Holly H. Y. Chung
The Hang Seng University of Hong Kong, Hong Kong
hollychung@hsu.edu.hk
Book 1: Culinary Charades
Alpha Academic Press, 2017. ISBN: 978-1948210010
Book 2: The Summer of 1997
Alpha Academic Press, 2017. ISBN: 978-1948210027
Book 3: Unforgettable Neighbours
Alpha Academic Press, 2018. ISBN: 978-1948210034
Book 4: Taming Babel
Alpha Academic Press, 2018. ISBN: 978-1948210041
Book 5: Herstory
Alpha Academic Press, 2019. ISBN:978-1948210058 Continue Reading →
Bryan Vizzini
West Texas A&M University
Canyon, TX USA
bvizzini@wtamu.edu
Kris Drumheller
West Texas A&M University
Canyon, TX USA
kdrumheller@wtamu.edu
Rarely do professors have the opportunity to branch out and create a course that is literally shaped by the day’s news. The mediated unveiling of sexual predators in the summer of 2018 provided an opportunity to teach an honors seminar that wrote itself over the course of five weeks. Professors from the communication and history disciplines drew on theory commonly used in the communication discipline and used historical readings to frame a discussion of popular culture and its relation to current events. Each week, a film was incorporated for discussion and student projects were drawn from examples of popular culture, creating a course that allowed a historical and modern popular culture to collide. Students articulated the significance of both the historical context and rhetorical relevance in a fractured society. The course and its content continued to be discussed well after it ended. Keywords: sexual harassment, Orwellian, LGBTQ+, #MeToo, framing, terministic screens Author Bio Bryan Vizzini, PhD (University of North Carolina–Chapel Hill) is a professor of history at West Texas A&M University where he has taught since 2001. Cold War pop culture, representations of Latin America in film, and inter-american relations form the basis of his research agenda. Kristina Drumheller, PhD (University of Missouri-Columbia) is a professor of communication at West Texas A&M University where she has taught since 2006. Organizational crisis communication, emotional labor and intelligence, and leadership have been at the forefront of Dr. Drumheller’s research, particularly as these concepts intersect with popular culture, gender, and queer studies. AP Vizzini, B. & Drumheller, K. (2020). Sexual harassment effects on bodies of work: Engaging students through the application of historical context and communication theory to pop culture and social media. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 7(2). http://journaldialogue.org/v7-issue-2/sexual-harassment-effects-on-bodies-of-work-engaging-students-through-the-application-of-historical-context-and-communication-theory-to-pop-culture-and-social-media/ MLA Vizzini, Bryan and Kris Drumheller. Sexual Harassment Effects on Bodies of Work: Engaging Students Through the Application of Historical Context and Communication Theory to Pop Culture and Social Media. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, vol. 7, no. 2, 2020. http://journaldialogue.org/v7-issue-2/sexual-harassment-effects-on-bodies-of-work-engaging-students-through-the-application-of-historical-context-and-communication-theory-to-pop-culture-and-social-media/
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Laurie Fuller
Northeastern Illinois University
Chicago, Illinois, USA
lsfuller@neiu.edu
Queerly Cultivating Anti-Racist Feminist Pedagogy raises questions and analyzes classroom practices based on adrienne maree brown’s (2017) Emergent Strategy, a radical self-help manual for our current political climate that calls for a paradigm shift in organizing work. A Black, mixed, queer, pansexual, feminist writer, pleasure activist, facilitator and sci-fi scholar, brown builds on a continuous tradition of women of color feminists resisting oppression to bring together science fiction and permaculture, biomimicry and organizing, pleasure and activism. She offers fresh perspectives on how to imagine liberation and provides dynamic ways to think about teaching and learning. Emergent Strategy provides principles to help us change and grow, essential for all pedagogical work, and asks us to imagine liberation. In fact, emergent strategy principles can be integrated into classroom teaching and educational practices to create more meaningful learning, engagement, and measurable success: Trust people, what you pay attention to grows, less prep more presence, never a failure always a lesson, and change is constant (brown, 2017, pp. 41-42). This article addresses present moment classroom concerns using these five principles to explore why and how to cultivate anti-racist feminist pedagogy and to do it queerly. In this case, queer is an action, a verb, something to do, and something to do to counter normative approaches, to queer them. Thus, queerly cultivating anti-racist feminist pedagogy questions the status