Narratives from popular culture: Critical implications for adult education

Wright, Robin Redmon

doi:10.1002/ace.371

Cited by 14 publications

(8 citation statements)

References 10 publications

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“…Ethical issues and questions of human rights are common themes in both Trek and DW. For example, Wright (2010) paints TW, the DW spin-off, as a story of resistance against evil no matter its origin (alien or terrestrial), and emphasizes that the difference between right and wrong often hinges on the context surrounding a situation. She describes an incident FiFTy yeARS oF Science FicTion TeleviSion from the third series of the show (TW: "Children of Earth"), "when alien invaders demand a third of the human children in exchange for sparing the rest, and the governments of Earth readily agree to deliver the children from the poorest school districts because they are deemed less valuable" (p. 57).…”

Section: Teaching: Creative Ways To Connect With Studentsmentioning

confidence: 98%

Fifty Years of Science Fiction Television

Edwards

2014

Administrative Theory & Praxis

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The science fiction genre has long held a place in popular culture, and has gained significant popularity over the past century. This research examines themes of governance, bureaucracy, policy, and leadership presented in two of the genre's longest-running television franchises, Star Trek and Doctor Who. A grounded theory approach is utilized for a content analysis of all the stories from each franchise that have primary or secondary themes related to governance, bureaucracy, or policy. Results are presented in the context of Goodsell and Murray's framework for examining arts and media for public administration, with a specific focus on applications for teaching.

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Section: Teaching: Creative Ways To Connect With Studentsmentioning

confidence: 98%

Fifty Years of Science Fiction Television

Edwards

2014

Administrative Theory & Praxis

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“…From descriptive and critical analyses of consumerism (Sandlin, 2007), gender (Walker, et al 2010), and sexual orientation (Battles & Hilton-Morrow, 2002) in popular media to examining labor issues in historical and contemporary texts (Thompson, 2007), adult educators have highlighted media analysis as a potent tool for examining individual learning, cognition and identity formation. For example, Wright (2010) examined various television narratives (e.g. FOX News, The Daily Show, The Weather Channel) for examples of representative acts of resistance and neoliberal and conservative agendas.…”

Section: Adult Education and Media Analysismentioning

confidence: 99%

“…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 & …”

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confidence: 96%

Media analysis as critical reflexology in exploring adult learning theories

Hutchins

Bierema²

2013

New Horizons in Adult Education and Human Resource Development

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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 &

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“…Pop culture depictions of torture often rely on oversimplified notions of good versus evil (Wright 2010) and portray torture with a sense of foreboding conveyed through the cinematography and the score (Middleton 2010). For example, focusing on The Bourne Ultimatum and 24 , Brereton and Culloty (2012) describe both lead characters as traumatized protagonists who serve as surrogates for the American audience, combat internal enemies, and provide escapist entertainment.…”

Section: Entertainment Media and Torturementioning

confidence: 99%

Wait, There’s Torture in Zootopia? Examining the Prevalence of Torture in Popular Movies

Delehanty¹,

Kearns²

2020

Perspect. polit.

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Roughly half of the U.S. public thinks that torture can be acceptable in counterterrorism. According to recent research, dramatic depictions of torture increase public support for the practice. Yet we do not know how frequently—and in what context—torture is depicted across popular media. What messages about the acceptability and effectiveness of torture do Americans receive when they watch popular films? To address this question, we coded each incident of torture in the twenty top-grossing films each year from 2008 to 2017 to analyze how torture is portrayed in terms of its frequency, efficacy, and social acceptability. Results show that the majority of popular films—including films aimed toward children—have at least one torture scene. Across films, the messages sent about torture are fairly consistent. As expected, movies tend to depict torture as effective. Further, how movies portray torture is also a function of who is perpetrating it. Specifically, protagonists are more likely to torture for instrumental reasons or in response to threats and are more likely to do so effectively. In contrast, antagonists are more likely to use torture as punishment and to torture women. The frequency and nature of torture’s depiction in popular films may help explain why many in the public support torture in counterterrorism.

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Narratives from popular culture: Critical implications for adult education

Cited by 14 publications

References 10 publications

Fifty Years of Science Fiction Television

Fifty Years of Science Fiction Television

Media analysis as critical reflexology in exploring adult learning theories

Wait, There’s Torture in Zootopia? Examining the Prevalence of Torture in Popular Movies

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