BIELEFELD UNIVERSITY, GERMANY 2022
In 2022 Anna is teaching two guest courses at Bielefeld University, Germany
FOLK MEDIA: POPULAR AND PUBLIC PEDAGOGIES AS EDUCATIONAL INCLUSION
Scholarship in the field of inclusive education has grown out of research on disability (Slee et al 2019), language (Taylor & Sidhu 2012), cultural difference and class (Kenway & Lararuz 2017). This course offers a different approach that is informed by cultural studies (Willis 1977, Mc Robbie 2013) and decolonial theory (Vergés 2001), presenting popular cultural modes of engagement and sites of learning as forms of inclusive education. Drawing on Henry Jenkins' (2012) work on cultural production and consumption, I will offer a retrospective account of non-digital folk practices as a history of popular education and I will then situate contemporary digital folk media practices as inclusive education. Expanding Vergés (2001) critique of colonial knowledge systems, I examine globalised and globalising forms of digital production as what I call folk media. We will consider the limits to digital inclusion in terms of economic class, labour, disability and the expanding issues of digital waste. Students will develop a robust framework for reading popular and public pedagogies as a form of widening participation and develop their own sensibility for appreciating vernacular civic participation and youth voice in digital content production.
Works cited.
Jenkins, H. Ed (2012) Textual poachers: Television Fans and Participatory Culture. Routledge, New York.
Kenway, J. & Lazarus, M. (2017) Elite schools, class disavowal and the mystification of virtues, Social Semiotics, 27:3, 265-275, DOI: 10.1080/10350330.2017.1301791
McRobbie, A. (2013). Feminism, the Family and the New 'Mediated' Maternalism. New Formations, 80, pp. 119-137. ISSN 0950-2378
Slee, R., Corcoran, T. & Best, M. (2019). Disability Studies in Education – Building Platforms to Reclaim Disability and Recognise Disablement, Journal of Disability Studies in Education, 1-11. DOI: https://doi.org/10.1163/25888803-00101002
Taylor, S. & Sidhu, R. K (2012) Supporting refugee students in schools: what constitutes inclusive education?, International Journal of Inclusive Education, 16:1, 39-56,DOI: 10.1080/13603110903560085
Willis, P. 1977. Learning to Labour: How working class kids get working class jobs. Farnborough: Saxon House.
Vergés, F. 2021. A Decolonial Feminism. Pluto Press, England.
DECOLONIAL PEDAGOGIES AND SOCIAL INCLUSION
This course examines school curriculum pedagogies as a technology of colonisation and canvasses scholarship exploring means and ways of decolonizing pedagogy. The course develops an approach that argues capitalism and colonisation are intrinsically linked and, working to develop radical praxis for social change is a focus of this course.