quo, and can be used to challenge taken for granted, problematic and oppressive classroom practices and educational theories. Keywords: Feminist, Anti-Racist, Queer, Pedagogy, Privilege, Oppression, Organizing, Emergent Strategy, Teaching Author Bio Laurie Fuller’s feminist teaching and learning practices center the use of imagination as a key tool to transform the contemporary conditions of oppression and to engender new ways of being in liberated, free and accountable societies. As the Audrey Reynolds Distinguished Teaching Professor of Women’s, Gender & Sexuality Studies at Northeastern Illinois University, Laurie uses anti-racist, queer and speculative texts in the classroom to cultivate transformative justice. She has published articles in journals such as QSE, GLQ, Radical Pedagogy, Radical Teacher and the Journal of International Women’s Studies. APA MLA
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Fuller, L. (2020). Queerly cultivating anti-racist feminist pedagogy. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 7(2) http://journaldialogue.org/v7-issue-2/queerly-cultivating-anti-racist-feminist-pedagogy/
Fuller, Laurie. Queerly Cultivating Anti-Racist Feminist Pedagogy. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, vol. 7, no. 2, 2020. http://journaldialogue.org/v7-issue-2/queerly-cultivating-anti-racist-feminist-pedagogy/
Angela D. Mack
Texas Christian University
Fort Worth, Texas, USA
angela.d.mack@tcu.edu
This essay examines Netflix’s Luke Cage as a rhetorical reading of racial embodiment and productions of the cultural identity of Blackness and People of Color, and the tensions they produce to help audiences understand the current climatic flux between racial hostility and American idealism. With only two seasons in the small-screen version of the Marvel Cinematic Universe (MCU), Cheo Hodari Coker’s adaptation of the 1970s Blaxploitation Power Man comic foregrounded the recent wave of superhero narratives that expanded minority/gender representation from both major comic houses (MCU and DC Extended Universe [DCEU]). This examination employs the lens of Afrosurrealism, a conceptual framework of understanding Blackness through its many complex manifestations of cultural and aesthetic representations in art across time. It is through this Afrosurrealist concept where references to race such as “Black”, “Brown”, “White,” and “People of Color” are applied to describe specific people groups/collectives throughout this essay. Using Afrosurrealism, I argue that Luke Cage can be analyzed through Aristotle’s three species of rhetoric: the judicial rhetoric of the past, the epideictic rhetoric of the present, and the deliberative rhetoric of the future. By using these three rhetorical branches, this analysis demonstrates a diasporic reading of race with Harlem as its bridge to the “realms” of New York City and beyond. This reading of a Black superhero’s world, Luke Cage’s “Harlem World,” thus brings about an awareness of a necessary racial presence, resulting in a grounding of racial realities, that subverts an ideal post-racial afterlife in the post-Obama “American” universe. By understanding the show’s characters and the setting of Harlem as another type of Americana manifestation, an America that from its origin to its current iteration is constructed through race, we can continue to learn the significance of representation and how working through issues of race for African Americans and People of Color impacts everyone. If we continue to resist the racial tensions and realities in our social climate, then we run the risk of contributing to the racial issues we say we would like to help heal. Keywords: Luke Cage, race, rhetoric, Afrosurrealism, Aristotle, Marvel, MCU Angela D. Mack is a PhD student at Texas Christian University studying Rhetoric and Composition. Her research areas include poetry/poetics, rhetorics of performance, sound studies, and critical race and ethnic studies. She has taught composition and poetry courses incorporating popular culture and multimodality in her classrooms. MLA Mack, Angela D. “Afrosurrealism, Aristotle, and Racial Presence in Netflix’s Luke Cage.” Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, vol. 7, no. 2. http://journaldialogue.org/v7-issue-2/afrosurrealism-aristotle-and-racial-presence-in-netflixs-luke-cage/ APA Mack, A. D. (2020). Afrosurrealism, Aristotle, and Racial Presence in Netflix’s Luke Cage. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 7(2). http://journaldialogue.org/v7-issue-2/afrosurrealism-aristotle-and-racial-presence-in-netflixs-luke-cage/
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Elspeth Iralu*
University of New Mexico
Albuquerque, New Mexico, USA
iralu@unm.edu
Caitlin Grann*
University of New Mexico
Albuquerque, New Mexico, USA
cgrann@unm.edu
*The authors wish to indicate that there is equal authorship on this article.
