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
Play and Popular Culture
Play is embedded within socio-cultural practices and so is intimately related to popular culture. However, in any discussion of play, it is difficult to get beyond the pervasive middle-class ideology presented by much of the work and we often see the experiences of a particularly privileged group of children articulated as the norm. The construction of play within an idealized and sanitized version of childhood ignores the fact that, in reality, play is as diverse as the children (and adults) who engage in it.
In any discussion of play, it is helpful to have as clear an understanding as possible of what can be a nebulous concept. Definitions of play are shaped by socio-cultural concerns and subject to political ...