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


The study of popular culture is now quite firmly established in the upper stages of secondary schools, colleges and universities. For example, the University of Sheffield, where both authors currently teach, holds in its library collection 82 theses which address various facets of popular culture: 26 of these are concerned with advertising; 25 focus on television; 17 discuss film and video; six deal with aspects of popular music and eight focus on computer games and comics — including two theses on Japanese Manga.

It seems that for adults, popular culture, in its many manifestations, is a legitimate object of study. Postgraduate students are allowed wide choices when electing the topic for their work. However, the case is very different when we turn our attention to ...

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