Literacy and Popular Culture: Using Children's Culture in the Classroom
Publication Year: 2000
Most children engage with a range of popular cultural forms outside of school. Their experiences with film, television, computer games and other cultural texts are very motivating, but often find no place within the official curriculum, where children are usually restricted to conventional forms of literacy. This book demonstrates how to use children's interests in popular culture to develop literacy in the primary classroom. The authors provide a theoretical basis for such work through an exploration of related theory and research, drawing from the fields of education, sociology and cultural studies. Teachers are often concerned about issues of sexism, racism, violence and commercialism within the disco
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: Exploring the Concept of Culture
- Chapter 2: Challenging Racism, Sexism, Violence and Consumerism
- Chapter 3: Play and Popular Culture
- Chapter 4: Environmental Print
- Chapter 5: Encouraging the Reading Habit
- Chapter 6: Comics
- Chapter 7: Computer Games
- Chapter 8: Television and Film
- Chapter 9: Popular Music and Literacy
- Chapter 10: Conclusion
© Jackie Marsh and Elaine Millard 2000
First published 2000
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Inquiries concerning reproduction outside those terms should be sent to the publishers.
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This book is dedicated to the memory of Winifred Whittaker, who taught three generations of children to read using Woman's Own.
It is also dedicated to Rita Marsh and Esther Riley, both avid consumers of popular culture.
We would like to thank warmly all the people who contributed to this book. Sharrow Nursery Infant School and Birley Spa Community School, Sheffield, and Hempshill Hall School, Nottinghamshire, have been most welcoming and we have been grateful for the opportunity to learn from their excellent practice. We thank the head teachers of these schools, Lynne Ley, Geoff Mawson and Marcia Puckey, for their support. We would also like to express our gratitude to the many teachers who have shared their work with us: Kate Barret, Joe Brian, Melanie Brown, Pauline Davies, Stuart Harrison, Matt Hayes, Mark Heaton, Marie Hill, Jackie Hines, Pam Hulme, Jill Ineson, Linda Scott, Huw Thomas and Phillipa Thompson. We know the children they teach love their creative ideas as much as we do, as we have seen the evidence and place some of it within these pages. Finally, we would like to thank the children who helped us to understand the power of popular culture and shared their private pleasures with us. Thanks go in particular to all the children whose work appears in the book, Angela Williams and Robert Fisher for their verses and Hannah and William Clark for their singing. Without the compelling voices of all these children, this book would not have been written.
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