A Local Historic Village Goes Online: Transforming English and Social Studies Methods Courses for a Virtual Setting

In this article, two teacher-educators share their experience of navigating the shift of a service learning project from being an in-person project to an entirely remote learning experience caused by the COVID-19 pandemic. We discuss instructional adjustments, provide student samples, and consider lessons learned

Subterranean Echoes: Curriculum Theory as Cultural Studies.

Cultural studies has emerged in recent decades as a popular realm of academic inquiry (During, 1993). Giroux (1994), while noting the field\u27s increased acceptance, ponders why cultural studies has yet to permeate critical analyses of education and simultaneously questions cultural studies\u27 reticence in considering schools as an important site of cultural production. Edgerton (1996) concurs with Giroux and notes that cultural studies\u27 use in colleges of education is extremely rare. The realm of popular culture, one of the central foci of cultural studies, has especially been marginalized in academic discourses. My project is to explore the implications of curriculum theory as cultural studies, devoting special attention to the realm of popular culture. I use post-modern notions of recombinant texts (Miller, 1996) to interrogate the possibilities of alternative sites/metaphors for curriculum theory which might be generated from popular cultural forms and practices. I pay particular attention to the modes of theoretical re-presentation that seem most prescient to the future of the curriculum theory field, and utilize multi-tiered textual strategies to elaborate the significance of such sites/metaphors. In reconceptualizing curriculum as culture, and in utilizing the antidisciplinary (Edgerton, 1996) methodology of cultural studies, I believe we approach Pinar\u27s (1991) notion of curriculum study as a visionary search. The cultural forms that I study and re-present, namely museums, rap music, science fiction, Bruce Springsteen\u27s work, and vampire films, epitomize fluid spaces which point us toward new modes of knowing and new means of relating to the world

Promises to Keep, Finally? Academic Culture and the Dismissal of Popular Culture

This book takes a serious look at the erosion of democratic public life and public education, and offers directions for re-imagining, re-designing, and re-inventing the current system. Bridging the disciplines of film studies, postcolonial studies, curriculum theory, and politics, these essays suggest new possibilities for curriculum, and shed new light on what shape public education could take in coming decades

Rap (in) the Academy: Academic Work, Cultural Studies, and Education

Public Enemy asks if it can get a witness as it stands for the rights of post-industrial capitalism and against modernist rules of copyright laws. In the recent past, academia has come to Rap\u27s defense. We are not just talking about Henry Louis Gates and his testimony at the 2 Live Crew\u27s trial i

Rap (in) the Academy: Academic Work, Cultural Studies and Education

The essays in this book examine various forms of popular culture and the ways in which they represent, shape, and are constrained by notions about and issues within higher education. From an exploration of rap music to an analysis of how the academy presents and markets itself on the World Wide Web, the essays focus attention on higher education issues that are bound up in the workings and effects of popular culture

Introduction

Science Fiction Curriculum, Cyborg Teachers, and Youth Culture(s) is a collection of essays sutured together by their use of science fiction as a departure from contemporary educational «realities». The authors, inspired by the visions, styles, and insights of various science fiction texts, films, and rap music, seek to transform the future of educational possibilities. Science Fiction Curriculum offers alternative paths to current regressive educational practices, policies, and reforms, and invites readers to venture into uncharted dimensions

Science Fiction Curriculum: Cyborg Teachers and Youth Cultures

Georgia Southern University faculty member John Weaver co-edited Science Fiction Curriculum: Cyborg Teachers and Youth Cultures alongside Karen Anijar and Toby Daspit. Science Fiction Curriculum, Cyborg Teachers, and Youth Culture(s) is a collection of essays sutured together by their use of science fiction as a departure from contemporary educational «realities». The authors, inspired by the visions, styles, and insights of various science fiction texts, films, and rap music, seek to transform the future of educational possibilities. Science Fiction Curriculum offers alternative paths to current regressive educational practices, policies, and reforms, and invites readers to venture into uncharted dimensions.https://digitalcommons.georgiasouthern.edu/curriculum-facbookshelf/1031/thumbnail.jp