Popular culture, public pedagogy and perspective transformation:<i>The Avengers</i>and adult learning in living rooms

Wright, Robin Redmon; Sandlin, Jennifer A.

doi:10.1080/02601370903031389

Cited by 23 publications

(13 citation statements)

References 16 publications

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“…Yet my research reveals that television narratives sometimes embolden viewers to oppose cultural systems of oppression (Wright, 2009;Wright and Sandlin, 2009b). I recognize, and am alarmed by, the burgeoning neoliberal ideological infiltration into our social and cultural realms through television narratives-and I agree with McLaren and Hammer (1996) that TV is the primary "way in which capitalism is able to secure cultural and ideological totalization and homogenization .…”

Section: Popular Culture Narrative and Adult Learningmentioning

confidence: 54%

Narratives from popular culture: Critical implications for adult education

Wright

2010

New Dir Adult Contin Educ

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Section: Popular Culture Narrative and Adult Learningmentioning

confidence: 54%

Narratives from popular culture: Critical implications for adult education

Wright

2010

New Dir Adult Contin Educ

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“…While there has been some discussion of public pedagogy in the field (Sandlin et al, 2013;Wright & Sandlin, 2009), thus far discussion of critical public pedagogy has been limited in adult education, requiring further development in theory, research, and practice (Sandlin et al, 2011). While there has been some discussion of public pedagogy in the field (Sandlin et al, 2013;Wright & Sandlin, 2009), thus far discussion of critical public pedagogy has been limited in adult education, requiring further development in theory, research, and practice (Sandlin et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

Art as Critical Public Pedagogy

Zorrilla

Tisdell

2016

Adult Education Quarterly

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This qualitative study explored the connection between art and adult education for critical consciousness from the perspective and work of conceptual artist, Luis Camnitzer. The theoretical framework is grounded in the critical public pedagogy literature. Data collection methods included interviews with conceptual artist Luis Camnitzer and with others familiar with his work, as well as textual analysis of his writing and visual art. The findings focus on the theme of exile in the life of the artist, his thoughts on the relation of art, politics, and education, and the role of conceptual art's potential for creating "dialogue" in the mind of the viewer by representing reality in unexpected ways. The discussion of the findings focuses on reexamining and redefining the concept of "dialogue" for art and adult education for critical consciousness in nonformal settings.

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“…Likewise, my research (Wright, 2007; Wright, 2009, Wright & Sandlin, 2009b) on women's life‐long learning from watching the first feminist on television, Dr. Cathy Gale, in the 1962–1964 UK crime drama The Avengers, revealed how powerful an impact such learning can have on women's life and career decisions. This empirical study indicated that learning from popular culture is not only meaningful, but may be recalled, reaffirmed and reapplied throughout the life‐span.…”

Section: Connecting Popular Culture To Theory and Practicementioning

confidence: 99%

Zombies, cyborgs, and other labor organizers: An introduction to representations of adult learning theories and HRD in popular culture

Wright

2013

New Horizons in Adult Education and Human Resource Development

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Too often, educators, researchers, and practitioners in the fields of adult education and human resource development rely on traditional curricular materials and an academic body of knowledge for teaching, evaluating, and training adults. This assumes a coherent body of prior knowledge, assumptions, worldviews, and experiences in their students that can enable them to seamlessly connect to those materials. Of course, the reality is something different. Yet within the arena of popular culture, diverse individuals often share an enthusiastic, unifying space called fandom. It is in this shared social space that holistic meaning‐making and transformational learning may be given succor. Through facilitated discussions around issues examined in popular cultural artifacts, sensitive and disparate perceptions can be explored and new, more critical worldviews can be examined. This article provides an overview of recent research on the intersection of popular culture and human resource development as it relates to workplace learning and workplace assumptions and attitudes. It explores innovative and alternative ways of framing workplace learning on a variety of topics and discusses the use of popular culture for critical workplace pedagogy.

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Popular culture, public pedagogy and perspective transformation:The Avengersand adult learning in living rooms

Cited by 23 publications

References 16 publications

Narratives from popular culture: Critical implications for adult education

Narratives from popular culture: Critical implications for adult education

Art as Critical Public Pedagogy

Zombies, cyborgs, and other labor organizers: An introduction to representations of adult learning theories and HRD in popular culture

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