classroom. Smith discusses multiple avenues for gearing the work towards college-level English instruction.

The full issue on Popular Culture and Pedagogy will appear in conjunction with the 37th annual Southwest Popular/American Culture Association conference in February and will include these four articles, as well as a guest editorial by Kurt Depner, Chair of the SWPACA Pedagogy and Popular Culture Area, and additional examinations of popular culture using music to teach sociological theory, and more! We look forward to sharing with you the issue in its entirety.

 

Lynnea Chapman King
Editor in Chief

 

Anna CohenMiller
Managing Editor

https://perijinan.blitarkota.go.id/assets2/https://mpp.bandung.go.id/attachments/https://mpp.bandung.go.id/images/https://mpp.bandung.go.id/assets/thailand/https://perijinan.blitarkota.go.id/data/toto-slot/https://simba.cilacapkab.go.id/db/toto-slot/https://simba.cilacapkab.go.id/vendor/https://appv2.tanahlautkab.go.id/doc/before_ttehttps://appv2.tanahlautkab.go.id/doc/git/https://perijinan.blitarkota.go.id/data/depo-10k/https://mpp.bandung.go.id/git/demo/https://mpp.bandung.go.id/api/jp-gacor/https://simba.cilacapkab.go.id/assets/depo-10k/https://simba.cilacapkab.go.id/api/demo/https://simba.cilacapkab.go.id/api/https://sim.stidar.ac.id/img/https://sim.stidar.ac.id/sweet-bonanza/https://sim.stidar.ac.id/slot-anti-rungkad/https://kuesioner.instidla.ac.id/akun-pro-platinum/https://lpm.instidla.ac.id/lucky-neko/https://ijabr.polban.ac.id/mpo/https://ijabr.polban.ac.id/idn/https://kuesioner.instidla.ac.id/wild-bandito/http://kwitansi.instidla.ac.id/demo-lucky-neko/https://appv2.tanahlautkab.go.id/doc/slot-garansi-kekalahanhttps://appv2.tanahlautkab.go.id/doc/slot-kamboja/https://perdami.or.id/wp-includes/zeus-slot/https://perdami.or.id/wp-content/slot-kamboja/https://appv2.tanahlautkab.go.id/doc/mposlot/http://kwitansi.instidla.ac.id/slot-garansi-kekalahan/https://appv2.tanahlautkab.go.id/doc/idnslot/https://bundamediagrup.co.id/wp-includes/idn/http://103.165.243.97/doc/maxwin-slot/http://103.165.243.97/doc/sv388/https://bundamediagrup.co.id/akun/demo/https://appv2.tanahlautkab.go.id/doc/slot-resmi/https://bundamediagrup.co.id/wp-content/akun-pro-kamboja/https://appv2.tanahlautkab.go.id/doc/toto-slothttp://103.165.243.97/doc/sign/https://ijabr.polban.ac.id/api/https://ijabr.polban.ac.id/-/pulsa/https://sipirus.sukabumikab.go.id/storage/uploads/jp-thailand/https://sipirus.sukabumikab.go.id/storage/uploads/-/sthai/https://sipirus.sukabumikab.go.id/storage/uploads/-/stoto/https://sipirus.sukabumikab.go.id/storage/uploads/server-kamboja/https://alwasilahlilhasanah.ac.id/starlight-princess-1000/https://www.remap.ugto.mx/pages/slot-luar-negeri-winrate-tertinggi/https://waper.serdangbedagaikab.go.id/public/images/qrcode/slot-dana/https://waper.serdangbedagaikab.go.id/public/images/qrcode/slot-deposit-pulsa/https://waper.serdangbedagaikab.go.id/storage/framework/https://wbs.klaten.go.id/public/assets/http://103.165.243.97/doc/thailand/https://appv2.tanahlautkab.go.id/easy-win/https://appv2.tanahlautkab.go.id/doc/unsign/https://csr.katingankab.go.id/asset/https://appv2.tanahlautkab.go.id/doc/zeus/https://appv2.tanahlautkab.go.id/doc/persyaratan/https://tpid.katingankab.go.id/images/https://kuesioner.instidla.ac.id/asset/http://kwitansi.instidla.ac.id/database/http://lms.instidla.ac.id/backup/https://lpm.instidla.ac.id/wp-includes/block-patterns/http://mutu.instidla.ac.id/app/https://sipirus.sukabumikab.go.id/storage/uploads/kantah/https://sipirus.sukabumikab.go.id/storage/uploads/slot-depo-10k/https://ijabr.polban.ac.id/classes/slot-gacor-gampang-menang/https://ijabr.polban.ac.id/registry/https://ijabr.polban.ac.id/locale/https://lpm.instidla.ac.id/wp-content/uploads/https://sipirus.sukabumikab.go.id/storage/uploads/pembahas/