Doctor of Philosophy (PhD)
Teaching and Learning
First Committee Member
Second Committee Member
Third Committee Member
Fourth Committee Member
Fifth Committee Member
Number of Pages
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.
Multicultural Education; Popular Culture; Public Pedagogy; Video Essay
University of Nevada, Las Vegas
Rogers, Kyle, "Popular Culture as a Tool for Critical Pedagogy: A Case Study" (2021). UNLV Theses, Dissertations, Professional Papers, and Capstones. 4191.
IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/