Ein interkultureller Vergleich zwischen dem Philanthropinum in Dessau und dem Colegio de las Vizcaínas in Mexiko-Stadt
Thematisiert werden Szenen des Alltags und des Schullebens, die in zwei verschiedenen westlichen Kontexten zur Zeit der Aufklärung stattfanden: Dessau und Neuspanien bzw. das koloniale Mexiko. In dieser Ausführung zeigen sich die Macht- und Herrschaftsverhältnisse, die sowohl innerhalb der politischen Kontrolle als auch im Bereich des Akademischen ausgeübt wurden. Das Werk versteht sich als ein alternativer methodologischer Ansatz für die Vergleichende Pädagogik.
When Meaning Falters and Words Fail, Ideology Matters
Edited by Linda Ware and Roger Slee
Contributors are: Julie Allan, Subini A. Annamma, Jessica Bacon, Alicia A. Broderick, Kathleen M. Collins, David J. Connor, Dianne L. Ferguson, Philip M. Ferguson, Amy L. Ferrel, Beth Ferri, Joanne Kim, Janette Klingner, Corrine Li, Brooke A. Moore, Emily A. Nusbaum, and Janet S. Sauer.
The book begins with a brief history of the Lettrist International that explores the group’s conceptualization and practice of the critical anti-art practice of détournement, as well as the subversive spatial practices of the dérive, psychogeography, and unitary urbanism. These practices, which became central to the Situationist International, anticipated many contemporary cultural practices, including culture jamming, critical media literacy, and critical public pedagogy. This book follows up the edited book Détournement as Pedagogical Praxis (Sense Publishers, 2014), and together they offer readers, particularly those in the field of Education, an introduction to the history, concepts, and critical practices of a group whose revolutionary spirit permeates contemporary culture, as can be seen in the political actions of Pussy Riot in Russia, the “yellow vest” protesters in France, the #BlackLivesMatter movement, and the striking teachers and student protesters on campuses throughout the U.S.
Insights for Teacher Reflection
Ian Parker Renga and Mark A. Lewis
Fictional stories of teachers convey particular character types like the hero, trickster, or sage that are likely to resonate with many educators. By engaging in archetypal reflectivity while reading young adult literature, teachers can examine these types with respect to their ideals of professional practice and identity. Here we invite readers to consider the teacher as archetypal sage as depicted by Dumbledore in the Harry Potter series as it compares to the mentor coach character of Lionel “Lion” Serbousek in the book Ironman. We show how both teacher types forge close mentoring relationships with students, though there are notable differences in how they guide students and to what ends. The contrast, as we discuss, can challenge assumptions about what students are seeking and may ultimately need from their teachers.
Many factors have contributed to the decline in support for public schools in America. Most often, blame is directed at politically conservative groups and individuals that have resisted integration, affirmative action, and other programs associated with the Civil Rights Movement. But this essay considers the impact of popular as well as political culture on the marginalization of public schools, looking specifically at the negative portrayal of schools and formal education in rock ‘n’ roll. Song lyrics and other cultural information conveyed by rock and rap artists have tended to romanticize individual creativity and freedom and to discourage a communitarian, civic orientation. As an indirect consequence, Baby Boomers and Millennials have been muted in their defense of all things public, including education.
Miss Shaw in ABC’s The Wonder Years
Chad E. Harris
The term “good teacher” has as many definitions as there are people who experience life as a student—or who watch television to compare their real-life teachers to those they see onscreen. In her work on teachers on film and on television, Mary M. Dalton labels the “Good Teacher” as one who very much resembles recurring attitudes about what makes a teacher “good,” but—in Hollywood as in life—such teachers often fulfill stereotypes not unlike the cowboy outsiders who save the day in Westerns. When they do achieve what looks like a substantive impact on students, they often do so in reductive plotlines that make conflict and achievement of their teaching goals too unrealistic to represent real teachers. However, Dalton’s model provides endless possibilities to study different combinations of Good Teacher qualities and formulate new interpretations of such an important category. In this essay, I take up the ABC series The Wonder Years (1988–93) and Miss Shaw, the favorite teacher of Kevin Arnold—the prototypical American teen with an ambivalent-yet-insightful attitude toward school—and argue for her importance as a Good Teacher on television because of, rather than in spite of, her decision to quit her job on her own terms. Even in leaving her post, she embodies more of what it means to be a Good Teacher than do most teachers deemed “good” and thus memorable for the lessons they teach.
Bob and Linda Belcher at Wagstaff School
Grounded in a critical historical understanding of the feminization of teaching, this chapter explores representations of teaching in the Fox animated series Bob’s Burgers, featuring Wagstaff School’s well-intentioned but inept guidance counselor, Mr. Frond, an oft-villainous counterpart to Tina, Louise, and Gene Belcher’s own parents, Linda and the eponymous Bob. Because both Bob and Linda each take a turn as substitute teachers, in addition to the usual parent-teacher conference or chaperone fare, Bob’s Burgers, aside from being an underrated commentary on the American working class, also stands to make a significant contribution to scholarly conversations about education in pop culture.