Media analysis as critical reflexology in exploring adult learning theories

Abstract

Examining media artifacts as a learning method has received little attention in human resource development (HRD) despite it being a predominate form of information and influence in popular culture. As Giroux (2002) opines, media functions as a form of public pedagogy by offering situations and contexts through which viewers can vicariously experience, critique, reflect, and learn about individual and group differences. Although adult education has a long history of using popular culture to examine and teach critical pedagogical practices, its focus within the HRD literature and practice has been limited. Our summary article will synthesize the student-authored articles' results using themes found in Wright and Sandlin's (2010) review of adult education and media analysis literature. We then discuss the student-author experiences of interacting with their media artifact and the relative implications for instructional practice and furthering research on critical HRD, adult learning, and media analysis. KeywordsAdult learning, critical HRD, media analysis Through this issue, the authors introduce and extend the analysis of popular culture to the human resource development (HRD) and adult education (AE) disciplines. The first stirrings of a critical review of HRD core areas and popular culture appeared in Callahan and colleagues' ADHR (2007, 9:2) issue on leadership development, suggesting that media served as both a pleasurable and instructional tool for developing professional competencies. Although exploring critical media analysis has a solid grounding in the adult education literature (i.e., Tisdell, 2008;Wright, 2010) as evidenced by Wright's (this issue) comprehensive review of popular culture and learning, HRD has been slower to engage in critical analysis perhaps due to its burgeoning focus on learning for performance (Bierema &

Fifty Years of Science Fiction Television

“…Once a certain concept is taught, for example, media clips might be used to reinforce what has been established through readings and lecture, and to apply that knowledge for transfer into the professional setting (Schunk, 2011, p. 196). With respect to assignments appropriate for classroom instruction, Hutchins and Bierema (2013) identify a number of effective practices for adult education using popular media, including critical reviews, journaling and autobiographical response pieces, and guided discussions; each of these could be useful in the application of these series to the teaching of public administration across a variety of topics, depending on the specific situation of the students and instructor.…”

“…They emphasize the importance of "identify[ing] the best possible materials for this purpose and present[ing] them imaginatively" (1995, p. 7). These sentiments are echoed in the adult education literature (Diamantes & Ovington, 2003;Hutchins & Bierema, 2013;Laz, 1996;Marshall, 2012;Wright, 2013). As Wright (2013) notes, fandom often creates a bond among diverse individuals that provides them a shared social space for the examination of sensitive issues.…”

Le Tv Series Come Pedagogia Pubblica Degli Adulti: Rappresentazioni Mediatiche in Discussione

“…Questi prodotti televisivi hanno un significativo impatto nella vita quotidiana delle persone perché possono confermare stereotipi, contribuire alla critica o introdurre nuove idee; possono trasmettere significati, valori, atteggiamenti o suggerire modelli di comportamento. Le TV series costituiscono una forma di narrativa popolare che si configura come un vero e proprio spazio di apprendimento informale nella vita quotidiana degli adulti (Hutchins & Bierema, 2013).…”

“…Come forma mediatica di pedagogia pubblica e popolare (non nell'accezione di basso livello), le fictions TV sviluppano una critical medial literacy che diventa un aspetto cruciale nel contesto di un apprendimento lifelong e lifewide. Il loro potenziale formativo si sviluppa a livello di educazione informale (Tramma, 2009) sotto forma di apprendimento implicito e tacito, che accomuna gruppi di persone, ne influenza l'immaginario e le scelte, fornisce informazioni e punti di vista, stimola la riflessione individuale e collettiva (Hutchins & Bierema, 2013), segnala momenti di particolare impatto trasformativo (Wright, 2018).…”

Illustrating Relevance, Questioning Norms, and Creating Space

“…Making that definition come to life is much more difficult. To create space for new ways of thinking about concepts in HRD, it is important to engage learners in critically reflexive (Hutchins & Bierema, 2013) exercises that encourage the application of what has been learned to daily work and expectations. A thoughtful instructor could guide these exercises with the ability to make connections between the thoughts and opinions of learners and existing scholarly dialogue.…”