Universität Wien
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124181 VK BEd 08b.3: VK Cultural Studies and Language Education (2024W)

Freedom Writers: Teachers, Teaching, and other Classroom Experiences in U.S.-American Popular Culture and Literature

5.00 ECTS (2.00 SWS), SPL 12 - Anglistik
Continuous assessment of course work
Moodle

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 25 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

Please note that there will be no class on 17 October as I will be at the Austrian Association Conference at PH Vorarlberg from 16 - 19 October, 2024. https://www.ph-vorarlberg.ac.at/aaas

  • Thursday 10.10. 14:15 - 15:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Thursday 17.10. 14:15 - 15:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Thursday 24.10. 14:15 - 15:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Thursday 31.10. 14:15 - 15:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Thursday 07.11. 14:15 - 15:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Thursday 14.11. 14:15 - 15:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Thursday 21.11. 14:15 - 15:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Thursday 28.11. 14:15 - 15:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Thursday 05.12. 14:15 - 15:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Thursday 12.12. 14:15 - 15:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Thursday 09.01. 14:15 - 15:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Thursday 16.01. 14:15 - 15:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Thursday 23.01. 14:15 - 15:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Thursday 30.01. 14:15 - 15:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19

Information

Aims, contents and method of the course

This course introduces theories and methodologies from literary studies, cultural, educational studies, critical pedagogy, and media literacy to examine representations of teachers, teaching, and other classroom experiences in U.S. literature and culture. We begin by briefly exploring historical depictions of teachers in U.S.-American 19th-century print literature, photographs, and newspaper articles, and will then move on to researching 20th and 21st-century examples across various media, such as cartoons, songs, websites, TV shows, online newspaper articles, video clips, podcasts and social media.Through weekly discussions and close analysis of primary and secondary sources, students will deepen their understanding of literary and media representations of classroom experiences and identify various (stereotypical) teacher tropes and learner identities. As part of the course, students will also collect ideas for creating learner activities on a primary source of their choice and provide peer feedback as well. In preparation for the BEd thesis OR a final paper, students will conduct research and present their work-in-progress, including a sample analysis of a primary source of their choice, and an annotated bibliography. Overall, our goal is not only to expand our critical thinking and cultural understanding of representations of teachers and teaching in the U.S. (including AI), but also to actively engage in co-shaping and reflecting on our own classroom experiences.

Assessment and permitted materials

Attendance is obligatory; two classes can be missed. You need to complete and pass all requirements to complete the course. Any instance of plagiarism will result in a failing grade for the assignment, and possibly for the course. It is mandatory to include a signed and dated anti-plagiarism statement. Submit your work according to the due dates in our syllabus.

10% Active participation in classroom discussions
20 % Lesson Plan and Peer-Feedback
20 % Research Presentation and annotated bibliography

50% BEd thesis (6500-7000 words; excluding bibliography and appendix)
OR
50% Final paper (3500 words; excluding bibliography and appendix)

If you have a particular U.S.-American primary source (e.g. a film, a novel, a TV series; graphic novel etc., a few songs or clips) in mind for your B.Ed. thesis or final research paper, please let me know as soon as possible.

Minimum requirements and assessment criteria

Note: It is mandatory to include a signed and dated anti-plagiarism statement and to submit your work according to the due dates in our syllabus.

Grades in %:
1 (very good): 90-100%
2 (good): 80-89%
3 (satisfactory): 70-79%
4 (pass): 60-69%
5 (fail): 0-59%

Points must be collected in all of these categories. Students must obtain at least 60% for each element to pass this course.

Examination topics

Continuous internal assessment. Students will be expected to read the provided materials in Moodle and identify and work with material for their BEd thesis or final research paper. No written exam.

Reading list


Selected primary material (all texts except copyrighted movies will be made available via Moodle).

- Washington Irving, "The Legend of Sleepy Hollow"
- Edward Bellamy, "With the Eyes Shut"
-Zitkala-Ša, "The Schooldays of an Indian Girl"
-Erin Gruwell, The Freedom Writers Diary. How a Teacher and 150 Teens Used Writing to Change Themselves and the Word Around them
- Dead Poets Society
- Freedom Writers
- Easy A

Selected secondary material (all texts will be made available via Moodle)

- Ahn, Claire, and Carl Leggo. “Teachers in Film: Always in Process.” Canadian Journal of Education / Revue Canadienne de l’éducation, vol. 42, no. 1, 2019, pp. 117–37.
- Benson, Phil, and Alice Chik. Popular Culture, Pedagogy and Teacher Education : International Perspectives. Routledge, 2014. (selected texts)
- Dalton, Mary M. and Laura R. Linder. Teachers, teaching, and media : original essays about educators in popular culture. Transgressions. Cultural Studies and Education. Vol. 132.
- de Saxe, Jennifer, and Alejandra Favela. “Good Teacher / Bad Teacher: Helping Undergrads Uncover Neoliberal Narratives That Dichotomize and Disguise Structural Inequalities.” Journal of Thought, vol. 52, no. 1–2, 2018, pp. 29–47. JSTOR
-Fredricks, Jennifer A. “Gender and Schooling: Progress, Persistent Inequalities, and Possible Solutions.” The Routledge Handbook of Contemporary Feminism, 1st ed., Routledge, 2019, pp. 193-201. eBook, ISBN 9781315728346.
-Hoffman-Kipp, Peter. “Model Activity Systems: Dialogic Teacher Learning for Social Justice Teaching.” Teacher Education Quarterly, vol. 30, no. 2, 2003, pp. 27–39.
-hooks, bell. Teaching Community : A Pedagogy of Hope, Taylor & Francis Group, 2003
Scheibe, Cyndy, and Faith Rogow. The Teacher’s Guide to Media Literacy : Critical Thinking in a Multimedia World. Corwin. 2012.

Association in the course directory

Studium: BEd 046/407
Code/Modul: BEd 08b.3
Lehrinhalt: 12-4686

Last modified: Fr 06.09.2024 10:25