Article List | V9 Issue 4

RSS feed for this section

Embracing the Fiasco!: Roleplaying Games, Pedagogy and Student Success

Erik Stanley
Eastern New Mexico University
Portales, New Mexico, USA
Erik.Stanley@enmu.edu

David Sweeten
Eastern New Mexico University
Portales, New Mexico, USA
David.Sweeten@enmu.edu

Michelle Schmidt
Eastern New Mexico University
Portales, New Mexico, USA
Michelle.Schmidt1@enmu.edu

Abstract

This article explores the relationship between games and pedagogy through the example of the roleplaying game Fiasco!. Fiasco! is a part of a growing genre of collaborative roleplaying games (RPGs) that have important applications in the university classroom. Fiasco! is an innovative game system that upends the traditional model of Game Master-led RPGs to create a collaborative environment for players to create their own stories. This paper explores how the unique model embedded within Fiasco! can be employed as a pedagogical tool for active student-led learning. 

To showcase the pedagogical innovations of a game like Fiasco!, we present classroom applications in English, Anthropology, and Sociology. Our experiences teaching with Fiasco! show how quickly and intuitively the game can be integrated into curricula with significant benefits for student engagement and learning. Roleplaying games that emphasize player agency, like Fiasco!, offer adaptive and innovative strategies for student-led learning in an interdisciplinary setting. Much as the structure of Fiasco! drives player engagement by making each player an equal participant in the generation of narrative content, using Fiasco! in the classroom allows each student an equal stake in developing course material. Beyond individual case studies, this article offers pedagogical inspiration for using Fiasco! in a variety of classroom settings that offer the possibility of an adaptive and interdisciplinary approach to student engagement. 

Keywords: Active Learning, Gamification, Student Centered Education, Teaching Strategies, Interdisciplinary, Roleplaying Games, Flipped Classroom Introduction

Author Bios

Dr. Erik Stanley is an Assistant Professor of cultural anthropology at Eastern New Mexico University. He received his PhD from the University of Virginia in 2015. His theoretical research interests in socio-cultural anthropology include pedagogy and popular culture, digital humanities, museum studies and student engagement, anthropology of science fiction/fantasy, human-environmental relations and the anthropology of religion. His ethnographic research focuses on the Mopan Maya of Belize, C.A. and is concerned with the transformation of cacao (Theobroma cacao) from a ritually and culturally important plant to a global commodity. His publications include the article Monilia ( Moniliophtora roreri ) and the Post-Development of Belizean Cacao in the journal Culture, Agriculture, Food and Environment as well as Religious Conversion and the Decline of Environmental Ritual Narratives in the Journal for the Study of Religion, Nature and Culture. For more information on his research, please visit https://enmu.academia.edu/ErikStanley

David Sweeten is an Assistant Professor of Early British Literature at Eastern New Mexico University whose primary scholarly work focuses on the intersections of economic thought, marriage, and gender in Middle English texts, including a chapter on inter-reliant economies and social capital in Wynnere and Wastoure, entries on wealth and money in The Chaucer Encyclopedia, and a larger book project on the economics of marriage, gender, and agency in late Middle English literature. In addition to his work in medieval literature, David Sweeten has also taught courses on fantasy fiction, comics, composition pedagogy theory, and critical theory. Each semester, his composition courses heavily focus on fandom, popular culture, and gaming to reach students where they are and develop stronger critical analysis, research, and writing skills. More information can be found at: https://enmu.academia.edu/DavidSweeten 

Michelle Schmidt is an Assistant Professor of Sociology at Eastern New Mexico University. She received her Ph.D. from the University of Illinois Urbana-Champaign in 2018. Her research interests include popular culture as pedagogy, community and environmental health, and transnational economic development. Her pedagogical research focuses on the implementation of active learning strategies in the classroom. She presents annually at the Southwest Popular/American Culture conference on using popular culture, media, and games to teach sociological theory. Her ethnographic research in Belize, C.A. focuses on the intersection of modernization with Indigenous agriculture, food, and health systems. She has an article in Agriculture and Human Values entitled Cultivating Health: Diabetes resilience through neo-traditional farming in Mopan Maya communities of Belize and a chapter Commodification and Respect: Indigenous contributions to the sociology of waste in The Handbook of Waste Studies. More information can be found at: https://enmu.academia.edu/MichelleSchmidt 

