Honoring Student Cultural Capital: Social Media and Popular Culture as Tools for Teaching Theory

Autor/in	Valiente-Neighbours, Jimiliz M.
Titel	Honoring Student Cultural Capital: Social Media and Popular Culture as Tools for Teaching Theory
Quelle	In: College Teaching, 68 (2020) 2, S.79-86 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Valiente-Neighbours, Jimiliz M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-7555
DOI	10.1080/87567555.2020.1741502
Schlagwörter	Social Capital; Popular Culture; Social Media; Cultural Capital; Social Theories; Assignments; Learning Activities; Learner Engagement; Anxiety; Educational Technology; Technology Uses in Education; College Students; Higher Education; Teaching Methods + Suchen Sie Ihr Suchwort? Sozialkapital; Popkultur; Soziale Medien; Gesellschaftstheorie; Assignment; Auftrag; Zuweisung; Lernaktivität; Angst; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	To a growing student population for whom smartphone and Internet use started in their early childhood, social media and popular culture can be effective tools to mitigate potential anxiety and alienation students may feel when taking a theory course. This paper offers strategies and insight on the endeavor of utilizing both popular and social media cultures to teach social theories. I discuss assignments and activities used to generate student engagement, as well as share examples of successful student submissions that demonstrate application of course materials to their everyday life. Informed by Paulo Freire's (2011 [1968]) pedagogy of "students-as-teachers," the strategy of asking students to contribute what they know about social media and popular culture helps students be more critical participants in society and communicates to students that instructors value their experiential knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01