scholarly journals Norm-Critical Comics and the Comics Pedagogy of Lynda Barry

2021 ◽  
Author(s):  
Mike Classon Frangos
Keyword(s):  
Critical Pedagogy ◽  
Graphic Novels ◽  
Visual Media ◽  
Critical Approach ◽  
Dialogic Process ◽  
Theory Of The Image

This article contextualizes the use of comics for norm-critique by considering the field of comics pedagogy, and in particular the pedagogical comics of Lynda Barry. Barry’s comics pedagogy, described in her works What It Is (2008) and Syllabus (2014), is inspired by the spontaneous drawing exercises of Ivan Burnetti, and rooted in her theory of the image as an embodied, living experience. I moreover discuss the parallel developments of norm-critical pedagogy and feminist comics in Sweden in order to explore comics as a medium for questioning the norms of gender and identity in visual media. The article shows how many contemporary Swedish graphic novels lend themselves to a norm-critical approach that challenges conventional representations of gender and identity through an aesthetics of play and surprise, in part by way of the influence of Barry’s pedagogical works in Swedish comics publications and comics curricula. Rather than mainstreaming or institutionalizing norm-critique, contemporary feminist comics actively involve the reader in a dialogic process of challenging and reimagining dominant norms of representation.

scholarly journals The film's the thing : investigating the use of visual media and the pedagogical approach of Ontario's media studies curriculum

2021 ◽  
Author(s):  
Taunya Tremblay
Keyword(s):  
Discourse Analysis ◽  
Critical Pedagogy ◽  
Qualitative Analysis ◽  
Media Studies ◽  
Media Literacy ◽  
Critical Ethnography ◽  
Visual Media ◽  
Media Education ◽  
Pedagogical Approach ◽  
English Program

Media Studies now makes up one quarter of the mandatory English program curriculum for students, grades one through twelve, in the province of Ontario. Prompted by the recent changes in prescribed media requirements, this study explores the history and theory behind current Media Studies curriculum in Ontario to gain insight on how theses ideals function in practice. More specifically, this study involved a qualitative analysis in three major parts: a genealogy of visual media and media education that explores the motivations behind the study of popular meda; a discourse analysis of curricular texts that addresses current expectations for Grade Twelve media literacy; and finally, a critical ethnography of a Grade Twelve classroom in Toronto that provides examples of how the curriculum can be implemented when informed by critical pedagogy.

Cli-fi in Other Media

2020 ◽  
pp. 171-189
Author(s):  
Andrew Milner ◽  
J.R. Burgmann
Keyword(s):  
Short Stories ◽  
Popular Music ◽  
Print Media ◽  
Graphic Novels ◽  
Visual Media ◽  
Positive Adaptation ◽  
Wide Range ◽  
Climate Fiction ◽  
Narrative Forms ◽  
Climate Crisis

This chapter explores cli-fi in other print media (short stories, published poetry, comics and graphic novels), recorded popular music (folk and rock), and audio-visual media (cinema, television and videogames). It identifies rhetorically effective instances of cli-fi from a wide range of media, notably Carol Ann Duffy’s ‘Keep It in the Ground’, Brian Wood’s The Massive, Anohni’s Hopelessness, Franny Armstrong’s The Age of Stupid and Darren Aronofsky’s Noah. But it concludes, nonetheless, that it is in cli-fi novels and trilogies, especially those that deal with mitigation and negative or positive adaptation, that the major effort to respond to the climate crisis has taken shape. The more general conclusion, then, is that longer narrative forms seem best suited to climate fiction.

The conservatory debated from a critical pedagogy perspective

2021 ◽  
pp. 025576142110341
Author(s):  
María Paz López-Peláez
Keyword(s):  
Critical Pedagogy ◽  
Interpretative Phenomenological Analysis ◽  
Teaching Practices ◽  
Teaching Style ◽  
Phenomenological Analysis ◽  
Educational Institutions ◽  
Critical Approach ◽  
Analysis Techniques ◽  
The Face

