Abstract

The recent cartoon show on Cartoon Network Steven Universe allows for the blending of both queer theory and media literacies to create a pedagogical space for students to investigate and analyze not only queerness, but also normative and non-normative identities. This show creates characters as well as relationships that both break with and subvert what would be considered traditional masculine and feminine identities. Additionally, Steven Universe also creates a space where sexuality and transgender bodies are represented. This paper demonstrates both the presence of queerness within the show and the pedagogical implications for using this piece of media within a college classroom. 

Keywords: Popular culture; Steven Universe; Queer Theory; Media Literacy; pedagogy

Author Bio

Misty Thomas received her BA in English and MA in Literature from the University of New Mexico. She is currently a Ph.D. student at the University of New Mexico in the Rhetoric and Writing Program. She focuses on feminist critical discourse analysis, social media, popular culture and queer theory. 

Suggested Citation

APA
Thomas, M. (2019). “I am a conversation”: Media literacy, queer pedagogy, and Steven Universe in college curriculum. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 6(3) http://journaldialogue.org/issues/v6-issue-3/i-am-a-conversation-media-literacy-queer-pedagogy-and-steven-universe-in-college-curriculum/

MLA
Thomas, Misty. “ ‘I am a Conversation’: Media Literacy, Queer Pedagogy, and Steven Universe in College Curriculum”. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, vol. 6, no. 3, 2019. http://journaldialogue.org/issues/v6-issue-3/i-am-a-conversation-media-literacy-queer-pedagogy-and-steven-universe-in-college-curriculum/