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
Comics have never been popular with educationalists. There is something about the combination of cartoon images and racy colloquial language that distresses a significant proportion of adults who concern themselves with the reading habits of children and worry about the consequences of the genre for academic and social learning. Indeed, some go so far as to suggest that reading comics may have even worse consequences. Elizabeth Stutz, in an essay on electronic entertainment, asks if the makers of nuclear bombs and the technology of mass warfare ‘have been inspired by the enjoyment of comics and cartoons in their childhood?’ (Stutz, 1996, p. 69). The most concerted attacks in the past have been reserved for the American comic book, which is often presented as competing ...