ERIC Number: EJ1454414
Record Type: Journal
Publication Date: 2025
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1468-1366
EISSN: EISSN-1747-5104
Entertaining Tensions: Teaching with and Learning from Popular Culture in Professional Education
Kaela Jubas; Donna Rooney; Francesca Patten
Pedagogy, Culture and Society, v33 n1 p123-140 2025
This article discusses findings from an ongoing qualitative studies about the incorporation of popular culture in university-based professional education. The focus is on how popular culture can become a curricular resource to support learning about theory or concepts and contentious or sensitive issues, at a time when neoliberal trends of consumerist ideology and technical vocationalism influence professional education and universities generally. Students who enter programmes expecting an emphasis on work-related information risk missing content and experiences designed to foster their development as well-informed, curious, and ethical professionals. Three tensions that emerged in the analysis are highlighted: un/applied, in/attentive, and a/critical. After grounding the study theoretically and reviewing literature on university-based professional education and public pedagogy, those tensions are outlined using segments of data to suggest the potential and limitations of a pedagogical approach that can make education both critical and enjoyable.
Descriptors: Professional Education, Popular Culture, Teaching Methods, Learning Experience, Universities, Curriculum Enrichment, Personality Traits, Inquiry, Knowledge Level, Ethical Instruction, Professionalism, College Faculty, College Students, Course Descriptions, Student Attitudes, Teacher Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A