Why "teach" Popular Culture?

The question is “Why teach Popular Culture?”

I thought the answer was simple, because it is important to adolescents. Seems simple enough, right? But, as a teacher, I have some across times when someone will make a comment about reading “the classics” or he/she may imply that by not teaching the accepted canon of literature, I, and others, am doing a disservice to the students. Perhaps I am, but as a literature teacher I am constantly looking for novels, stories, movies, etc., that will engage the interests of my students. As much as I love some of the novels from my youth, my passion will only push the students so far; the stories just aren’t as relevant to them.

I can’t think of one of my 8^th graders this year that never watches TV or movies, plays video games, listens to music, or reads magazines; they are inundated with various forms of culture. And since all these forms of media surround them, why shouldn’t we use it in the classroom? I mean, does it really matter if a student has read To Kill a Mockingbird if they can receive the same thematic message from a song, a poem, a short story, or a movie? (Side note – I do have my enriched students read this in class…I love the book!)

Morrell makes the case for pop culture in the classroom by providing four main reasons for its use (37). They are:

Popular Culture is…

…relevant to the lives of adolescents. Since many adolescents spend their time immersed in magazines, music, movies and TV, we should use these items to help students to be able to critically analyze the information in them so that they may become more conscious consumers of media. Much production of mainstream media is geared directly toward adolescents and young adults, forcing them to grow aware of the messages and material. There is an argument that pop culture can actually have a negative impact on students, due to it being harmful to their self-esteem, especially in ways in which groups are portrayed (stereotypes). To help combat this, teachers should be help their students to be active learners, learning the ways to critically look at something in order to determine its purpose, or effect it may have on others.  

…is embedded with relevant literacy practices. I mentioned earlier that I sometimes have the feeling that some teachers believe that the “classics,” and only the classics, should be used in a classroom. Morrell mentions that this goes back to a long held belief of the differences between popular culture and “elite” culture. He argues that the literacy practices the students are involved with are actually just as rigorous, if not more so, as the classics used in many secondary classrooms. Many students, when interested in a new movie or band, will read the articles found in Rolling Stone or Spin. These articles are mostly non-fiction, informational expository texts, which more and more surround the students (either in standardized tests or just their everyday reading.) Many times these magazines also include articles that impact the everyday social and cultural aspect of the student’s environment, whether it concerns the current economic status of the country, current political debates, or any other issue of significance. The use of the Internet has also helped the students to become better researchers. Although we still have a problem with possible plagiarism and incorrect information, the Internet does allow us to teach students the strategies needed to critique, analyze, and evaluate information.      

…can help students make connections to academic texts and concepts. Morrell draws upon Vygotsky’s Zone of Proximal Development (ZPD) in order to support his belief that the use of pop culture in the classroom will help students to use their strengths and background experiences as starting points that will help them to build upon more skills and concepts. As teachers, we need to take steps to celebrate the diversity of all the students in our classes, by allowing them the opportunity to make sense of the texts that are important to them and that permeate their lives. Then, they will become better equipped to engage with more challenging and complex texts later. SIDENOTE - This reminds me of the movie Dangerous Minds with Michelle Pfeiffer (based on the true story of LouAnne Johnson). Do you remember it? If I remember correctly, she becomes a teacher and the majority of her students just do not want to engage in ANY learning experience. So, in order to help them she brings in the music of Bob Dylan, karate, and the poetry of Dylan Thomas.  I am not sure how many of her students really liked, or had even heard of, Bob Dylan, but in the movie some students did do a turnaround.

…fosters greater motivation among students. Morrell cites two theories of achievement motivation that he uses to help support his opinion of pop culture in the classroom: Expectancy-Value Models of Motivation (EVM) and Social Cognitive Theory (SCT). Using the EVM theory, Morrell argues that by including elements of pop culture familiar to students, they will have greater expectation to succeed, as well as having a greater incentive to work as well, both components of the theory. The SCT builds upon Bandura’s belief that people will learn skills when they are motivated to do so, and that self-efficacy is a key in achievement. There is also the social aspect of learning that is important, and the idea that students learn better or more through enactive learning (learning reinforced through reward and punishment), learning by doing, and vicarious learning; all a part of the social element Morrell uses throughout his examples in the book.    

I have to say that right now, I am thoroughly enjoying this book. It makes so much sense to me that I am having a hard time imagining someone arguing against these practices in a classroom. Perhaps it is because I am a newer (11 years) teacher, than some of those with whom I work (one of my teammates began teaching the year after I was born), that I can understand the need to pull the students into the learning. And truth be told, I kinda like some of the same things they do!  


What is next? How to include music in the classroom!  

Morrell, E. (2004). Linking Literacy and Popular Culture: Finding Connections for Lifelong Learning. Norwood, MA: Christopher-Gordon Publishers.