Teaching and Learning on Screen: Mediated Pedagogies

273 Pages·2016·2.837 MB·English

by  Mark Readman (eds.)

T e a c h i n g
a n d L e a r n i n g
O n S c r e e n
M e d i a t e d
P e d a g o g i e s
Edited by Mark Readman
Teaching and Learning on Screen
Mark Readman
Editor
Teaching and
Learning on Screen
Mediated Pedagogies
Editor
Mark Readman
Poole , Dorset, United Kingdom
ISBN 978-1-137-57871-6 ISBN 978-1-137-57872-3 (eBook)
DOI 10.1057/978-1-137-57872-3
Library of Congress Control Number: 2016956117
© The Editor(s) (if applicable) and The Author(s) 2 016
The author(s) has/have asserted their right(s) to be identifi ed as the author(s) of this work
in accordance with the Copyright, Designs and Patents Act 1988.
This work is subject to copyright. All rights are solely and exclusively licensed by the
Publisher, whether the whole or part of the material is concerned, specifi cally the rights of
translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on
microfi lms or in any other physical way, and transmission or information storage and retrieval,
electronic adaptation, computer software, or by similar or dissimilar methodology now
known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specifi c statement, that such names are
exempt from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information
in this book are believed to be true and accurate at the date of publication. Neither the
publisher nor the authors or the editors give a warranty, express or implied, with respect to
the material contained herein or for any errors or omissions that may have been made.
Cover image © ClassicStock / Alamy Stock Photo
Printed on acid-free paper
This Palgrave Macmillan imprint is published by Springer Nature
The registered company is Macmillan Publishers Ltd. London
The registered company address is The Campus, 4 Crinan Street, London,
N1 9XW, United Kingdom
C
ONTENTS
1 Introduction 1
Mark Readman
Part I What I Go to School For 9
2 Teaching Duquan Weems: Fallacies of the Hero-Teacher
Construct as Seen in T he Wire 1 1
Roger Saul
3 O Captain, My Captain! Robin Williams
and Transformative Learning in D ead Poets Society,
Good Will Hunting and P atch Adams 27
Penny Spirou
4 Investigating the “Teacher Savior”: V eronica Mars
and the Mysteries of Education 4 5
Merideth Garcia and J. W. Hammond
5 Wiz Kids: An Exploration of Pedagogy in the 
World of H arry Potter, from Remus Lupin’s
Differentiated Reconstructionism to Dolores Umbridge’s
Discipline-Focused Essentialism 6 3
Novella Brooks de Vita
v
vi CONTENTS
6 Tales of Teachers in Screen Culture: From R eel
( The History Boys ) to Reality (E ducating Essex,
Educating Yorkshire, Educating the East End and 
Educating Cardiff ) 8 3
Susan Ellsmore
Part II Everybody’s Got to Learn Sometime 97
7 ‘Just Because You Teach, Doesn’t Mean It’s Over’:
Bunheads and the Pedagogy of Live Performance 9 9
Kirsty Sedgman
8 Feminist and Queer Pedagogies in 
The Prime of Jean Brodie and B illy Elliot 119
Ahmet Atay
9 Education in the Fourth Dimension: Time
Travel and Teachers in the TARDIS 1 35
Marcus Harmes
10 To Educate and Entertain: Representations of Learning
in the Australian Version of W ho Do You Think You Are? 151
Ava Laure Parsemain
11 The Horror of High School: Formal vs
Informal Learning in Teen Horror Television 169
Katrina Lawrence
Part III Another Brick in the Wall 1 87
12 “I Wanna Be a SHIT-Head!” A ccepted
and Radical Pedagogy 1 89
Mark Readman
CONTENTS vii
13 Education, Nationalism, Democracy: Mediated Pedagogy
in Turkish Cinema 205
Laurence Raw
14 Poverty, Illiteracy and Shame on the Brazilian Screen:
Lessons from D ona Irene 219
Joel Windle
15 Žižek at the G ogglebox 237
Julian McDougall
16 Remediated Pedagogies? T he Secret Life of Six Year Olds 2 51
Richard Berger and Ashley Woodfall
Afterword 265
Index 267
N C
OTES ON ONTRIBUTORS
Ahmet   Atay i s an Assistant Professor at the College of Wooster. He has
an MA degree from Ohio University (Telecommunication), and an MA
degree from the University of Northern Iowa (Communication Studies)
and a PhD from Southern Illinois University Carbondale in Intercultural/
International Communication, Postcolonial Studies and Media Studies.
His research focuses on representation of cultural identity in cyberspace,
diasporic experiences, representation of gender and sexuality in soap
operas, and representation of queer imagery in Italian and British cinema.
Richard   Berger is an Associate Professor at Bournemouth University,
UK and Program Leader for the MA in Creative and Media Education.
He is co-editor of the Media Education Research Journal and teaches in
the areas of new literacies and education in the Faculty of Media and
Communication; he has allied interests in fi lm and adaptation studies.
Novella   Brooks de Vita is a Doctor of Education candidate in Curriculum
and Instruction at Texas Southern University. Her previous publications
include the articles “Beloved and Betrayed: Survival and Authority in
Kindred ” and “Abiku Babies: Spirit Children and Human Bonding in Ben
Okri’s The Famished Road , Edwidge Danticat’s K rik?Krak! , and Tina
