Overview

Supported by critical theoretical frameworks, this book is a purposeful engagement with bodies of knowledge rooted in popular culture, yet routinely excluded from «common sense» visions of curriculum. Aimed at teachers as well as teacher-educators, the book examines areas such as Disney, African American stand-up comedy, intersections of film/disability and race, as well as video games. Going beyond an engagement with theory, through the use of these alternative curricular epistemologies the authors provide sample lesson plans that clearly illustrate the possibilities of a more critical yet permeable outlook on curriculum, with the ultimate aim of fragmenting the mythical dichotomy between the world of academics and the lived reality of youth.

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9781433109270

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Reviews

This book ruptures the commonsensical epistemologies of oppression, by deploying a decolonizing understanding of language as a necessary emancipatory condition of transgression and social transformation. In deconstructing the linguistic colonization of the media as an imperative of racialized capitalism, the authors rightly anchor their analysis to both social agency and political resistance. By so doing, they fluidly connect theory to the lived histories of disenfranchised populations, providing a new language for the reinvention of academic knowledge and the creation of new spaces of possibility for democratic life, within the classroom and beyond. (Antonia Darder, Leavey Presidential Endowed Chair, Loyola Marymount University, Los Angeles) Joao and Ricardo Rosa have produced a compelling read for those interested in the intersection of language, media, and pedagogy. They bring a refreshing outlook into the movement with their deft combination of critical pedagogy and critical discourse analysis. (James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies, Arizona State University)

This book ruptures the commonsensical epistemologies of oppression, by deploying a decolonizing understanding of language as a necessary emancipatory condition of transgression and social transformation. In deconstructing the linguistic colonization of the media as an imperative of racialized capitalism, the authors rightly anchor their analysis to both social agency and political resistance. By so doing, they fluidly connect theory to the lived histories of disenfranchised populations, providing a new language for the reinvention of academic knowledge and the creation of new spaces of possibility for democratic life, within the classroom and beyond. (Antonia Darder, Leavey Presidential Endowed Chair, Loyola Marymount University, Los Angeles) Joao and Ricardo Rosa have produced a compelling read for those interested in the intersection of language, media, and pedagogy. They bring a refreshing outlook into the movement with their deft combination of critical pedagogy and critical discourse analysis. (James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies, Arizona State University) This book ruptures the commonsensical epistemologies of oppression, by deploying a decolonizing understanding of language as a necessary emancipatory condition of transgression and social transformation. In deconstructing the linguistic colonization of the media as an imperative of racialized capitalism, the authors rightly anchor their analysis to both social agency and political resistance. By so doing, they fluidly connect theory to the lived histories of disenfranchised populations, providing a new language for the reinvention of academic knowledge and the creation of new spaces of possibility for democratic life, within the classroom and beyond. (Antonia Darder, Leavey Presidential Endowed Chair, Loyola Marymount University, Los Angeles) Joao and Ricardo Rosa have produced a compelling read for those interested in the intersection of language, media, and pedagogy. They bring a refreshing outlook into the movement with their deft combination of critical pedagogy and critical discourse analysis. (James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies, Arizona State University)

Author Information

Joao J. Rosa is Assistant Professor in the Department of Teaching and Learning at the University of Massachusetts-Dartmouth’s School of Education, Public Policy, and Civic Engagement (SEPPCE). An International Curriculum Advisor to the University of Cape Verde, he is also the author of Discursos Linguísticos e realidades nas salas de aulas: Vencendo a luta pelo controle. His research interests include sociolinguistics, language acquisition, urban education, and curricular theory. Ricardo D. Rosa is Assistant Professor in the Department of Educational Leadership at the University of Massachusetts-Dartmouth’s School of Education, Public Policy, and Civic Engagement (SEPPCE). His research interests include social policy, urban as well as migrant education, neoliberalism, and curricular theory.

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