Popular Culture, Educational Discourse, and Mathem (SUNY series, Education and Culture: Critical Factors in the Formation of Character and Community in American Life) - Softcover

Appelbaum, Peter Michael

Softcover

ISBN 10: 0791422704 ISBN 13: 9780791422700

Publisher: State University of New York Press, 1995

Synopsis

This ground-breaking book analyzes contemporary education discourse in the light of curriculum politics and popular culture, using sources ranging from academic scholarship to popular magazines, music video, film and television game shows. Mathematics is used as an "extreme case", since it is a discipline so easily accepted as separable from politics, ethics or the social construction of knowledge. Appelbaum's juxtaposition of popular culture, public debate and professional practice enables an examination of the production and mediation of "common sense" distinctions between school mathematics and the world outside of schools. Terrain ordinarily displaced or excluded by traditional education literature becomes the pendulum for a new conversation which merges research and practice while discarding pre-conceived categories of understanding. The book also serves as an entertaining introduction to emerging theories in cultural studies, progressively illustrating the uses of discourse analysis for comprehending ideology, the implications of power/knowledge links, professional practice as a technology of power, and curriculum as at once commodities and cultural resources.In this way, Appelbaum effectively reveals a direction for teachers, students and researchers to cooperatively form a community attentive to the politics of curriculum and popular culture.

About this title

About the Author

Peter M. Appelbaum is Assistant Professor of Curriculum and Instruction at the William Paterson College of New Jersey.

Edition details

• Publisher: State University of New York Press
• Publication date: 1995
• Language: English
• ISBN 10: 0791422704
• ISBN 13: 9780791422700
• Binding: Paperback
• Number of pages: 326