Spanish Conservatories of Music are educational institutions where, for the most part, the culture of Modernity is upheld and an aesthetic musical paradigm is enshrined. In this paper, therefore, it was important to reflect, firstly, on the teaching practices they implement and which have remained faithful to Positivist assertions, in the face of the different educational laws that have been passed. To this end, we carried out an analysis of the opinions of 20 students on a university Master’s course which is centred on contemporary artistic practices and where theories sourced from Critical Pedagogy occupy an important space. With the data drawn from these students – all of them Conservatory graduates and a significant number now teachers – we used interpretative phenomenological analysis techniques and the results show this group’s openness towards methodologies and practices hitherto unknown to them. They highlight, moreover, the importance of offering opportunities to awaken a critical approach in students, whereby they can choose what type of teacher they wish to be, and which methodologies they wish to adopt, rather than merely reproducing in an uncritical fashion the teaching style in which they themselves were taught.

scholarly journals Emerging Community Pantries in the Philippines during the Pandemic: Hunger, Healing, and Hope

Religions ◽  
2021 ◽  
Vol 12 (11) ◽  
pp. 926
Author(s):  
Alma Espartinez
Keyword(s):  
Critical Pedagogy ◽  
The Philippines ◽  
Inadequate Response ◽  
National Capital Region ◽  
Critical Approach ◽  
Region I ◽  
Tikkun Olam ◽  
Critical Spirituality ◽  
National Capital ◽  
The Relationship

This research is a critical approach to the emergence of community pantries during the COVID-19 pandemic as at-once contestatory and transformative narratives, foregrounding the Filipino poor’s experience of hunger, suffering, and marginality, while also highlighting their collective hope for a better world. I began by exploring the emergence of the community pantry in the Philippines, which was prompted by the government’s inadequate response to the plight of the hungry poor due to prolonged mandatory lockdown in the National Capital Region. I then turned to Emmanuel Levinas’ concept of hunger as the basis for the ethical giving displayed in the community pantries, which is a symbolic arena where leadership is questioned and the marginalized voices of the hungry poor are both mainstreamed and articulated. I brought ethical giving into relation with the Jewish concept of Tikkun Olam as the platform for the possibility of healing wounded relations. I constructed a particular weave between the community pantry and the Filipinos’ shared experiences of hunger that touches on the ethical that can create liberating spaces for collective hope. In conclusion, I argue that this study is valuable for confronting unexamined assumptions of the relationship between hunger, healing, and hope for critical pedagogy and critical spirituality, which can have significant philosophical and theological implications.

scholarly journals Voracious villains or hungry heroes? Depictions of food critics in popular media

2017 ◽  
Author(s):  
◽  
Andrew Koch
Keyword(s):  
Graphic Novels ◽  
White Men ◽  
Visual Media ◽  
Popular Media ◽  
Call To Action ◽  
Journalism Studies ◽  
Close Textual Analysis ◽  
The World ◽  
People’S Perceptions ◽  
Positive Light

There are copious types of visual media that viewers presently consume as entertainment. These various mediums showcase depictions that influence people's perceptions of both individuals and entire careers. In journalism studies, scholars look at these visual depictions in film, television, graphic novels, and others to categorize how journalism works and how journalists interact with the world. Depictions too often focus on hard news and mainline journalism at the expense of subfields such as food criticism. This study responds to a call to action to look into media beyond film, while carving out its own path and establishing that food critics are understudied. From non-journalistic beginnings, food criticism entered the fold of lifestyle journalism. In popular fictional visual media across time, close textual analysis of the depiction of food critics shows unique and shared themes, tropes, and story arcs specific to food critics, including: violence and anonymity. Depictions of food critics were homogenous regardless of the medium and were shown primarily as older white men with similar dress, attitude, and ethics. These depictions were overwhelmingly negative with few showing food critics doing their job well in a positive light. This thesis combats the neglect of depictions of food critics in journalistic study, as well as showcases the characterizations of food critics that separates them from other journalists and critics.

scholarly journals The film's the thing : investigating the use of visual media and the pedagogical approach of Ontario's media studies curriculum

2021 ◽  
Author(s):  
Taunya Tremblay
Keyword(s):  
Discourse Analysis ◽  
Critical Pedagogy ◽  
Qualitative Analysis ◽  
Media Studies ◽  
Media Literacy ◽  
Critical Ethnography ◽  
Visual Media ◽  
Media Education ◽  
Pedagogical Approach ◽  
English Program

