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Beyond Doing Cultural Studies: Toward a Cultural Studies of Critical Pedagogy
... Giroux's approach brings together the " intersection of pedagogy, cultural studies and a project for political change " (1996: 52). This kind of approach would see teachers questioning commonsense understandings and interrogating dominant media and consumer representations of youth, work and social life (Weiner, 2003 ...
Bu araştırmanın amacı, Türkiye’de yayımlanan, anahtar sözcükleri arasında eleştirel pedagoji olan tez ve makalelere ilişkin bibliyografik bir çözümleme yapmaktır. Araştırmada nitel araştırma modellerinden bibliyometri yöntemi kullanılmıştır. Araştırmanın veri kaynağını, 1 Haziran 2023 tarihine kadar YÖK Tez Merkezi ve ULAKBİM-TR Dizin veri tabanlarında indekslenen ve anahtar sözcükleri arasında eleştirel pedagoji olan 19 tez ve 23 makale oluşturmaktadır. Bu araştırmada nitel veri analiz türlerinden betimsel analiz kullanılmıştır. Kodlama sürecinde ise kategorik çözümleme tekniği kullanılmıştır. Eleştirel pedagoji konusunda yapılan tez ve makalelere genel olarak bakıldığında; eleştirel pedagoji konusunda yayınlanan tez ve makalelerin birbirine yakın sayıda olduğu; tezlerin çoğunlukla yüksek lisans tezlerinden oluştuğu; makalelerin çoğunlukla bir ve iki yazarlı olduğu; ilk yayının 2010 yılında yazıldığı, en fazla yayının 2018 ile 2022 yılında yapıldığı; okulöncesi eğitim ve ortaöğretim kademelerinde herhangi bir araştırmanın yapılmadığı, yayınların çoğunluğunun literatürü açıklamaya yönelik gerçekleştirildiği için herhangi bir eğitim kademesini kapsamadığı; araştırmaların çok farklı çalışma konu alanlarında şekillendiği; araştırmaların çoğunlukla nitel araştırma yöntemlerine yöneldiği, karma yöntemde yapılan araştırmaların ise bir sınırlılık gösterdiği; araştırmalarda literatür taramasının, tarama araştırmasının ve durum çalışmasının en çok tercih edilen araştırma modelleri olduğu; araştırmalarda literatüre ilişkin veri kaynaklarına en çok yönelimin olduğu, bununla birlikte öğretmenlerin ve öğretmen adaylarının en çok çalışılan gruplar olduğu ve araştırmalarda literatürün, görüşme formlarının, ölçeklerin ve dokümanların en çok kullanılan veri toplama araçları olduğu tespit edilmiştir. Bununla birlikte eleştirel pedagoji çalışmalarının sayısının artması gerektiği; konunun okulöncesi ile ortaöğretim kademelerinde de çalışması gerektiği; araştırmalarda karma yönteme de yer verilmesi gerektiği ve farklı çalışma grupları ile çeşitlendirilme yapılması gerektiği önerilebilir.
ABSTRAK Pembelajaran inovatif berbasis budaya di wilayah Daerah Aliran Sungai (DAS) di Basarang, Kalimantan Tengah dikaji dalam penelitian ini. Budaya Betang yang di sisipkan dalam pendididikan melalui pembelajaran-pembelajaran yang inovatif merupakan langkah pelestarian kebudayaan. Tujuan penelitian ini adalah untuk mengkaji penerapan model pembelajaran inovatif berbasis budaya Betang pada guru PAUD di wilayah Daerah Aliran Sungai Kalimantan Tengah. Aspek yang di analisa meliputi perencanaan dan pelaksanaan pembelajaran. Penelitian kuantitatif dengan pengumpulan data berupa angket digunakan dalam penelitian ini. Sumber data lainnya diperoleh melalui dokumentasi. Guru PAUD di Daerah Aliran Sungai menjadi subjek dalam penelitian ini. Statistik deskriptif digunakan sebagai analisis data. Adapun hasil analisis prosentase terhadap aspek Perencanaan Pembelajaran diperoleh hasil 90,72% dan hasil analisis prosentase terhadap aspek Pelaksanaan Pembelajaran sebesar 89.57%. Total hasil analisis prosentase terhadap keseluruhan implementasi model pembelajaran inovatif berbasis budaya betang sebesar 89.95%. Kata Kunci : Pembelajaran Inovatif, Pembelajaran berbasis Budaya, Budaya Betang, Guru PAUD
Kiranya kita semua mafhum bahwa dunia yang sekarang berlari lintang pukang sedang dilanda banjir bandang informasi, bahkan tsunami informasi. Kuantitas informasi luar biasa banyaknya laksana gunung gelombang membuat kita tercekam dan tercengang; kualitas informasi luar biasa macamnya – dari yang tidak benar ibarat sampah kotor sampai yang benar ibarat air bening sekali – bercampur aduk menjadi satu menjadikan kita tertegun seraya mengernyitkan dahi; dan medium informasi demikian beraneka ragamnya tak jarang membuat kita repot dan kalang kabut. Di sinilah kita dihadapkan pada mahadata (big data) atau maha-informasi (big information), bahkan kemudian mencemplungkan kita ke dalam maha-data atau maha-informasi. Ibaratnya, dengan kesadaran dan keterampilan masing-masing yang bervariasi, kita terapung dan terombang-ambing di tengah samudra informasi yang penuh gelora badai.