This paper takes on the mixtape as a pedagogical method for approaching urgent and critical topics within the undergraduate online classroom. Drawing on two case studies from different sections of an introductory course on environmental and social justice taught in an American studies department, we demonstrate how mixtape-inspired assignments offer a method for theorizing and enacting the connections between popular culture and critical scholarship around injustice in the humanities and social sciences while Keywords: mixtape, environmental justice, online classroom, online teaching and learning, popular culture, pedagogy Elspeth Iralu is a Visiting Assistant Professor in the department of Community and Regional Planning at the University of New Mexico, where she teaches courses on Indigenous planning, environmental and social justice, and decolonial politics. Her research brings transnational American studies into critical dialogue with Indigenous geographies. Her writing has appeared in The New Americanist, the Journal of Native American and Indigenous Studies, and the American Association of Geographers Review of Books. Caitlin Grann is a PhD candidate in American Studies at the University of New Mexico. Her current research explores the relationality of avant-garde and alt-country via a reimagined North American Southwest as it exists in the archive of artist Jo Harvey Allen. Caitlin makes photographic artist books in tandem with her scholarly research. Several of her pieces are in permanent collections of the Southwest Collection/Special Collections Library at Texas Tech University in Lubbock, Texas. MLA Iralu, Elspeth and Caitlin Grann. “Hell You Talmbout: Mixtapes as method for online environmental justice pedagogy.” Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, vol. 7, no. 1. 2020. http://journaldialogue.org/issues/v7-issue-2/hell-you-talmbout-mixtapes-as-method-for-online-environmental-justice-pedagogy/ APA Iralu, E. & C. Grann. (2020). Hell You Talmbout: Mixtapes as method for online environmental justice pedagogy. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 7(2). http://journaldialogue.org/issues/v7-issue-2/hell-you-talmbout-mixtapes-as-method-for-online-environmental-justice-pedagogy/
Abstract
also altering the space of the classroom to promote deeper student engagement, comprehension, and reflection. We argue that introducing popular culture as both content and method within an undergraduate course not only strengthens student understanding of key concepts and the relevance of these outside the classroom, but also acknowledges the importance of time and context within the space of the online course. Popular culture, a component of this context, enriches the online learning experience and responds to contemporary issues and events that students encounter in the material world. Mixtapes serve as a conceptual tool for understanding the contents of a syllabus and as a pedagogical tool for assessment. The practice of making mixtapes within a course on environmental and social justice opens the possibility for radical expression.Author Bio
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Lance Eaton
North Shore Community College
Lynn, Massachusetts, USA
leaton04@northshore.edu
Alex Rockey
California State University, Bakersfield
Bakersfield, California, USA
arockey@ucdavis.edu
Teaching popular culture comes with many opportunities and challenges in a traditional classroom, but equally interesting and valuable are the possibilities that teaching such a course online can provide. This article explores how “Popular Culture in the US,” an online course at a community college, embraces some key attributes of the digital world such as multimodal communication and Web 2.0 interactivity. Evolved from a face-to-face community college course, the online version has increasingly developed to move from an instructor-centered to a student-centered approach that relies upon various engagement strategies. By using student choice, OER-enabled pedagogy, and constructivist approaches, the instructor engages students by leveraging the Internet to educate students, empower them as creators of content, and support critical participation in popular culture. The article illustrates how teaching within the online space can enhance teaching and learning, particularly for courses that have a disciplinary focus on popular culture and media. Keywords: pop culture, online