“Critical Pedagogy and
Popular Culture in an Urban Secondary English Classroom”:
The main point that this
article touches on reveals that the students in the classroom should pair
popular culture and social media with canonical texts. At first, the idea of bringing in music and
movies into the classroom that are not based off of the texts read in class
seemed far fetched, but as the article continued it raised some extremely
important points. I have found that I pay
more attention in a classroom when my teacher focuses the material on something
that I am passionate about or that affects me in some way. For my future
students, encouraging them to use their experiences and the culture of today’s
society will help them in becoming mature learners and avid thinkers. I liked how the authors gave actual examples
of how to incorporate this kind of critical pedagogy into the classroom,
especially a type of classroom most of us will probably be teaching in. Using film can be extremely beneficial like
the article discussed, but one reservation that I have is how much the students
will actually take in about the film and it’s significance. And what happens if someone gets upset or
feels emotionally distraught at what is being watched? I suppose there are permission slips given to
parents on certain racial/prejudicial issues, but the point is how do you deal
with them? Do you stop the clip? The authors made a great move by using the
movie to dig deeper into the issues that were at hand and to include this film
into an entire unit plan. Another section
I really enjoyed was how much the authors put importance on communications
skills and class participation. Often,
the idea of banking education seems easier and at times even more beneficial to
a teacher, but in the end getting the students to think and do on their own is
a much higher achievement and will leave them better off in the end.
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