Dihela oleh “angin puyuh” revolusi teknologi informasi dan komunikasi atau revolusi digital, samudra informasi yang penuh gelora badai tersebut menjadi sangat(-sangat) melimpah ruah, menerjang apapun, menggelontor kemana pun, lalu meluber ke mana-mana dan mengenang di mana-mana – terlepas kita inginkan atau tidak. Batas-batas dan sekat-sekat informasi jebol, bukan hanya batas dan sekat tempat, tetapi juga ruang dan waktu. Di situ setiap waktu segala macam bentuk, jenis, rupa, dan sifat informasi bercampur aduk menyerbu, menggulung, bahkan “menyeret-menghempaskan” kita semua ke dalam “ruang dan lanskap informasi serba tak terduga, tak pasti, njelimet, dan mendua. Di samping itu, setiap saat informasi dengan segala kuantitas, kualitas, dan mediumnya berseliweran, berlalu lalang, dan berkelebat cepat di dalam dunia-kehidupan kita semua. Hidup kita pun “berada di dalam” dan “tak pernah terlepas sekejab pun” dengan informasi. Di sinilah kita – meminjam kata para ahli – kita mungkin menjadi masyarakat informasi – bahkan mungkin masyarakat informasi baru (digital). Di sini tiba-tiba masyarakat dan informasi berkoeksistensi, saling mengada bersama. Sebab itu, beranalogi dengan proposisi masyhur cogito ergo sum (aku berpikir maka aku ada) dari Rene Decartes, tak berlebihan dikatakan: informationem ergo sum (aku berinformasi maka aku ada). Eksistensi rang atau sekelompok orang sekarang ditentukan oleh seberapa besar, banyak, dan bermutu pemilikan dan penguasaan mereka atas informasi. Lebih-lebih era sekarang dan akan datang juga dinamai era mahadata (big data) yang menjadikan informasi atau data sangat sentral dalam kehidupan manusia.
Di situlah kemudian kita menyaksikan gejala kesentralan (sentralitas) informasi dalam peri kehidupan bersama dan pribadi manusia. Pada satu sisi, informasi kemudian menjadi salah satu kebutuhan dasar dalam kehidupan sehari-hari manusia – tanpa informasi mereka merasa kelimpungan. Pada sisi lain, informasi yang begitu melimpah ruah dan meluap-luap seperti samudra luas dan bergelora diperebutkan oleh berbagai kepentingan – kepentingan sosial, kultural, politik, ekonomi, religius, dan lain-lain. Ringkas kata, pelbagai kepentingan baik positif maupun negatif masuk dalam udnia informasi. Tak ayal, bermacam-macam kadar dan mutu informasi bertebaran, berhamburan, dan bercampur menjadi satu dalam kehidupan manusia sehari-hari. Bukan hanya informasi yang benar dan akurat, tetapi juga informasi yang salah, dibuat salah, dan atau disampaikan salah untuk kepentingan tertentu berhamburan dan bercampuran. Di sinilah kita bukan hanya berhadapan dengan informasi (dalam arti informasi yang benar dan akurat), tetapi juga misinformasi, disinformasi, dan malinformasi. Dalam hal ini mis-informasi merupakan informasi yang salah yang dipercaya benar oleh penyebarnya tanpa maksud dan niat negatif; dis-informasi merupakan informasi yang salah yang diketahui dan disebarkan oleh penyebarnya demi kepentingan negatif tertentu bagi pihak lain; dan mal-informasi merupakan informasi yang sebenarnya benar dan akurat yang sengaja digunakan oleh pengguna digunakan untuk kepentingan negatif tertentu. Sebab itu, kita sekarang dan ke depan bukan hanya berada di era informasi, tetapi juga berada di era mis-informasi, dis-informasi, dan atau mal-informasi secara serentak dan bertumpang tindih.
