Popular culture in the classroom.

From carrying out the survey, I received some interesting feedback about the use of popular culture in the classroom. The student teacher gave the impression that they believed that the use of popular culture was a positive influence on children and their learning as it has the potential to enhance children’s engagement in lessons due to the familiar context and can often then create memorable learning. Lambirth (2003) conveys that by using popular culture in the classroom children are more relaxed and feel ‘empowered’ in their learning. While, Arthur (2004) states that “many children’s passions and literacy expertise are associated with popular culture” highlighting the importance of popular culture on the development of literacy skills.

However, the student stated that although they believed that popular culture was a positive influence on the children it has the potential to make the teacher feel uncomfortable as it can raise some difficult questions and issues that will need to be addressed. Arthur (2004) suggests that children are exposed to content that is not meant for them inadvertently, for example by watching television with their parents. Similarly, I have observed year six pupils being set the homework task of watching the news each day at six o’ clock and from watching the news myself at this time there were some topics that were raised that I would deem inappropriate for children, such as details about murders and wars etc., which can cause children to raise some difficult questions. This idea is similar to children playing computer/online games or watching internet videos and films that contain inappropriate content for them.  Palfrey and Gasser (2008) claims that there is a risk of psychological harm for children, who are exposed to things they are not ready to witness yet it suggests that parents and educators should address these topics and issues with children rather than ignore them.  

Nevertheless, from drawing on the seminar discussion and my own experience, I have observed the use of popular culture engaging all students in the classroom. The school I was in had a whole topic based on superheroes, which focused on children bringing in and reading comics and developing knowledge of the different types of English language. I found that this topic was inspiring for all the class, especially boys, who produced some wonderful pieces of writing and seemed switched on in their learning being able to discuss their favourite superheroes such as iron man, spider man etc.. Nevertheless, it can be argued that through the use of popular culture in the classroom there is less of an emphasis on spelling, grammar and handwriting (Merchant, 2001) as it is not seen as important anymore with the use of computers etc.  

On the other hand, the use of laptops and ipads in the classroom enable children with disabilities to engage with their learning more and be able to develop crucial life skills. I have observed a child in year five, with cerebal palsy, who types all his work rather than writing as it is a more beneficial life skill for his future than developing his handwriting skills. This also means that he engages with and enjoys his learning when he types as his feelings of frustration and anxiety are gone compared to when he writes.  This links to the Barriers to Achievement (2004) document which highlights the importance of an inclusive curriculum for all children, with or without special educational needs.

Therefore, for future practice I believe that popular culture should be used in the classroom with the use of more traditional texts to give all children access to their learning as well as developing their literacy skills in a variety of different ways. In addition to this, I feel that educators should be comfortable in using popular culture and be aware of the possible of risks of using it.

 

Bibliography:

-          Arthur, L. (2004) Popular Culture: Views of parents and educators. Routledge Falmer Oxon.

-          DfES (2004) Removing Barriers to Achievement: The Governments strategy for SEN Executive Summary. DfES Publications.

-          Lambirth, A. (2003) “They get enough of that at home”: understanding aversion to popular culture in schools. Reading Literacy and Language.

-          Merchant, G. (2001) ‘Teenagers in cyberspace: language use and language change in Internet chatrooms’ Journal of Research in Reading 24:3 (pp 293-306).  

-          Palfrey, J. and Gasser, U. (2008) Born Digital: understanding the first generation of digital natives. Basics Books. New York