Introduction

Jubas, Kaela; Taber, Nancy; Brown, Tony

doi:10.1007/978-94-6300-274-5_1

Cited by 7 publications

(5 citation statements)

References 15 publications

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“…The four categories in question are: inclusivity and connectivity, empathy and identification, critical thinking and critical distance, holistic transformative learning. The case study findings are in line with those of some other studies (Jubas 2015;Førde 2019;Rivinen 2020), however, the focus of these studies is on adult education, not on older adult education. The so-called popular culture and popular pedagogy are a source of older adults' socially engaged and critical activities in terms of the construction of attitudes towards migration.…”

supporting

confidence: 88%

“…Film is an inspiration and narration that enters into a relationship with human beliefs and emotions and can lead to cognitive or emotional dissonance, which is the first stage of transformative learning. People are not passive receivers and there is not merely a "consumption of fiction", as noted by the Canadian author Jubas (2015). In fact, viewers repeatedly reconstruct their meanings as they accept, resist or transform cultural representations.…”

Section: Transformative Learning and Filmsmentioning

confidence: 99%

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Socially Engaged Older Adult Education on Refugees and Migrants: Documentaries on Role Model Refugees as an Innovative Strategy Leading towards an Inclusive Society

Ličen,

Findeisen,

Kutin

et al. 2020

Treatises and Documents, Journal of Ethnic Studies / Razprave in Gradivo, Revija Za Narodnostna Vprašanja

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The research focuses on older adults’ attitude to migration and the way their attitude is formed through making films, which is interpreted through the transformative learning theory. The research method consisted of a case study of the international project RefugeesIN. Data collection was conducted by means of interviews and participant observation in the period 2017–2019. The research findings revealed that project participants developed an innovative strategy for older adult education through filmmaking, which led to transformative learning. The following was highlighted by project participants as important elements of transformative learning: empathy and identification, holistic learning, critical thinking and critical distance .

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supporting

confidence: 88%

Section: Transformative Learning and Filmsmentioning

confidence: 99%

Socially Engaged Older Adult Education on Refugees and Migrants: Documentaries on Role Model Refugees as an Innovative Strategy Leading towards an Inclusive Society

Ličen,

Findeisen,

Kutin

et al. 2020

Treatises and Documents, Journal of Ethnic Studies / Razprave in Gradivo, Revija Za Narodnostna Vprašanja

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“…A ideia de cultura pop como pedagogia também é explorada por Kaela Jubas et al (2015), a partir do termo public pedagogy (popularizado por Carmen Luke e Henry Giroux), que abrange uma gama mais ampla de formas culturais, como museus, galerias, mídias sociais e culture jamming (um termo que indica práticas de intervenção cultural e Em consulta simples ao portal de periódicos da Capes 2 , em inglês, a expressão "pop culture pedagogies", bem como o termo em português ("pedagogias da cultura pop") não apontam resultados. Isso sugere que o conceito é desconhecido e/ou pouco difundido no Brasil, o que torna este artigo inaugural sobre essa perspectiva teórica.…”

Section: Pedagogias Da Cultura Popunclassified

Práticas inovadoras em educação: cultura pop e possibilidades didáticas

Santana,

Alves

2024

Rev. Pemo

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O objetivo deste artigo é descrever e analisar um conjunto de práticas didáticas realizadas por docentes do ensino superior, a partir do estudo de caso de uma faculdade pública de São Paulo. Os principais conceitos teóricos envolvem saberes docentes (Tardif, 2014), mídias e educação (Orozco-Gómez, 1997) e pedagogias da cultura pop (Maudlin e Sandlin, 2015). Partimos do pressuposto de que docentes utilizam conteúdos da cultura pop com o objetivo de facilitar o processo de ensino-aprendizagem. A metodologia teve caráter exploratório e qualitativo, com aplicação de questionário e grupo focal junto a professores de diferentes cursos de uma instituição de ensino superior tecnológico, com objetivo de entender se e/ou como conteúdos de cultura pop são utilizados em sala de aula. Os resultados indicaram diversas possibilidades didáticas, incluindo o uso de jogos como RPG, filmes, séries e músicas. No entanto, também foram apontadas dificuldades ao nível do planejamento e da aceitação de certos conteúdos pelo corpo discente.

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“…Koh and Benson (2011) assert that popular culture's value is more than just a consumptive activity for humans to enjoy, but also o ers immense, alluring pedagogical value that educators should use more extensively as a bridge to enriching course material in learning environments. Popular culture encourages humans to look at the world in new ways and challenge prior knowledge and/or opinions about a topic (Jubas, Taber, and Brown 2015), reiterating its pedagogical value in encouraging learners to approach familiar topics through a new lens, or unfamiliar topics with an air of curiosity. Further, Wright and Sandlin (2009) discuss the transformative learning experiences made possible through popular culture's ability to challenge preconceived notions about a topic, and although their analysis is applied to social justice issues, the same argument for transformative learning experiences using popular culture can be applied to data management.…”

Section: The Power Of Popular Culture In Educationmentioning

confidence: 99%

Developing Lesson Plans for Teaching Spatial Data Management in Academic Libraries through a Lens of Popular Culture

Gunderman

2020

Journal of Map & Geography Libraries

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Understanding data management in spatial data science is fundamentally important when ensuring a project's data is appropriately collected, analyzed, stored, and communicated. However, these concepts are often introduced to learners through compliance (i.e., we do this because we are required to or it is the right thing to do), and as a result can mean learning experiences around spatial data management are viewed less than enthusiastically. Academic libraries are places where engaging learning experiences around spatial data management can be explored and implemented through unique pedagogical techniques. For example, activities teaching spatial data management in academic libraries through a popular culture lens can make these topics more approachable and reduce learning barriers. In this paper, I present three lesson plans for academic librarians which approach teaching spatial data management through popular culture. The following concepts are represented: (1) understanding spatial metadata through Dungeons & Dragons; (2) learning to write good documentation through drawing Pokémon; and (3) developing good le naming habits with 1980s album covers. Alongside the lesson plans, I provide a narrative outlining why popular culture pedagogy is a useful technique to spatial data management education to increase the inclusivity and engagement around geospatial learning experiences in academic libraries.

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Introduction

Cited by 7 publications

References 15 publications

Socially Engaged Older Adult Education on Refugees and Migrants: Documentaries on Role Model Refugees as an Innovative Strategy Leading towards an Inclusive Society

Socially Engaged Older Adult Education on Refugees and Migrants: Documentaries on Role Model Refugees as an Innovative Strategy Leading towards an Inclusive Society

Práticas inovadoras em educação: cultura pop e possibilidades didáticas

Developing Lesson Plans for Teaching Spatial Data Management in Academic Libraries through a Lens of Popular Culture

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