Media Studies now makes up one quarter of the mandatory English program curriculum for students, grades one through twelve, in the province of Ontario. Prompted by the recent changes in prescribed media requirements, this study explores the history and theory behind current Media Studies curriculum in Ontario to gain insight on how theses ideals function in practice. More specifically, this study involved a qualitative analysis in three major parts: a genealogy of visual media and media education that explores the motivations behind the study of popular meda; a discourse analysis of curricular texts that addresses current expectations for Grade Twelve media literacy; and finally, a critical ethnography of a Grade Twelve classroom in Toronto that provides examples of how the curriculum can be implemented when informed by critical pedagogy.

scholarly journals Critical approach to intercultural education and foreign language learning and teaching: neoliberal gender ideologies in textbooks of Spanish as a foreign language

2020 ◽  
Vol 0 (34) ◽  
Author(s):  
Jelena Filipović ◽  
Ana Kuzmanović Jovanović
Keyword(s):  
Critical Pedagogy ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Critical Approach ◽  
Gender Ideologies ◽  
Learning And Teaching ◽  
Focus Group Research

In line with the understanding of the role of critical pedagogy in intercultural language education, in this paper we focus on critical discourse and sociolinguistic analysis of contemporary textbooks of Spanish as a Foreign Language (SFL). We search for neoliberal gender ideologies in educational discourses targeting international audience of students of SFL. Even though new textbooks are said to promote the “feminization” of educational contexts (Gray 2010), we interpret them as sources of latent hegemonic influences favoring highly regulated and standardized neoliberal capitalist worldviews toward gender. Based on previous research of textbooks of SFL (Bori 2018; Kuzmanović Jovanović 2016), we herein present results of an instrumental qualitative case study (emancipatory focus group research) taking a critical stand toward neoliberal gender ideologies among predominantly female university students of Spanish at the Faculty of Philology, University of Belgrade who are exposed to the above outlined teaching and learning materials. Our objective is to create a new educational space in our SFL classrooms in which contextualized knowledge construction takes place leading to the maturation of SFL users and teachers, who are “capable of changing their reality in ways related to formal and informal educational settings” (Filipović 2015: 105).

scholarly journals CRITICAL PEDAGOGY(IES) FOR ELT IN INDONESIA

2014 ◽  
Vol 25 (1) ◽  
pp. 122 ◽  
Author(s):  
Kasey R. Larson
Keyword(s):  
Critical Pedagogy ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Approach ◽  
Ministry Of Education ◽  
Critical Approach ◽  
Approach To Teaching

This paper will explore the theoretical underpinnings that present a rationale for the use of critical pedagogy as an English Language Teaching (ELT) approach in Indonesia. A brief description of critical pedagogy is given, followed by a detailed rationale for its use including an overview of critical pedagogy studies done in Asia, an exploration of the curriculum and teaching approach decreed by the Indonesian Ministry of Education and Culture, and calls for critical pedagogy by Indonesian scholars and teachers. This paper will conclude with some beginning steps that can be undertaken by teachers who want to implement a more critical approach to teaching.

Beyond a Sugarcoated Pill: Critical Approaches to Social Work Field Supervision

2021 ◽  
pp. 104973152199647
Author(s):  
Tina Kostecki ◽  
Lisa Hodge ◽  
Vaska Dervisovski ◽  
Camille Fitzgerald
Keyword(s):  
Social Work ◽  
Critical Pedagogy ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Critical Approach ◽  
Critical Social Work ◽  
Supervision Practice ◽  
Field Supervision ◽  
Critical Approaches

Critical pedagogy seeks to link education to social change and often forms a basis for social work curriculum in some university courses. However, less of this emphasis is given to understanding critical supervision practice for social work students while on placement in terms of the development of a critical praxis. We believe critical approaches to supervision are an overlooked and crucial aspect to maintaining critical social work practice in current neoliberal welfare contexts. This article presents key approaches that we have found useful in constructing and realizing a critical approach to social work field supervision and ultimately, the future practice of students in their respective fields. This article contributes to an ongoing discussion and strengthened engagement in critical approaches to field supervision and supports the development of social work students as critical thinkers and practitioners.

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