Award Date

5-1-2021

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Learning

First Committee Member

Christine Clark

Second Committee Member

Norma Marrun

Third Committee Member

Chad Scott

Fourth Committee Member

Kenneth Varner

Fifth Committee Member

Joseph Morgan

Number of Pages

143

Abstract

This dissertation sought to understand how a video essayist can incorporate popular culture to engage in critical pedagogy about queer issues into their video essays. Currently, educational institutions fail queer youth socially and academically. One potential method for engaging about and with queer folx may be popular culture. This study showed that popular culture may be a particularly useful tool for engaging in critical pedagogy in public space.

This study sought to answer the research question, how can, if at all, a video essayist incorporate popular culture to engage in critical pedagogy about queer issues into their video essays? Critical theory, with an emphasis in counter-storytelling, was the theoretical framework used for data analysis. Case study was the methodological approach selected because of its exploratory nature. Content analysis was the method used to code and analyze the data. The themes to emerge were access, queerness as an asset perspective, the power of stories, and counter-storytelling. Analysis of the findings revealed how public pedagogues can apply popular culture to their pedagogy and how educators and researchers inside of educational institutions may be influenced by their educational institution.

Keywords

Multicultural Education; Popular Culture; Public Pedagogy; Video Essay

Disciplines

Education

File Format

pdf

File Size

1094 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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