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Download Full V3I2 Issue e Interdisciplinary Journal of Popular Culture and Pedagogy Adapting Our Approaches: (In)Formal Learning, Stereotypes, and Traumas Volume 3, Issue 2 | Fall 2016 | www.journaldialogue.org Adapting Our Approaches: (In)Formal Learning, Stereotypes, and Traumas Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy Volume 3, Issue 2 | Fall 2016 | www.journaldialogue.org INTRODUCTION AND SCOPE Dialogue: e Interdisciplinary Journal of Popular Culture and Pedagogy is an open access, peer reviewed journal focused on the intersection of popular culture and pedagogy. While some open access journals charge a publication fee for authors to submit, Dialogue is committed to creating and maintaining a scholarly journal that is accessible to all —meaning that there is no charge for either the author or the reader. The Journal is interested in contributions that offer theoretical, practical, pedagogical, and historical examinations of popular culture, including interdisciplinary discussions and those which examine the connections between American and international cultures. In addition to analyses provided by contributed articles, the Journal also encourages submissions for guest editions, interviews, and reviews of books, films, conferences, music, and technology. For more information and to submit manuscripts, please visit www.journaldialogue.org or email the editors, Lynnea Chapman King, Editor in Chief, or A. S. CohenMiller, Managing Editor, at [email protected]. All papers in Dialogue: e Interdisciplinary Journal of Popular Culture and Pedagogy are published under a Creative Commons Attribution-Non-Commercial-Share- Alike License. For details please go to: http://creativecommons.org/licenses/by-nc-sa/3.0/us/. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy EDITORIAL TEAM Lynnea Chapman King, PhD, Editor in Chief, Founding Editor Chapman King also serves as Executive Director for the Southwest Popular/American Culture Association. She received her PhD in American Literature and Film from Texas Tech University and currently writes in the field of Adaptation. Her publications include No Country for Old Men: From Novel to Film (co-edited, Scarecrow Press) and the recent Coen Brothers Encyclopedia (Rowman & Littlefield). A. S. CohenMiller, PhD, Associate Editor, Founding Editor CohenMiller also serves as a member of the Executive Team for the Southwest Popular/American Culture Association and is an Assistant Professor in the Graduate School of Education at Nazarbayev University. She received her PhD in Interdisciplinary Learning and Teaching from the University of Texas at San Antonio and currently researches qualitative methods, identity development, and gender in academia. Selected publications include “Developing globalized teacher education curriculum through interdisciplinarity” (CohenMiller, A., Dentith, A., Jackson, G, & Root, D., 2011) and “Motherhood in academia: A grounded theory pilot study of online texts” (2013). Volume 3, Issue 2 Advisory and Editorial Board ADVISORY BOARD Diana Dominguez Rikk Mulligan Ken Dvorak University of Texas at Brownsville Association of Research Libraries, Northern New Mexico College Scholarly Publishing Millard Dunn Marc Ouellette Indiana University Southeast Marc Ouellette Reconstruction: Studies in Reconstruction: Studies in Brad Duren Contemporary Culture Contemporary Culture Oklahoma Panhandle State Alison Macor University Shelley Rees Texas State University University of Science and Arts Susan Fanetti Oklahoma Laurence Raw California State University Baskent University Sacramento Lilliana Saldaña University of Texas at San Antonio Chuck Hamilton North Texas Community College Kelli Shapiro EDITORIAL BOARD Independant Scholar Mark Allen Michael Howarth South Texas College Missouri Southern State Robert Tinajero University of Texas at El Paso Jerry Bradley Lutfi Hussein Lamar University Mesa Community College Shane Trayers Macon State College Tamy Burnett Jennifer Jenkins University of Nebraska-Lincoln University of Arizona Pat Tyrer West Texas A&M University Lynnea Chapman King Nancy Kay Adams State University Merrimack College Margaret Vaughn Metropolitan State University A. S. CohenMiller Peter Kay Nazarbayev University Treefall: New Music Erik Walker Plymouth (Mass.) South High School Marco Cervantes Warren Kay University of Texas at San Antonio Merrimack College Rob Weiner Texas Tech University Library Brian Cowlishaw Brad Klypchak Northeastern State University Texas A&M Commerce Janet Brennan Croft Jessica Maerz Rutgers University University of Arizona Kurt Depner Michael Miller New Mexico State University University of Texas at San Antonio Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy Adapting Our Approaches: (In)Formal Learning, Stereotypes, and Traumas Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy Volume 3, Issue 2 | Fall 2016 | www.journaldialogue.org TABLE OF CONTENTS EDITORIAL Lynnea Chapman King and A.S. CohenMiller GUEST EDITORIAL Binarisms, Adaptation, and Love: Albuquerque 2016 Laurence Raw FORMAL AND INFORMAL LEARNING The Power of Books: Teachers’ Changing Perspectives about Using Young Adult Books to Teach Social Justice Janis M. Harmon and Roxanne Henkin High Culture as Entertainment”: Hybrid Reading Practices in a Live Book Club Magnus Persson From the Vertical to the Horizontal: Introducing Mikhail Epstein’s Transculture to Perplexed Educators Sheldon Kohn STEREOTYPES AND REALITY The Diyinii of Naachid: Navajo Rhetoric as Ritual Edward Karshner Masculinity and the Rise of Professional Wrestling in the 1990s Marc Oullette TRAUMA The Roots of Authoritarianism in AMC’s The Walking Dead Adam M. Crowley Destructive Plasticity, “Surplus of Consciousness,” and the “Monster” in True Detective Courtney Weber REVIEW Review of Love Between the Covers by Laurie Kahn (Blueberry Hill Productions, 2015) Lexey A. Bartlett Volume 3, Issue 2 e Interdisciplinary Journal of Popular Culture and Pedagogy Editorial The term adaptation enjoys a variety of applications, of which the scientific and cinematic use most immediately come to mind. While the term clearly resonates in these spheres, adaptation certainly can be found beyond them: psychology, education, politics, and economics likewise experience what could be termed adaptation in response to both external and internal forces. In this issue of Dialogue: e Interdisciplinary Journal of Popular Culture and Pedagogy, Adapting Our Approaches: (In)Formal Learning, Stereotype, and Traumas, authors from several fields, ranging from the visual and performing arts to rhetoric to social justice, explore the role of adaptation in a number of contexts. To introduce the concept of adaptation, Laurence Raw offers a guest editorial in which he considers the idea relative to a recent visit to the city of Albuquerque and the 2016 Southwest Popular/American Culture Association conference. Raw encourages the reader to move beyond a binary approach to adaptation, inviting an examination of the relationships between events, cultures, and people and how individuals might respond to adaptation. Our first area of examination is that of education and literacy, as the initial articles address adapting learning in a variety of contexts. Janis Harmon and Roxanne Henkin examine the power of books in changing students’ perception of social justice, reminding us that learning takes place both within and outside formal classrooms. In keeping with this idea of lifelong learning, Magnus Persson discusses the paradox of high culture as entertainment, describing a live book club in which musicians adapt literary texts through performance. The final article within this section, by Sheldon Kohn, seeks to expand our thinking about learning and teaching in general, proposing a shift from grand narratives to everyday change. The second group of articles delves into the tensions between stereotypes and reality, addressing first Native American rhetoric and then masculinity in the shifting narratives of professional wrestling. Edward Karshner considers Diné rhetoric and its ability to affect an individual’s perception of reality by means of participation in Navajo ceremonies. Marc Ouellette continues by examining televised professional wrestling in the 1990s, focusing on the roles of masculinity and corporatism in the genre into the twenty-first century. The final section of the issue addresses trauma in two popular television programs. Adam Crowley discusses the impact of psychological trauma in the AMC series e Walking Dead, both to the characters on the show and, beyond the medium, to social movements. Further considering trauma, Courtney Weber presents the case for considering trauma as seen from the varied perspectives of detective and serial killer, with potential real-world application in responding to survivors of trauma. We conclude this issue of Dialogue with a review by Lexey Bartlett of Laurie Kahn’s film Love Between the Covers (2015), a documentary which explores the creation and consumption of romance novels in historical and contemporary contexts. Together, the essays in this issue encourage viewers, educators, and readers to reconsider the interplay of various texts, the means by which we approach them, and the continued expansion and exploration of the field of popular culture studies. Lynnea Chapman King A.S. CohenMiller Editor in Chief Associate Editor Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy Volume 3, Issue 2 e Interdisciplinary
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