course, constructivism, community college, universal design for learning, open pedagogy, open educational resources, interaction, multimodal Lance Eaton has been teaching at North Shore Community College for over 15 years. He has Master Degrees in American Studies, Public Administration, and Instructional Design. He is currently a PhD candidate at UMASS Boston in the Higher Education program and his dissertation focuses on how scholars engage in academic piracy. He is also the Educational Programs Manager at the Berkman Klein Center for Internet and Society at Harvard University and a part-time instructor at Southern New Hampshire University. He has given talks, written about, and presented at conferences on open pedagogy, hybrid flexible learning, and digital service learning. His musings, reflections, and ramblings can be found on his blog: http://www.ByAnyOtherNerd.com. Alex Rockey, PhD, is an instructional design consultant for the teacher education department at California State University, Bakersfield. Alex also will teach and supervise emerging educators at CSU-Bakersfield in the fall. She has experience both as a teacher in K-16 contexts and as an instructional designer. Her research focuses on the ecology of feedback in online courses that considers instructor and student perceptions as well as the impact of mediating technologies. She curates her work on online education on her website: https://alexrockey.com/. APA Eaton, L. & Rockey, A. (2020). Triple threat or triple opportunity: When a pop culture course goes online at a community college. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 7(2). http://journaldialogue.org/v7-issue-2/triple-threat-or-triple-opportunity-when-a-pop-culture-course-goes-online-at-a-community-college. MLA Eaton, Lance and Alex Rockey. Triple Threat or Triple Opportunity: When a Pop Culture Course Goes Online at a Community College. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, vol. 7, no. 2, 2020. http://journaldialogue.org/v7-issue-2/triple-threat-or-triple-opportunity-when-a-pop-culture-course-goes-online-at-a-community-college.
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Bridget Goodman
Nazarbayev University
Nur-Sultan, Kazakhstan
bridget.goodman@nu.edu.kz
In the previous three columns, I highlighted ways in which social media is providing resources, platforms, and inspiration to continue to educate our students and/or our children during this pandemic. The presentation of these offerings has been driven by my view, influenced in part by early positive reports out of China, that continuing to teach online can provide structure and a sense of “normalcy” to students and teachers who are forced to remain at home. Continue Reading →
Bridget Goodman
Nazarbayev University
Nur-Sultan, Kazakhstan
bridget.goodman@nu.edu.kz
My last two columns focused, needfully and mindfully, on serious dimensions and issues of the coronavirus crisis and teaching. Today, I turn to relatively light-hearted questions of the roles celebrities are playing in the age of corona. Continue Reading →
Bridget Goodman
Nazarbayev University
Astana, Kazakhstan
bridget.goodman@nu.edu.kz
Image 1: A flyer from the New Jersey Coalition for Inclusive Education thanks participants and shares links to resourcesdeveloped for parents and educators as they transition to online teaching. https://twitter.com/NJCIE/status/1243652229388697600?s=20
In my previous column, I twice referred to “vulnerable” populations—the medically vulnerable, and small businesses, each of which in their own way may be at risk for succumbing to this pernicious virus. The reality is that these are just two examples of needs that are made more visible by this epidemic. Continue Reading →
Bridget Goodman
Nazarbayev University
Astana, Kazakhstan
bridget.goodman@nu.edu.kz
There is a saying “may you live in interesting times”, which is intended as a curse. This curse has seemingly come to pass as all around the world many educators like myself sit at home, 6 feet apart from another, trying to plan or adapt lessons for online consumption while outside the classroom where we once taught, a pandemic spreads and a war rages against it. As I scroll through Twitter and Facebook and read links to online news articles through both platforms, I, as an applied linguist, find myself analyzing all the different ways people are talking about this disease. Continue Reading →
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