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Author: Pauline J. Reynolds
Publisher: John Wiley & Sons
ISBN: 1118966236
Category : Education
Languages : en
Pages : 160
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Book Description
From the magazines and newspapers of the mid-1800s to movies and apps of the twenty-first century, popular culture and media in the United States provide prolific representations of higher education. This report positions artifacts of popular culture as pedagogic texts able to (mis)educate viewers and consumers regarding the purpose, values, and people of higher education. It: Discusses scholarly literature across disciplines Examines a diverse array of cross-media artifacts Reveals pedagogical messages embedded in popular culture texts to prompt thinking about the multiple ways higher education isrepresented to society through the media. Informative and engaging, higher education professionals can use the findings to intentionally challenge the (mis)educating messages about higher education through programs, policies, and perspectives. This is the 4th issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Author: Pauline J. Reynolds
Publisher: John Wiley & Sons
ISBN: 1118966236
Category : Education
Languages : en
Pages : 160
Get Book Here
Book Description
From the magazines and newspapers of the mid-1800s to movies and apps of the twenty-first century, popular culture and media in the United States provide prolific representations of higher education. This report positions artifacts of popular culture as pedagogic texts able to (mis)educate viewers and consumers regarding the purpose, values, and people of higher education. It: Discusses scholarly literature across disciplines Examines a diverse array of cross-media artifacts Reveals pedagogical messages embedded in popular culture texts to prompt thinking about the multiple ways higher education isrepresented to society through the media. Informative and engaging, higher education professionals can use the findings to intentionally challenge the (mis)educating messages about higher education through programs, policies, and perspectives. This is the 4th issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Author: Samantha Langsdale
Publisher: Univ. Press of Mississippi
ISBN: 1496827643
Category : Literary Criticism
Languages : en
Pages : 306
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Book Description
Contributions by Novia Shih-Shan Chen, Elizabeth Rae Coody, Keri Crist-Wagner, Sara Durazo-DeMoss, Charlotte Johanne Fabricius, Ayanni C. Hanna, Christina M. Knopf, Tomoko Kuribayashi, Samantha Langsdale, Jeannie Ludlow, Marcela Murillo, Sho Ogawa, Pauline J. Reynolds, Stefanie Snider, J. Richard Stevens, Justin Wigard, Daniel F. Yezbick, and Jing Zhang Monsters seem to be everywhere these days, in popular shows on television, in award-winning novels, and again and again in Hollywood blockbusters. They are figures that lurk in the margins and so, by contrast, help to illuminate the center—the embodiment of abnormality that summons the definition of normalcy by virtue of everything they are not. Samantha Langsdale and Elizabeth Rae Coody’s edited volume explores the coding of woman as monstrous and how the monster as dangerously evocative of women/femininity/the female is exacerbated by the intersection of gender with sexuality, race, nationality, and disability. To analyze monstrous women is not only to examine comics, but also to witness how those constructions correspond to women’s real material experiences. Each section takes a critical look at the cultural context surrounding varied monstrous voices: embodiment, maternity, childhood, power, and performance. Featured are essays on such comics as Faith, Monstress, Bitch Planet, and Batgirl and such characters as Harley Quinn and Wonder Woman. This volume probes into the patriarchal contexts wherein men are assumed to be representative of the normative, universal subject, such that women frequently become monsters.
Author: Edward P. St. John
Publisher: Taylor & Francis
ISBN: 1000784290
Category : Education
Languages : en
Pages : 296
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Book Description
Co-Learning in Higher Education addresses topics critical to the future of higher education: the wellbeing of communities, engagement of scholars supporting new generations of social activists, and the renewal and expansion of educational and career pathways. It develops a theory of co-learning that engages students and professors across generations in partnerships with community organizations, schools, and corporations that solve emerging social and environmental challenges. Collaboratively written cases discuss community projects, engaging pedagogies, and action research projects. These co-cases demonstrate the power of using critical pedagogies and social action within troubling contexts, rather than assuming public policy changes are the only solution. Contributors explore mentoring, discuss pedagogies that promote community wellbeing and equity, address the urgency of change in universities, and reflect on the implications of this chaotic period for empowering social agency among youth in rising generations. This is a timely volume for scholars and students in higher education and educational policy.
