Informal Blog Task - Week 2

Explore the outcomes of your parental/student teacher survey. Did any responses surprise or challenge you? What might be the subsequent implications for your future practice? Make links to the in-session discussion and to any relevant readings.

Marsh et al (2005) refer to popular culture as being texts, artefacts and practices which attract large numbers of children and are often produced on a global scale; this may include television, films, comics amongst toys, posters, food, stationary etc. Thus, it is impossible to ignore popular culture, and it must be acknowledged that it is going to be influential factor in a child’s school career and should be acknowledged as a means of teaching and learning; a view taken by both the student teacher I interviewed and Benjamin and Harrett (2009).

It is suggested by Lambirth (2003) that some teachers find that the use of popular culture within the classroom and the digital materials that come with this are intellectually inferior. There is an argument that children are often exposed to unregulated films and computers games enough at home, without the use of these in school. However, it was argued by the interviewee that it is the role of the teacher to work alongside parents to mediate what children are exposed to and in teach children to use new technologies in a way which will benefit their learning. This is a view supported by Vasquez (2005) who says that educators should find the forms of media and new technologies that children hold an affinity with and plan for learning around these areas, this will engage children and ensure they are eager to participate, as well as guiding them in how to use these technologies in the correct way.

Furthermore, the interviewee suggested the importance of linking the teaching of children to real life, and matters than mean something to them, by respecting the values that children hold close to them and using popular culture, teachers can build on the funds of knowledge children already have (Moll et al, 1992). Marsh et al (2005) found that by using popular culture in the classroom, children were able to develop skills and an understanding because they are engaged in what is going on in their lessons. Children respond enthusiastically to popular culture in the classroom because it is work related to their interests (Marsh, 2000. PNS/UKLA, 2005) and as suggested Ladson-Billings (2005) a culturally relevant curriculum can be created; thus, making learning more meaningful and exciting. The interviewee highlighted the importance as a teacher of understanding what is important to children and learning their ‘native language’ in order to teach them in way relevant to them (Prensky, 2001).]

 

Bibliography

·       Harrett, J. & Benjamin, T. (2009) Travel with a Time Lord: Using Media to Enhance Literacy. [pdf] Available from: http://eric.ed.gov/?id=EJ860210 (Accessed: 2/02/14)
·         Ladson-Billings, G. (1995) Towards a theory of culturally relevant pedagogy.  American Educational Research Journal. 32, pp. 465-491
·         Lambirth, A. (2003) ‘”They get enough of that at home”: Understanding aversion to popular cultures in schools’ Reading 37(1) pp.9-13
·         Marsh, J. (2000) ‘Popular Culture in the Classroom’, Literacy Today Available at: http://www.nationalliteracytrust.org.uk/pubs/marsh.html (Accessed : 2/02/14)
·         Marsh, J. Brooks, G. Hughes,  J. Ritchie, L. Roberts, S. & Wright, K. (2005) Digital beginnings: Young children’s use of popular culture, media and new technologies. [www] Available from:
http://arrts.gtcni.org.uk/gtcni/bitstream/2428/27212/1/DigitalBeginningsReport.pdf  (Accessed: 2/02/14)

• Moll, L., Manati, C., Neff, D. & Gonzalez, N. (1992) Funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms. Theory into Practice. 31 pp.132 – 141

·         Prensky, M. (2001) Digital Natives, Digital Immigrants, Part II: Do They Really Think Differently?. [pdf] Available from: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf (Accessed: 2/02/14)

·         PNS/UKLA (2005) Raising Boys’  Achievement in Writing.  London: HMSO