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.