Hidup di tengah era (mis-/dis-/mal-)informasi tersebut menuntut kita melek informasi, selalu berhati-hati dan tidak gegabah ketika berhadapan dengan informasi – informasi apapun. Untuk itu, kata para ahli dan pekerja informasi, kita memerlukan literasi informasi – yang tentu saja kontennya bisa bermacam-macam meliputi pelbagai lapangan kebudayaan atau kehidupan manusia. Literasi informasi menjadikan kita sadar atau melek mana yang informasi ‘beneran”, mana yang mis-informasi, mana yang dis-informasi, dan mana yang mal-informasi. Berhubung sekarang, lebih-lebih ke depan, kita tak hanya berada di kuadran dunia lisan dan dunia naskah, namun juga dunia cetak dan dunia digital secara serentak, maka literasi informasi yang harus kita kuasai tak hanya bertumpuan kelisanan dan kenaskahan, namun sekaligus juga bertumpuan keberaksaraan dan kedigitalan (atau disebut juga kelisanan sekunder). Di sinilah kita jadi mafhum bahwa literasi informasi tak hanya berkenaan dengan membaca atau daya baca, tetapi juga menyimak atau daya simak; tak hanya memerlukan kemahiran atau kemampuan membaca, namun juga kemahiran atau kemampuan menyimak; tak hanya memerlukan aktivitas membaca, tetapi juga aktivitas menyimak secara bersamaan atau serentak. Kapasitas membaca diperlukan untuk memperkuat literasi informasi yang berasal dari sumber-sumber tertulis (naskah dan cetakan lain), sedangkan kapasitas menyimak atau mendengarkan dibutuhkan untuk memperkuat literasi informasi yang berasal dari sumber-sumber lisan dan digital. Bahkan kapasitas membaca dan mendengarkan diperlukan secara serempak ketika kita berhadapan dengan informasi dari dunia digital.
Sehubungan itu, dapat dikatakan di sini bahwa menyimak dan membaca sama-sama pentingnya untuk menguasai dan memperkuat literasi informasi di tengah dunia yang diharu-biru oleh revolusi digital, revolusi komunikasi dan informasi, dan revolusi ilmu pengetahuan khususnya bioteknologi. Secara khusus dapat dikatakan di sini bahwa kemahiran atau kemampuan menyimak diperlukan setiap orang untuk menemukan informasi yang benar, akurat, dan tepat pada masa sekarang dan akan datang. Seiring dengan perubahan revolusioner disruptif sekarang, yang membawa banjir bandang atau tsunami informasi pada satu sisi dan pada sisi lain menimbulkan mis-informasi, dis-informasi, dan mal-informasi, maka yang kita perlukan bukan hanya menyimak literal (biasa) dan menyimak komprehensif, tapi juga menyimak kritis, menyimak kreatif, bahkan menyimak reflektif. Dengan menyimak literal dan menyimak komprehensif kita akan mampu menangkap dan memahami informasi yang disampaikan oleh pihak tertentu dengan medium tertentu. Akan hal tersebut tidak cukup karena kita pun harus mampu menilai dan menerka dampak sebuah informasi yang kita peroleh dari aktivitas menyimak, bahkan kita juga harus mampu menggunakan informasi hasil simakan untuk kepentingan kebaikan. Di sinilah kita juga memperlukan menyimak kritis, menyimak kreatif, dan menyimak reflektif. Jadi, selain bermacam ragam membaca, kita juga memerlukan bermacam ragam menyimak agar memiliki literasi informasi yang baik, konstruktif, dan berfaedah bagi kehidupan bersama.