Suggested Citation

APA:

Stanley, E., Sweeten, D., & Schmidt, E. (2022). Embracing the Fiasco!: Roleplaying games, pedagogy and student success. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 9(4). http://journaldialogue.org/issues/v9-issue-4/embracing-the-fiasco-roleplaying-games-pedagogy-and-student-success/

MLA:

Stanley, Erik, David Sweeten and Michelle Schmidt. “Embracing the Fiasco!: Roleplaying Games, Pedagogy and Student Success”. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, vol. 9, no. 4, 2022. http://journaldialogue.org/issues/v9-issue-4/embracing-the-fiasco-roleplaying-games-pedagogy-and-student-success/

Download as PDF

“It’s Not My Immediate Instinct”: Perceptions of Preservice Teachers on the Integration of Popular Culture

Melinda S. Butler
University of Southern Maine
melinda.butler@maine.edu

Nadine Bravo
University of Southern Maine
nadine.bravo@maine.edu

Eva S. Arbor
University of Southern Maine
eva.arbor@maine.edu

Abstract

Popular culture curricula integration provides educational benefits for students (Morrell, 2002; Petrone, 2013); bridging students’ out-of-school popular culture knowledge with their in-school literacies promotes learning, engages students, and values students’ background knowledge (Dyson, 1993, 2021; Marsh, 2006; Morrell, 2002; Petrone, 2013). Therefore, teacher educators may consider the addition of popular culture education into preservice teacher’s preparation for teaching (Petrone, 2013). In this qualitative study, researchers were interested in asking the following questions: What popular culture texts did preservice teachers consume as children and adults? and How does preservice teachers’ previous popular culture text consumption factor into decisions to include or exclude popular culture texts in the curriculum?  Preservice teachers in a graduate teacher education program participated in surveys and interviews about their popular culture text consumption (e.g., podcasts, television shows) as children and adults. Additionally, participants were questioned about the affordances and constraints of integrating popular culture texts into the curriculum. Data were coded using In Vivo coding (Saldańa, 2013), and analyzed through a sociocultural lens (Vygotsky, 1978). Themes that were generated from the findings were: 1) popular culture text consumption as both social and shared; 2) popular culture text integration as a way to entice and engage students in learning; 3) popular culture texts as engaging and relatable; 4) popular culture as digital texts; and 5) popular culture texts as unknown or unimportant. Although all participants spoke about the benefits of popular culture text integration, the preservice teachers who consumed more of them as children and adults spoke more favorably about including popular culture texts in curricula.

Keywords: Literacy/reading; preservice teacher education; qualitative research; popular culture

Author Bios

Melinda S. Butler, Ed.D, is an assistant professor of literacy in the Department of Literacy, Language, and Culture at the University of Southern Maine and the Director of the USM Summer Reading and Writing Workshop. Her research interests include popular culture texts, student access to texts, literacy clinics, and independent reading.   

Nadine Bravo is a multilingual and multicultural second-year graduate student at the University of Southern Maine, pursuing two M.Ed. (ETEP and TESOL) and a Graduate Studies Certificate in Native American Studies at Montana State University. Her research interests revolve around the literacy of Native American English Language Learners.

Eva Arbor is finishing up her Master’s in Policy, Planning, and Management with the University of Southern Maine in hopes of one day opening a non-profit in Bangor, Maine, where she is originally from. Her interests are centered around advocacy, family planning, and access to mental health resources for marginalized individuals.

