This collection attempts to incorporate cultural studies into the understanding of schooling, not simply addressing how students read themselves as "members" of a distinct culture, but how they, along with teachers and administrators, read popular texts in general. The purpose of this book is to suggest some alternative directions critical pedagogy can take in its critique of popular culture by inviting multiple reading of popular texts into its analysis of schooling and seeing many forms of popular culture as critical pedagogical texts.
"From film to cartoons, cyborgs to pedagogues, rap to reading and teaching, this collection is smart, savvy, and essential to those students and scholars finding their way through cultural studies." -- William F. Pinar, St. Bernard Parish Alumni Endowed Professor, Louisiana State University
"Astonishing! This collection of essays will be of interest to scholars and students who grapple with the complicated intersections of curriculum studies, popular cultural texts, critical pedagogy, hermeneutics, postmodernity and identity formation." -- Marla Morris, The Journal of Curriculum Theorizing (JCT)