A Critical Investigation of Masculinity in Education

This chapter treats the concept of masculinit(ies) in two distinct ways. It offers a discussion relating to the notion of masculinit(ies) as a research foci. This construct is problematized by facing up to the methodological paradox of examining the unmarginalized subject and how that can increase in complexity when contextualized within an institutional setting such as education. The popular notion of hegemonic masculinity and the development of the term masculinit(ies) is unraveled to acknowledge the plural condition of how gender can be represented. What can be lost by a treatment of masculinity that relies on an overly sociological approach that is necessarily historical and localized is then briefly examined. By focusing on the research perspective and the common framing of masculinit(ies), a case study of Tom is used to highlight both the possibilities and also the restrictions of how gendered representation can be addressed within an institutionalized environment such as education

Transmedia storytelling edutainment and the new testament lesson

Storytelling is the most ancient form of teaching that can enhance the learning experience, and trans-media is a technique where elements of a story get dispersed across multiple media with each story creating a cohesive entertainment experience. The storytelling framework is a viable solution to engage a universal audience, and the socio-cultural theory of learning presented underpins how cultural beliefs and attitudes impact instruction and learning. The study explores how the pre-historic practice of transmedia storytelling can be used and practiced by educators. Narratives transverse across media and can be traced back to the presentation of Biblical stories. The Bible story has been told across many different forms of media, from print to icons to stained glass windows. Jesus, the master teacher, used storytelling methods of instruction to convey his message to his learners across different platforms. The chapter explores the parallels between Biblical transmedia and contemporary transmedia and considers transmedia edutainment as a pedagogical practice in higher education.</p