Suggested Citation

APA:

Butler, M.S., Bravo. N., & Arbor E.S. (2022). “It’s not my immediate instinct”: Perceptions of pre-service teachers on the integration of popular culture. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 9(4), http://journaldialogue.org/issues/v9-issue-4/its-not-my-immediate-instinct-perceptions-of-preservice-teachers-on-the-integration-of-popular-culture/

MLA:

Butler, Melinda, et al. ““It’s not my immediate instinct”: Perceptions of pre-service teachers on the integration of popular culture.” Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, vol. 9, no. 4, http://journaldialogue.org/issues/v9-issue-4/its-not-my-immediate-instinct-perceptions-of-preservice-teachers-on-the-integration-of-popular-culture/

Download as PDF

Tackling History in the Cultural Studies Seminar

Becca Cragin
Bowling Green State University
Bowling Green, Ohio, USA
bcragin@bgsu.edu

Abstract

While cultural theory developed in past eras was often marred by the biases of its privileged authors, we are still often required to teach the canon, so that graduate students can recognize past intellectual trends to which current critiques of the canon respond. In this article, a “History of Feminist Theory” course is employed as an example of larger principles of foundations course design that can be used in any cultural studies seminar to productively address the tension between old and new schools of thought. It provides suggestions for structuring syllabi and discussions in ways that productively engage with earlier texts, yet without reinforcing their canonicity. The author suggests that viewing “classics” through a comparative and predominantly historical lens can allow teachers to address current cultural issues such as the #MeToo and Black Lives Matter movements via the use of older texts, constructively balancing the need to identify their oversights with the need to learn the history of a particular field. Students usually wish to analyze the popular culture of the present, sometimes resenting being obliged to take historical/foundational courses. However, these are courses we are often required to teach. The tension between obligations and interests can either derail a grad seminar or be harnessed constructively to help students critique the cultural studies canon more effectively.

Keywords:  History, Foundations, Theory, Pedagogy, Canon, Classics

Author Bio

Becca Cragin is an Associate Professor of Popular Culture at Bowling Green State University in Ohio. She received her Ph.D. in Women’s Studies from Emory University in 2002 and her B.A. in Sociology/Anthropology from Swarthmore College in 1992. Her research and teaching interests include gender and sexuality in television and film, in comedy and crime genres.

Suggested Citation

APA

Cragin, Becca. “Tackling History in the Cultural Studies Seminar.” Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. http://journaldialogue.org/issues/v9-issue-4/tackling-history-in-the-cultural-studies-seminar/

MLA

Cragin, B. (2022). Tackling History in the Cultural Studies Seminar. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. http://journaldialogue.org/issues/v9-issue-4/tackling-history-in-the-cultural-studies-seminar/

Download as PDF

Provoking Awareness and Practical Applications in Popular Culture and Pedagogy: Syllabi, Games, and Teaching in Higher Education

Recognizing how we absorb ourselves with popular culture offers potential for learning more about ourselves and enhancing teaching and learning. Yet seeing our practices can require purposeful effort. Over time, scholars and advocates have promoted increasing our awareness of the popular culture we consume and what influences, ideas, and values are produced and reproduced. For example, to unpack gender in media, the Bechdel-Wallace Test is an exemplar of raising awareness of women’s presence (or lack thereof) (Hooton, 2015). The test asks audiences to consider: if there are any women in the narrative, if the women have names, and if the women talk to each other about something other than a man. Through a simple analysis, viewers are prompted to engage in a simple critical reflection of the work. 

A simple analysis of the presence of women in media echo organizational and governmental work through gender audits and gender mainstreaming. Such work aims to unpack how gender is represented and ways to embed considerations of gender from the onset of teaching, learning, research and other work. Looking into curriculum for instance, a gender audit can be a simple tool to review the authorship of assigned readings. How many are authored by a certain gender? Who is missing in the authorship? And what does the potential emphasis on one gender say about the production of knowledge? Often the result in assigned readings in curriculum showcase an emphasis on male thought and authorship, suggesting men own knowledge (CohenMiller & Lewis, 2019; Lewis & CohenMiller, 2022). 

We are pleased to announce our fall issue, “Provoking Awareness and Practical Applications in Popular Culture and Pedagogy: Syllabi, Games, and Teaching in Higher Education” of Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. With a special double issue in February, this issue marks a unique fourth issue of the year. In the first article of this issue, Becca Craigin emphasizes the importance of syllabi and what they evoke and suggest to learners. Cragin describes how she works with students to engage them and lead to generation of ideas through studying the historical canon of feminist theory. She further notes how the prejudices of the past can be implicated in today’s teaching and learning if not carefully unpacked and addressed.Ultimately, Cragin guides readers through the importance of syllabus development and the ways in which our choices are “building cultural theory today.”