Untuk mencapai hal tersebut, bukan hanya buku-buku pengetahuan dan panduan membaca yang kita perlukan, namun juga buku-buku pengetahuan dan panduan menyimak. Di sinilah setiap buku yang ditulis dan diterbitkan oleh seseorang atau beberapa pihak tentang membaca dan atau menyimak perlu disambut gembira dan diapresiasi karena memperkaya khazanah dunia literasi informasi di samping bisa menjadikan kita bisa meningkatkan kapasitas membaca dan menyimak. Dalam konteks seperti inilah saya menyambut gembira dan mengapreasi atas terbitnya buku Menyimak Kritis dengan Bahan Ajar Epub Responsif Budaya Lokal karya Susi Darihastining, Aang Fatihul Islam, dan Heny Sulistyowati. Dengan segala keterbatasan dan kelebihannya, buku ini dapat memperkaya pengetahuan dan kiat menyimak di tengah era (mis-/dis-/mal-)informasi. Selamat menikmati buku yang terbit pada waktu yang tepat ini, dalam arti pada waktu kita dihantam tsunami informasi yang menjadikan kita harus mencari pegangan! (Djoko Saryono, pendidik di Fakultas Sastra Universitas Negeri Malang).
Buku yang berjudul ‘Menulis Narasi Kreatif dengan Bahan Ajar e-pub Responsif Budaya Lokal di Era Disrupsi’, ini merupakan buku kedua dari luaran penelitian PDUPT yang dilaksanakan oleh Dr. Susi Darihastining, M.Pd dan Aang Fatihul Islam, M.Pd yang berbentuk desain kreatif bahan ajar yang diterapkan pada mata kuliah menulis proses. Buku ini akan membantu mahasiswa terhanyut dalam pengembaraan yang menyenangkan dalam proses menulis narasi kreatif. Mata kuliah menulis proses bagi kebanyakan mahasiswa merupakan mata kuliah yang menjemukan karena membutuhkan konsentrasi pemikiran yang serius dan mendalam. Dengan disajikannya Bahan Ajar e-pub Responsif Budaya Lokal ini akan membuat mahasiswa yang sedan menempuh mata kuliah menulis proses akan merasa senang dalam menyusun sebuah narasi budaya lokal di era disrupsi.
Feminist pedagogies have established the need to query power structures in terms of curriculum content and teaching praxis. However, the topic of student assessment poses difficulties: it is a means through which students’ performance is evaluated and quantified according to set institutionalised criteria that values particular forms of hegemonic knowledge. The following article presents a self-reflexive exploration of assessment within a Gender Studies module taught in the Autumn semesters of the 2017/18 and 2018/19 academic years at a UK university. The module was a core component of the institution’s MA in Gender Studies. This was an exciting opportunity to experiment with assessment styles corresponding to feminist pedagogies to help develop students’ and instructors’ disciplinary scope and explore the radical potential for creative-critical approaches to assessment. This article outlines some the challenges of employing alternative modes of learning and teaching from a feminist perspective and suggests some strategies to address these.
In this paper, Larkin and Gould' s (1999) activity theory methodology for defining work-related roles and Burns' (1963) analysis of organismic organizational form are merged into a model that describes associate and leadership roles and relationships in virtual organizations. The effects of a lack of shared physical space and face-to-face social interaction, a continual need for learning and collaboration, and the temporalities that characterize roles and relationships in virtual organizations will be explored. This exploration will focus on the challenges that virtual workspace effects have created for two current leaders of virtual organizations. The acquisition and use of leadership power to meet these challenges will be discussed. Gifford and Enyedy' s (1999) activity theory, as well as interview data from six educators, will be used as a basis for drawing parallels between associate and leadership roles and relationships in virtual organizations and learner and instructor roles and relationships in virtual learning communities. These parallels will be extrapolated into a tentative model for pedagogical leadership in virtual learning environments.
