The series critically investigates and informs the construction of youth identity and identity in general through the study of various forms of contemporary media. It will expand the notions of critical media literacy and its implications for multiple understandings of culture and youth. Since popular culture (including media texts) is one of the primary sites of education for our youth, and all of us, it is crucial for those scholars involved in critical media studies to discuss these issues in book form. The scope of books in this series will include scholarly investigations into the connections among the symbolic order, various forms of cultural artifacts and multiple critical readings of these artifacts within the context of critical/transformational media literacy. How do multiple interpretations of popular culture within conceptualizations of media enhance our understandings of education and how can critical pedagogy, in the Freirian sense, be expanded to develop a student’s critical consciousness of the texts (books, films, games, social media, etc.) that surround them in popular culture.
The major aim of this series is to bring rural education and rural existence back into critical conversations. There is overwhelming attention in scholarly publications in education on urban areas in most cases to the exclusion of rural education. It is crucial that we take a critical look at rural education not only in the United States but internationally to understand the necessity of analyzing the class, race, gender, LGBTQ, issues involved in rural schooling and its environment. Not only rural schooling should be analyzed specifically but its relationship to rural culture and the ways in which media contributes to and forms people’s understandings and views of the rural.
Authors are cordially invited to submit proposals and/or full manuscripts to the Aquisitions Editor,
Evelien van der Veer.
Series cover image is titled
Moncure, North Carolina school house k-12 by Frank Bird III.
The field of education in the 21st century is broad in scope and is multidisciplinary. To help scholars and students understand the various disciplines that comprise the field of education, the editors view the various fields as texts to be historicized and explicated. Each field is a discipline with its own scholars, language, and research.
The various reference works will present comprehensive and accurate portraits of the various disciplines. What readers will encounter in these reference works is what the various fields are saying, and/or have been saying during their various histories. This can open up conversations among current established scholars and future, next generation scholars nationally and internationally. These complicated conversations would further expand the various fields and lead to possibilities for praxis. Praxis emphasizes the increase of critical knowledge and understandings both for self-development and social reconstruction.
There is a uniqueness in
Critical Understanding in Education in the commitment to the focus on the historical development and comprehensive critical presentation of a particular discipline.
Authors are cordially invited to submit proposals and/or full manuscripts to the Acquisitions Editor,
Evelien van der Veer.
Brill Guides to Scholarship in Education are short introductions to various fields in education for experts and novices. Though sophisticated in content, the style of these books will be less structured or restricted than existing guides taking a novel approach, they can be used as an educational tool in undergraduate and graduate courses as introductory texts.
Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to Assistant Editor
Evelien van der Veer.
In the Media 2.0 era of reality television politics and Donald Trump, democracy and community are being eviscerated and replaced by a type of vacuous media/techno-fetish and the neoliberal struggle to gain an approving nod from the corporate elites, whether those elites are in the privatized public schools, the corporate universities, or the business world. Whether that desire for the nod is a good grade, an award, a raise, or a promotion, it is ever present. This hopeless culture of silence and acquiescence slithers through our everyday existence. Many have capitulated to the mindset of this hopeless, loveless, corporate behavior, a type of “intellectual chloroform” (McLaren, 2015, p. 2). This insidious corporate mentality reigns. It is a type of “capitalist religion” (Benjamin, 2004). It is what Deleuze and Guattari name as the central political question. It is the question and mystery of voluntary subservience and a type of religious obedience. Power operating is not simply a matter of “coercion or repression, the domination of one group of people by another… power requires a degree of complicity on the part of the ruled to function” (Buchanan, 2008, p. 14). This chapter will be divided into three sections. First, there will be a description of the current historical moment with a discussion of voluntary subservience, technological obsessiveness, confession, and the quest for fame. Second, the chapter will discuss the necessity of critical media literacy and its opposition to the current state of acquiescence, corporate media, and capitalist religion, which is reinforced by media(s). Third, the chapter will discuss the ways in which a practical, hopeful struggle of chaotic disruptions can be waged for a dynamic democracy that works for social justice, a better education, and a better world.
This chapter explores issues in critical media literacy centering on a discussion of comic books and graphic novels, particularly Sin City: The Hard Goodbye (Miller, 2005). The discussion includes the entanglement of graphic novels within the context of consumer culture and commodification, the questions surrounding the “legitimacy” of such texts, the impact that these artifacts of popular culture have on the identity formation of youth, the reactions of students to the use of graphic novels in the classroom and the exploration of the issues of race, class and gender that are raised as result of the study of graphic novels in the classroom. It does mean that the so-called ‘literary canon’, the unquestioned ‘great tradition’ of the ‘national literature’ has to be recognized as a construct, fashioned by particular people for particular reasons at a certain time (Eagleton, 1983, p. 11).
The theoretical perspective of this study is a combination of critical theory and literary criticism. The serious study of the history, development and reception of graphic novels is enriched by the application of such theoretical perspectives, places them within a 21st century context and makes connections between popular culture, youth and critical pedagogy. Put another way, for radical literacy to come about, the pedagogical should be made more political and the political more pedagogical. In other words, there is a dire need to develop pedagogical practices which bring teachers, parents, and students together around new and more emancipatory visions of community (Giroux in Freire and Macedo, 1987, p. 6).