Generation Z

Zombies, Popular Culture and Educating Youth
1. Auflage 2016
ISBN: 978-981-287-932-5
Verlag: Springer Nature Singapore

Buch, Englisch, Band 4, 187 Seiten, HC runder Rücken kaschiert, Format (B × H): 160 mm x 241 mm, Gewicht: 4321 g

Reihe: Cultural Studies and Transdisciplinarity in Education

This book argues that the mythic figure of the zombie, so prevalent and powerful in contemporary culture, provides the opportunity to explore certain social models – such as ‘childhood’ and ‘school’, ‘class’ and ‘family’ – that so deeply underpin educational policy and practice as to be rendered invisible. It brings together authors from a range of disciplines to use contemporary zombie typologies – slave, undead, contagion – to examine the responsiveness of everyday practices of schooling such as literacy, curriculum and pedagogy to the new contexts in which children and young people develop their identities, attitudes to learning, and engage with the many publics that make up their everyday worlds.

Zielgruppe

Research

Autoren/Hrsg.

Carrington, Victoria

Westrup, Rebecca

Rowsell, Jennifer

Priyadharshini, Esther

Fachgebiete

• Sozialwissenschaften Soziologie | Soziale Arbeit Altersgruppen Kinder- und Jugendsoziologie
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Mediensoziologie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Soziologie, Bildungssoziologie
• Interdisziplinäres Wissenschaften Wissenschaft und Gesellschaft | Kulturwissenschaften Populärkultur

Inhaltsverzeichnis

Chapter 1 Introduction.- Section One.- Chapter 2 Preface Zombies Today.- Chapter 3 The 'next people': And the zombies shall inherit the earth.- Chapter 4 The Dead are Rising: Gender and Technology in the Landscape of Crisis.- Section Two.- Chapter 5 Into the Black: Zombie Pedagogy, Education and Youth at the end of the Anthropocene.- Chapter 6 From Prom Queen to Zombie Barbie: A tutorial in make up gender and living death.- Chapter 7 Pedagogy and the zombie mythos: Lessons from apocalyptics enactments.- Section Three.- Chapter 8 Staying up late watching The Walking Dead.- Chapter 9 Girls, Ghouls, and Girlhoods: Horror and fashion at Monster High.- Chapter 10 Zombies, Boys, and Videogames: Problems and Possibilities in an Assessment Culture.- Section Four.- Chapter 11 Students as zombies: How can we awaken the undead?.- Chapter 12 Zombies, Monsters and Education: The creation of the young citizen.- Chapter 13 Killing me softly.

Über Autor(innen)

Victoria Carrington is Professor of Education in the School of Education and Lifelong Learning at the University of East Anglia. She researches and writes extensively in the areas of new technologies, youth and literacies with a particular interest in the impact of new digital media on literacy practices both in and out of school. Her work has drawn attention to issues of text production, identity and literacy practices within the affordances of digital technologies and new media. Jennifer Rowsell is Professor and Canada Research Chair at Brock University. She has co-written and written several books in the areas of New Literacy Studies, multimodality, and multiliteracies. Her current research interests include children’s digital and immersive worlds; adopting and applying multimodal epistemologies with adolescents and teenagers; and ecological work in communication Esther Priyadharshini is Senior Lecturer in education at the School of Education and Lifelong Learning, University of East Anglia, UK. She has a keen interest in the area of cultural studies in education, particularly around the broad themes of food, sex and death. Her research uses post-colonial, post-structural and feminist theories to understand educational encounters/sites. She is the associate editor of the Cambridge Journal of Education. Rebecca Westrup is a Lecturer in Education at the University of EastAnglia. Her research interests are primary concerned with young people, education and identity and how aspects of psychology and sociology intersect with educational experiences. In particular she is interested in students’ experiences of assessment in compulsory and post-compulsory education and the (re)shaping of their learner identities.