We focus on the recently emerging ‘baby culture’ that is fostering a curriculum of consumption and consumerism among parents-to-be and infants aged zero-to-three. To gain insight into how the cultural artifacts, practices, and trends emerging from this demographic are shaping the way we think and act in a consumer culture, we investigate Babies, a popular documentary film by French director Thomas Balmes, who spent nearly two years following the lives of four babies from Namibia, Mongolia, Japan, and the USA. We identified a metanarrative positing the civilising nature of consumption; this metanarrative was exhibited through two main themes: colonising images and ‘civilised’ cleanliness. These themes reinforce assumptions of a thriving or readily emerging baby culture in the featured consumer economy nations as contrasted with what could be read as the ‘uncivilised’ approach to parenting and child development portrayed by the film in developing countries. We argue that the film perpetuates an obsession with a baby culture defined by consumerism as it simultaneously reproduces colonialist depictions of the ‘other’. We posit that audiences in industrialised countries who view this film participate in ‘cinematic tourism’ and thus become implicated in what Willinksy calls ‘imperialism’s educational project’.
The purpose of this study was to investigate how teachers of the integrated bilingual Palestinian–Jewish schools in Israel construct their school culture in relation to various outside pressures in their attempt to achieve educational change. Field notes from an in-service training workshop were analyzed according to three levels of the teaching context: the personal, professional and political. It was found that the teachers perceive themselves as primarily pedagogical experts with a shared vision based on multiculturalism and coexistence. According to the findings, recommendations are made for improving the positioning of the teachers in relation to pupils, parents and policy-makers.
In this article, we draw on disruptive scenes in a postsecondary classroom to examine a critical incident concerning conflicting readings of the film Pearl Harbor (2001). We raise crucial questions for pedagogical work with popular film: Who speaks for whom about the meaning of a given film? Under what conditions do students resist particular readings of a film? How should teachers respond to acts of resistance in debates on the meaning of film? The use of popular film provides insight into language as a linguistic system as well as a site of struggle over meaning, identity, and power.
This article focuses on a participatory research project designed to promote student use of digital video to explore conceptions of health and wellness. We have viewed aspects of student resistance through the cultural perspectives that guide the Aboriginal education programs involved with the study. In presenting this piece, we have experimented with a number of different styles to represent the different cultural, ethical, and educational dimensions of the research project and to advance a form of resistance to standardized representations of research results. Through video re-presentation of culture, students resisted the privileging of text and dominant cultural constructions of their personal identities.
Canadians live in a world of mega-spin where public relations corporate lobbyists play an increasingly larger role in news-making. To resist this trend, I have studied political ideology to understand the relationship between corporate media and systems of social, economic, and political power, and their hegemonic function, and indicate the bias inherent in the media, a contention that assumes the epistemological position that all knowledge is socially constructed. I demonstrate how preservice education students can acquire this understanding by reframing political discourse from different ideological perspectives, and how teachers can integrate critical media literacy into high-school social studies courses.
This article examines the current state of cultural studies. It argues for the need to delimit the field of cultural studies, proposing that the specificity of cultural studies as a way of politicizing theory and theorizing politics is given by its radical contextuality. It then goes on to consider some of the challenges that the contemporary context poses to cultural studies, and which cultural studies has been largely unable to address. It suggests that this failure may be due to the modernist inheritance of cultural studies, and begins to offer a genealogy of the category of culture. Specifically, it looks at the relationship of culture, mediation and signification and proposes the need for a non-mediational theory of culture.
In this article, Henry Giroux explores two sides of one question: 1) why scholars working within the area of cultural studies do not take seriously pedagogy and the role of schools in shaping culture and politics; and 2) why educators have not engaged the possibilities inherent in a cultural studies framework to analyze central questions of teaching and learning. In particular, Giroux analyzes how youth are increasingly being addressed and positioned through the popular media, changing economic conditions, and an escalating wave of violence. He illustrates, both through theory and examples of his own teaching, how the pedagogy and the mobilization of desire implicit in several recent Hollywood films about youth culture reinforce dominant racist and cultural stereotypes, but also how the use of various critical pedagogical strategies in the classroom can create the conditions for rewriting such films.
* Toward a Critical Theory of Television * Broadcasting and the Rise of Network Television * Television, Government, and Business: Toward a Critical/Institutional Theory * Television, Politics, and the Making of Conservative Hegemony * Alternatives
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