Author: Andrew James Hartley
Publisher: Cambridge University Press
ISBN: 1107171725
Category : Drama
Languages : en
Pages : 279
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Book Description
This book analyses the ways contemporary fiction writers draw on Shakespeare - the man, his work and his cultural legacy.
Author: Agnieszka Stasiewicz-Bieńkowska
Publisher: Springer Nature
ISBN: 3030717445
Category : Fiction
Languages : en
Pages : 277
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Book Description
This book explores the narratives of girlhood in contemporary YA vampire fiction, bringing into the spotlight the genre’s radical, ambivalent, and contradictory visions of young femininity. Agnieszka Stasiewicz-Bieńkowska considers less-explored popular vampire series for girls, particularly those by P.C. and Kristin Cast and Richelle Mead, tracing the ways in which they engage in larger cultural conversations on girlhood in the Western world. Mapping the interactions between girl and vampire corporealities, delving into the unconventional tales of vampire romance and girl sexual expressions, examining the narratives of women and violence, and venturing into the uncanny vampire classroom to unmask its critique of present-day schooling, the volume offers a new perspective on the vampire genre and an engaging insight into the complexities of growing up a girl.
Author: Barbara F. Tobolowsky
Publisher: Springer
ISBN: 1137570040
Category : Education
Languages : en
Pages : 217
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Book Description
This book explores popular media depictions of higher education from an American perspective. Each chapter in this book investigates the portrait of higher education in an exciting array of media including novels, television, film, comic books, and video games revealing the ways anti-intellectualism manifests through time. Examining a wide range of narratives, the authors in this book provide incisive commentary on the role of the university as well as the life of students, faculty, and staff in fictional college campuses.
Author: Michael B. Paulsen
Publisher: Springer
ISBN: 3030034577
Category : Education
Languages : en
Pages : 670
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Book Description
Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.
Author: Holly Henderson
Publisher: Bloomsbury Publishing
ISBN: 1350145327
Category : Education
Languages : en
Pages : 224
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Book Description
What does 'local' mean when it describes a student or an institution of higher education? Holly Henderson explores this question by telling the story of students studying undergraduate degrees outside of the university, at colleges that offer degree courses but do not have university status. Because the students live at home while studying, and because the institutions themselves are seen to cater for a local rather than global student population, these are local students, studying local higher education. Importantly, the students are also studying in localities without a history of higher education provision, where the possibility of living in this place and studying for a degree is relatively new. The book takes an in-depth approach to exploring how relationships to these places affect educational experience, how decisions are made about whether to leave or to stay for degree study, and what it means to be an undergraduate student who does not attend a university. As well as working against the easy assumptions to be made about the lives and characteristics of a surprisingly diverse and complex group of students, the book offers insights into the ways that place and space are crucial and often overlooked factors for anyone thinking about systemic and structural inequality in higher education.
Author: Dorian L. McCoy
Publisher: John Wiley & Sons
ISBN: 1119112036
Category : Education
Languages : en
Pages : 136
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Book Description
Critical race theory (CRT) was introduced in 1995 and for almost twenty years, the theory has been used as a tool to examine People of Color’s experiences with racism in higher education. This monograph reviews the critical race literature with a focus on race and racism’s continued role and presence in higher education, including: • legal studies and history, • methodology and student development theory, • the use of storytelling and counterstories, and • the types of and research on microaggressions. The goal of the editors is to illuminate CRT as a theoretical framework, analytical tool, and research methodology in higher education. As part of critical race theory, scholars and educators are called upon to extend their commitment to social justice and to the eradication of racism and other forms of oppression. This is the 3rd issue of the 41st volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Author: Shirley Marie McCarther
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 195
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Book Description
(The official journal of the Organization of Educational Historians) The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history. AEHJ will accept two types of original unpublished manuscripts not under consideration by any other journal or publisher, for review and potential publication. The first consists of papers that are presented each year at our annual meeting. The second type consists of general submission papers received throughout the year. General submission papers may be submitted at any time. They will not, however, undergo the review process until January when papers presented at the annual conference are also due for review and potential publication. For more information about the Organization of Educational Historians (OEH) and its annual conference, visit the OEH web site: www.edhistorians.org
