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

Challenging Racism, Sexism, Violence and Consumerism

Challenging racism, sexism, violence and consumerism

If there is a single, most important reason why teachers do not include popular cultural texts in their classrooms, it is almost certainly because many feel uncomfortable with the ideologies which underpin many of these texts. These ideologies are often located in discourses of violence, racism, sexism and other forms of oppression. This chapter will examine ways in which children's popular culture is infused with such messages, but first we need to look at some of the forces which impact on adults’ relationships with popular culture. Underlying adults’ concern is the concept of childhood itself, one which has always been fraught with tension and unease. The first part of the chapter examines this relationship ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles