Doing Theory on Education Using Popular Culture to Explore Key Debates

1: Class, Disadvantage and Hope: The Bullingdon v The ‘Bog Standard’.

2: Questions of Knowledge: What Counts in Education? Physics vs Media Studies

3: Learning Theory and Pedagogy

4: The Problem of Testing: "Testing, testing 1, 2, 3" v Vygotsky

5: The importance of leadership? The Apprentice vs The Co-Op?

6: Ways of being in education: The Ministry of Soundbites v The Hidden Curriculum

Biography

Dr Andy Cramp is an honorary research fellow at the University of Wolverhampton, UK. He has worked in a range of education settings across sectors, starting his teaching career as a lecturer at Loughborough University.　After training as a secondary school teacher he taught English in a public secondary school in Tanzania and later in London colleges in Brixton, Hackney and Harrow. After 15 years in further education he moved back into the university sector.　

Julian McDougall is Professor of Media and Education and Head of the Centre for Excellence in Media Practice at Bournemouth University, UK. He is editor of Media Practice and Education, runs a doctoral programme in Creative and Media Education and convenes the annual International Media Education Summit. He is author of a wide range of books, articles, research reports and chapters in the fields of education, media, literacy and cultural studies.

Review 1 Professor Dean Garratt, University of Chester, UK
Without question there is definitely a need for a book that addresses a variety of key issues in contemporary education and in such a way that meaningfully engages undergraduate and postgraduate students, inspiring them to become enthused about the subject and see its wider sociological relevance. The main audience for the volume would be scholars of education studies and some teacher training specialists although the former would certainly take precedence over the latter in this respect. The book would serve as a useful reader to provide important background, historical/contextual information on selected contemporary issues in education. It would certainly appeal to undergraduate audiences if the blend of popular culture and theory could be made to work effectively. It could be used also as a main text or otherwise recommended as essential pre-reading, a course companion of sorts. Education Studies and Applied Social Studies would be favourites.

Review 2 Tina Byrom, Nottingham Trent University, UK

The specific approach of this book is potentially interesting. It could fill an apparent gap in existing texts in this field. The target audience is currently both UG and PG students but I would encourage the authors to consider revising this: There is a strong UG market – much stronger than the PG market in education. I also think that focusing the text more specifically to UG audiences would help the authors meet the aims they have set for the text. [Agreed, focus on Ed Studies]

　

Major strengths and distinctive features:

Indicative chapter content is credible and should be interesting for UG students to read. Many of the debates included should be covered in an Ed Studies degree and there is a wide range of academic literature which could support the arguments being presented in this text.

The debates have currency and could be embedded within an undergraduate curriculum for at least five years – even if the debates move on – I see this text being a useful resource in contextualising the debates in future years.

Elements that would make this volume a unique or essential resource:

The focus of each chapter and the way in which key debates are being used to frame the theoretical content. It could be an essential resource.

Weaknesses and the necessary modifications needed:

I would advise a change of title and also some further consideration of the target audience. I think in its current form, the text potentially could be trying to do too much for disparate audiences. I see the main target audience as Education Studies UG students. If the chapters live up to the promise indicated in this proposal, I would definitely recommend it to students studying at UG level at my institution.

[Previous title was ‚Doing Theory‘...]

Review 3 Helen Lees, Newman University, UK

Yes I think there is a need for a book with this kind of intent. Students within education do struggle with theory and they do need to understand its value better for education – certainly – and the proposal claims to address this struggle. This intent is most appropriate as a contribution to the field and the alternative approach the authors suggest they will take might work to crack what is a very difficult nut: the convincing of students that theory matters.