Entertaining tensions: teaching with and learning from popular culture in professional education

Jubas, K; Rooney, D; Patten, F

Entertaining tensions: teaching with and learning from popular culture in professional education

Jubas, K Rooney, D

Patten, F

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Publisher:: Informa UK Limited
Publication Type:: Journal Article
Citation:: Pedagogy, Culture and Society, 2023, ahead-of-print, (ahead-of-print), pp. 1-18
Issue Date:: 2023-01-01

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Field	Value	Language
dc.contributor.author	Jubas, K
dc.contributor.author	Rooney, D https://orcid.org/0000-0001-7668-0936
dc.contributor.author	Patten, F
dc.date.accessioned	2023-07-06T01:31:49Z
dc.date.available	2023-07-06T01:31:49Z
dc.date.issued	2023-01-01
dc.identifier.citation	Pedagogy, Culture and Society, 2023, ahead-of-print, (ahead-of-print), pp. 1-18
dc.identifier.issn	1468-1366
dc.identifier.issn	1747-5104
dc.identifier.uri	http://hdl.handle.net/10453/171235
dc.description.abstract	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.
dc.language	en
dc.publisher	Informa UK Limited
dc.relation.ispartof	Pedagogy, Culture and Society
dc.relation.isbasedon	10.1080/14681366.2023.2205415
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	“This is an Accepted Manuscript of an article published by Taylor & Francis in [Pedagogy, Culture and Society, 2023, ahead-of-print, (ahead-of-print), pp. 1-18], available online: http://doi.org/10.1080/14681366.2023.2205415”
dc.subject	1302 Curriculum and Pedagogy, 2002 Cultural Studies
dc.subject.classification	Education
dc.subject.classification	3901 Curriculum and pedagogy
dc.subject.classification	3903 Education systems
dc.title	Entertaining tensions: teaching with and learning from popular culture in professional education
dc.type	Journal Article
utslib.citation.volume	ahead-of-print
utslib.for	1302 Curriculum and Pedagogy
utslib.for	2002 Cultural Studies
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access	*
dc.date.updated	2023-07-06T01:31:49Z
pubs.issue	ahead-of-print
pubs.publication-status	Published
pubs.volume	ahead-of-print
utslib.citation.issue	ahead-of-print

Abstract:

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.

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http://hdl.handle.net/10453/171235