Framing a class with a syllabus offers an essential path towards teaching and learning. Likewise, understanding examples of classroom practice suggest insights for pedagogical practice. In our second article of the issue, Erik Stanley, David Sweeten, and Michelle Schmidtunpacks how games can be embedded within the formal classroom. Drawing from experiences of using one game, Fiasco!, they explain the utility of its application across disciplinary fields of English, anthropology and sociology.

Just as we can consider how gender is represented in popular culture and pedagogy, we can also work to increase our understanding of the intersectional nature of our lives. The ways we enter the world and the way others see us often intersect with our perceived ethnicity, region of world, socioeconomic status and class/caste/tribe, gender identity and presentation. These topics reflect our cultural and historical context.

In the third article of this issue, Melinda Butler, Nadine Bravo, and Eva Arbor explain in their article, “It’s Not My Immediate Instinct”: Perceptions of Pre-service Teachers on the Integration of Popular Culture,” how sociocultural theory can help explain how our backgrounds influence our today. Specifically, the researchers examine preservice teachers’ consumption of popular culture and how their unique experiences with popular culture (or lack thereof) may color their openness to and/or hesitation over integrating popular culture texts into their curriculum. Butler et. al., in turn, observe five key themes that emerge across their interviews with pre-service teachers as related to questions of the incorporation of popular culture in the classroom: 1) Popular culture as social and sharing; 2) Popular culture as a way to hook kids; 3) Popular culture integration and engaging and relatable; 4) Popular culture as digital texts; and 5) Popular culture as unknown and unimportant. Through a robust exploration of these themes, Butler et. al. reveal the invaluable benefits of integrating popular culture in the classroom. Further, they offer suggestions on how to encourage the active and intentional use of poplar culture texts on the part of teachers and how this incorporation can lead to a more generative and “permeable” curriculum.

In addition to the three robust articles in this issue, this issue also includes connections to a recent online publication of Tyler Sheldon’s Review of The Missing Course: Everything They Never Taught You About College Teaching, by David Gooblar. Sheldon emphasizes Gooblar’s points about the critical need for drawing in students through active learning especially in extracurricular learning.

Overall, the scholarship offered in volume 9, issue 4,Provoking awareness and Practical Applications in Popular Culture and Pedagogy: Syllabi, Games, and Teaching in Higher Education, speaks to “diversifying the narrative” (Cragin, this issue) about popular culture and pedagogy. Ultimately, we can work and learn from one another about consciously increasing our awareness and practices for enhancing research and teaching and learning.

We want to thank the incredible team of collaborators including the authors featured in the issue and willing peer-reviewers who made the scholarship possible, insightful Copy Editors (Arlyze Menzies, Miriam Sciala, and Robert Gordyn), Reference Editors (Joseph Yap, Yelizaveta Kamilova, and April Manabat) and Production Editor and Creative Director (Douglas CohenMiller). In reading the articles and Book Review in this issue, we hope you are engaged to consider and actively take steps to provoke new thinking and practice in teaching and learning in popular culture and pedagogy.

We look forward to hearing your thoughts on this issue and look forward to your submissions for future issues as we move into our 10th year in 2023!

Happy reading!

Anna CohenMiller
Editor in Chief

Karina A. Vado
Managing Editor & Musings Editor

References

CohenMiller, A., & Lewis, J. (2019). Gender audit as research method for organizational learning and change in higher education. In V. Demos, M. Segal, & K. Kelly (Eds.) Gender and Practice: Insights from the Field (Advances in Gender Research, Vol. 27), Emerald, pp. 39-55. https://www.emerald.com/insight/content/doi/10.1108/S1529-212620190000027003/full/html

Hooton, C. (2015). Please stop calling it the Bechdel Test says Alison Bechdel. https://www.independent.co.uk/arts-entertainment/films/news/please-stop-calling-it-the-bechdel-test-says-alison-bechdel-10474730.html

Lewis, J., & CohenMiller, A. (2022).  Gender audit as pedagogical tool. In Kitchener, M. (Ed). Handbook for the Promotion of Gender Sensitive Curriculum: Teaching and Learning Strategies. Available from: https://www.brookes.ac.uk/ocsld/publications/.