McElroy Ansa’s B aby of the Family .”
Susan   Ellsmore teaches in the Sixth Form of a school in Bournemouth,
UK. She has also worked in the Media School at Bournemouth University,
given papers on her work at conferences such as those run by the British
Educational Research Association, and appeared on BBC Radio and
ix
x NOTES ON CONTRIBUTORS
Teachers TV. Her 2005 book, C arry On, Teachers! Representations of the
Teaching Profession in Screen Culture, was based on her PhD thesis.
Merideth   Garcia is a Rackham Merit Fellow at the University of Michigan
where she is pursuing her doctorate in English and Education. Her
research interests include multimedia composition, online writing com-
munities, and the interaction of literature and technology in promoting
inclusive high school instruction practices.
J. W.   Hammond is a student at the University of Michigan, where he is
pursuing his doctorate in the Joint Program in English and Education.
His research interests include popular representations of teaching and
teachers, media theory, critical theory, how to use graduate studies
to fi ght the power, and related issues in the social history of writing
assessment.
Marcus   Harmes l ectures in the domestic enabling program in the
University of Southern Queensland. He is co-editor of (and co-writer of a
chapter in) M yths in Education: Policies, Principles and Practices (Palgrave
Macmillan, 2015) and has published extensively in cultural history, fi lm
and television studies and British history, including the 2014 book D octor
Who and the Art of Adaptation: Fifty Years of Storytelling .
Katrina   Lawrence is a Masters student at Lady Margaret Hall, Oxford
where she is completing an MSt in Women’s Studies. Her research focuses
on postmodern fairy tales and contemporary popular genres including
fantasy and horror with a particular interest in gender and sexuality.
Julian   McDougall is Head of the Centre for Excellence in Media Practice
and Professor in Media and Education at Bournemouth University,
UK. He is co-editor of the M edia Education Research Journal and J ournal
of Media Practice , leads a special interest group in Media Literacies for the
United Kingdom Literacy Association and runs the Doctorate in Creative
and Media Education. He has published widely in the fi eld of media, edu-
cation and pedagogy, literacy, cultural theory, and technology.
Ava   Parsemain is a third-year PhD candidate at the School of Arts and
Media at the University of New South Wales, Australia. She received a
Master’s degree in Film and TV Studies from La Sorbonne Nouvelle in
2010 and has gained professional experience in TV programming at M6
Television and NBC Universal in Paris and Los Angeles. Her doc-
toral project investigates the pedagogy of television using case studies of
Australian programs.
NOTES ON CONTRIBUTORS xi
Laurence   Raw teaches in the Department of English at Başkent
University, Ankara, Turkey. He is the author of numerous books, notably
Exploring Turkish Cultures (2011) and the forthcoming S ix Turkish
Filmmakers (2015).
Mark   R eadman is Principal Academic in Media Education at
Bournemouth University, UK, where he teaches refl ective practice at
Master’s and Doctoral level on professionally oriented programs. His
research and publications include work on the rhetorics of creativity,
screenwriting, and the generation of knowledge through practice.
Roger   Saul i s an Assistant Professor in the Faculty of Education at the
University of New Brunswick, Canada. His research focuses on cultural stud-
ies and educational foundations. He has taught courses on education and
fi lm, the philosophy of education, and the intersections of culture, identity
and pedagogy. His recent writing has appeared in the I nternational Journal
of Learning and Media, The Journal of Popular Culture, Digital Culture and
Education, and Educational Studies. He is co-editor of the book E ducation
in North America (Educational Around the World, series) (2014).
Kirsty   Sedgman is an early-career cultural studies researcher. Her
primary focus is investigating how audiences respond to theatrical
performances, both “live” and mediated. As a member of Portsmouth
University’s “Musical Fan Communities” network she studied fan
reactions to the cancellation of S mash , a fi ctional TV show about the
production of a new Broadway musical, and her article analyzing online
responses to YouTube videos of Tony Award performances was published
in a special issue of S tudies in Musical Theatre. She co-edited a themed
section of P articipations on live performance audiences, she is Chair of
the Performing Audience Research Network, and the author of Locating
the Audience (2016).
Penny   Spirou is Graduate Education Offi cer at the University of Notre
Dame, Australia, and is also working on research in Transformative
Learning and Teaching in the Faculty of Arts at Macquarie University. She
has published in the areas of fi lm and star/celebrity, and is currently
completing a monograph based on her PhD thesis on contemporary
American musical biopics.