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Full-Text Articles in Humane Education
Tackling History In The Cultural Studies Seminar, Becca Cragin
Tackling History In The Cultural Studies Seminar, Becca Cragin
Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy
While cultural theory developed in past eras was often marred by the biases of its privileged authors, we are still often required to teach the canon, so that graduate students can recognize past intellectual trends to which current critiques of the canon respond. In this article, a “History of Feminist Theory” course is employed as an example of larger principles of foundations course design that can be used in any cultural studies seminar to productively address the tension between old and new schools of thought. It provides suggestions for structuring syllabi and discussions in ways that productively engage with earlier …
Teaching The Grateful Dead, Happenings, & Spontaneous Pedagogy, Ryan Slesinger
Teaching The Grateful Dead, Happenings, & Spontaneous Pedagogy, Ryan Slesinger
Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy
To teach a course on the Grateful Dead I developed a praxis I call “spontaneous pedagogy” that pairs academic rigor with flexible curriculum details to enable creativity and engagement among students in a truly studentcentered classroom. The pairing of spontaneous pedagogy with the Grateful Dead course worked well because the subject emphasizes improvisation, which initially inspired and—during the course—paralleled my praxis. I had developed this praxis previously, implementing it each semester from 2007 to2010 for one Composition II unit on definitional arguments entitled, “The Nature of Reality.” Students were asked to define what they consider as real and apply that …
Reflections On Building A Popular Writing Course, Emily Howson, Chris Massenburg, Cecilia Shelton
Reflections On Building A Popular Writing Course, Emily Howson, Chris Massenburg, Cecilia Shelton
Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy
Composition pedagogy has typically employed traditional academic texts in the instruction of first-year writing courses. In this article, three first-year writing instructors reflect on their experiences employing popular culture artifacts in lieu of more traditional academic texts in writing classrooms at a small, private, historically black institution (HBCU). By retrospectively analyzing the intersections between theory and practice, the instructors’ autoethnographic reflections explore the utility of popular culture artifacts as tools for teaching and learning writing, with an emphasis on rhetorical knowledge and transfer. Though preliminary, their conclusions point to the potential of popular culture for integration into traditional best practices …