Suggested Reference Citation

APA

CohenMiller, A., & Vado, K. (2022). Syllabi, games, and teaching in higher education: Provoking awareness and practical applications in popular culture and pedagogy. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 9(4). http://journaldialogue.org/issues/v9-issue-4/provoking-awareness-and-practical-applications-in-popular-culture-and-pedagogy-syllabi-games-and-teaching-in-higher-education/

MLA

CohenMiller, Anna, and Karina Vado. “Syllabi, Games, and Teaching in Higher Education: Provoking Awareness and Practical Applications in Popular Culture and Pedagogy.” Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, vol. 9, no. 4, 2022. http://journaldialogue.org/issues/v9-issue-4/provoking-awareness-and-practical-applications-in-popular-culture-and-pedagogy-syllabi-games-and-teaching-in-higher-education/

https://bosaljournals.com/pages/https://asianmedjam.com/pages/https://iojpe.org/jepang/https://viguera.com/depo-10k/https://ejournal.aibpmjournals.com/scatter-hitam/https://kpmsurabaya.id/depo-10k/https://kpmsurabaya.id/pasarantogel2/https://www.viguera.com/slot-gacor/https://ktadigitalpgri.org/assets/dist/img/atmos88/https://jms.ump.edu.pl/public/php/https://mamanimanulhaq.id/demo/https://perdami.or.id/wp-content/pasarantogel2/https://jurnal.pusatsains.com/mpo/https://ube.edu.ec/depo10k/https://jakarta.perdami.or.id/wp-content/depo-10k/https://jakarta.perdami.or.id/mpo/https://yaumarabi.arab-um.com/zeus-vs-hades/https://prosiding.arab-um.com/idn/https://sulsel.perdami.or.id/https://www.hnpublisher.com/akun-pro-kamboja/http://controlvisible.auditoria.gov.co/pages/sgm-depo/https://iojpe.org/public/https://kirimmurah.co.id/depo-10k/https://app.sinarjaya.co.id/pasarantogel2/https://mediaakademik.com/wp-content/slot-luar/https://njmr.in/public/files/https://viguera.com/slot-thailand/https://humanika.penapersada.com/public/wp/https://www.hnpublisher.com/wp-content/slot-luar-negeri/http://citaitb.com/wp-content/document/https://journal.pesma-annur.net/pasarantogel2/https://ojs.isg-konf.com/pasarantogel2/https://mitrasmart.co.id/akun-pro-thailand/https://ideapublishers.org/pasarantogel2/https://asianmedjam.com/js/scatter-hitam/https://web.rsmatamakassar.org/-/pasarantogel2/https://www.journalprenatalife.com/public/https://isbrmj.org/public/https://hr.tarunabakti.or.id/system/idn/https://algede.org/wp-content/atmos88/https://journal.iapi-indonesia.org/resmi/https://membership.iapi-indonesia.org/slot-luar-negeri/http://ttdt.hvu.edu.vn/akunpro/https://ktadigitalpgri.org/assets/dist/img/akun-pro/https://brawijayahospital.com/assets/pasarantogel2/https://caet.inspirees.com/slot-luar/https://ejournal.aibpmjournals.com/gates-of-olympus/http://citaitb.com/idn/https://sibacargo.co.id/storage/akun-pro-thailand/https://masonhq.org/https://www.vertitech.gr/wp-content/situs/https://rsmatamakassar.org/https://ktadigitalpgri.org/assets/dist/img/slot-maxwin/https://ktadigitalpgri.org/assets/dist/img/slot-zeus/https://hr.tarunabakti.or.id/zeus-slot/https://ktadigitalpgri.org/assets/dist/img/maxwin/https://ktadigitalpgri.org/assets/dist/img/thailand/https://isbrmj.org/starlight-princess/https://apps.phar.ubu.ac.th/phargarden/userfiles/true-wallet/https://jakarta.perdami.or.id/idn/https://chiesadellarte.org/https://iojpe.org/thailand/https://ktadigitalpgri.org/assets/dist/img/zeus/https://journal.loupiasconference.org/idn/https://hr.tarunabakti.or.id/luar-negeri/https://arnet.or.id/akun-pro-kamboja/https://hr.tarunabakti.or.id/maxwin/https://ouvidor.rubineia.sp.gov.br/uploads/akun-pro-thailand/https://membership.iapi-indonesia.org/maxwin/https://kabarkalsel.com/uploads/akun-pro-thailand/https://hr.tarunabakti.or.id/idn/https://ktadigitalpgri.org/assets/dist/img/pasarantogel2/https://ktadigitalpgri.org/assets/dist/img/platinum/https://thepab.org/public/pro/https://digital.indef.or.id/https://journal.iapi-indonesia.org/garansi/https://ejournal.usm.my/public/slot-luar-negeri/https://ojs.co.id/wp-content/cache/https://ejournal.usm.my/public/slot-dana/https://www.hama-univ.edu.sy/slot-luar/https://js.lhu.edu.vn/judi-slot-triofus/https://vagas.unimedjau.com.br/storage/slot-depo-10k/https://daurah.arab-um.com/https://publicaciones.svrid.org.ve/https://pjmhsonline.com/pasarantogel2/https://journals.uab.pt/sugar-rush/https://ojs.didaktik-der-mathematik.de/starlight-princess/https://nv.nung.edu.ua/http://periodicos.unifap.br/https://www.hnpublisher.com/wp-content/slot-gacor-malam-ini//https://www.unjc.cu/depo10k/https://untref.edu.ar/uploads/demo/gates-of-olympus/https://untref.edu.ar/uploads/demo/sweet-bonanza/https://asianmedjam.com/public/https://portalderevistas.uam.edu.ni/public/toto-slot/http://www.inmedsur.cfg.sld.cu/https://separcontenidos.es/dana/https://mediapencerahanbangsa.co.id/https://pdamindramayu.co.id/images/luar/https://kirimmurah.co.id/wp-content/scatter-hitam/https://learning.modernland.co.id/git/slot-depo-10k/http://controlvisible.auditoria.gov.co/public/https://ouvidor.rubineia.sp.gov.br/uploads/akun-pro-kamboja/https://cstvcnmt.gialai.gov.vn/demo/https://fanorpi.com.br/wp-content/https://conference.vestnik-vsuet.ru/https://bundamediagrup.co.id/wp-includes/mpo/https://bundamediagrup.co.id/wp-includes/sv388/https://editor.co.id/wp-content/akun-pro-kamboja/https://fjot.anfe.fr/js/https://www.unjc.cu/akun-pro-kamboja/https://jltl.com.tr/idnslot/https://esic.novacanaapaulista.sp.gov.br/uploads/akun-pro-kamboja/https://reg-hcuconf.hcu.ac.th/conf2024/public/css/https://isnujatim.org/slot-dana/https://perdami.or.id/wp-content/akun-pro-thailand/https://asianmedjam.com/akun-pro-kamboja/https://esic.novacanaapaulista.sp.gov.br/uploads/sigmaslot/https://www.rollingcarbon.org/https://asianmedjam.com/slot-deposit-pulsa/https://apps.phar.ubu.ac.th/nc/doc_files/bet/https://vagas.unimedjau.com.br/storage/slot-dana/https://www.sa-ijas.org/sweet-bonanza/https://journal.shamlands.sy/pages/io/https://vagas.unimedjau.com.br/storage/slot-luar-negeri/https://ojs.hospitalelcruce.org/pages/slot-luar-negeri/https://iojpe.org/atmos88/https://cwsconsulting.id/assets/uploads/slot-depo-10k/https://www.viguera.com/slot-kamboja/https://esic.novacanaapaulista.sp.gov.br/pro//https://arnet.or.id/akun-pro-thailand/https://vagas.unimedjau.com.br/storage/sigmaslot/https://lpmpkalbar.id/assets/depo10k/https://www.unjc.cu/sweet-bonanza/https://caet.inspirees.com/scatter-hitam/