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Pedagogy beyond the culture wars: de-differentiation and the use of technology and popular culture in undergraduate sociology teaching

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dc.contributor.authorWest, B.
dc.contributor.authorPudsey, J.
dc.contributor.authorDunk West, P.
dc.date.issued2011
dc.description.abstractIn recent decades there have been various calls for a pedagogical revolution in universities to address a new technology-savvy generation of students. These developments have been met with concern about the postmodern relativizing of educational achievement and accusations of the ‘dumbing down’ of course content. Moving beyond such culture war divisions between orthodox and progressive worldviews, this article outlines how reference to popular culture and utilization of its styles can result in student re-engagement with traditional learning materials and formats. Drawing on focus group interviews with students from an introductory sociology class that incorporated a specifically designed DVD, we outline the individual and societal benefits of a de-differentiated pedagogy that combines traditional rationalist education with more playful forms of learning that directly link with students’ life-worlds.
dc.identifier.citationJournal of Sociology, 2011; 47(2):198-214
dc.identifier.doi10.1177/1440783310386830
dc.identifier.issn1440-7833
dc.identifier.issn1741-2978
dc.identifier.urihttps://hdl.handle.net/1959.8/151845
dc.language.isoen
dc.publisherSage Publications
dc.rightsCopyright 2010 The Australian Sociological Association
dc.source.urihttps://doi.org/10.1177/1440783310386830
dc.subjectcultural conflict
dc.subjecteveryday
dc.subjectlife-world
dc.subjecthigher education
dc.subjectplay
dc.subjectyouth generation
dc.titlePedagogy beyond the culture wars: de-differentiation and the use of technology and popular culture in undergraduate sociology teaching
dc.typeJournal article
pubs.publication-statusPublished
ror.mmsid9915909501601831

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