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"Jubas, Kaela"
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Popular culture as pedagogy : research in the field of adult education
Grounded in the field of adult education, this international compilation offers a range of critical perspectives on popular culture as a form of pedagogy. Its fundamental premise is that adults learn in multiple ways, including through their consumption of fiction. As scholars have asserted for decades, people are not passive consumers of media; rather, we (re)make our own meanings as we accept, resist, and challenge cultural representations.00At a time when attention often turns to new media, the contributors to this collection continue to find forms of popular culture important and worthy of study. Television and movies the emphases in this book reflect aspects of consumers lives, and can be powerful vehicles for helping adults see, experience, and inhabit the world in new and different ways. This volume moves beyond conceptually oriented scholarship, taking a decidedly research-oriented focus. It offers examples of textual and discursive analyses of television shows and films that portray varied contexts of adult learning, and suggests how participants can be brought into adult education research in this area. In so doing, it provides compelling evidence about the complexity, politics, and multidimensionality of adult teaching and learning. Using a range of television shows and movies as exemplars, chapters relate popular culture to globalization, identity, health and health care, and education. The book will be of great use to instructors, students, and researchers located in adult education, cultural studies, womens and gender studies, cultural sociology, and other fields who are looking for innovative ways to explore social life as experienced and imagined.
Book
Reading Antonio Gramsci as a Methodologist
In this paper the author connects conceptual and methodological development, typically presented as distinct processes. She argues that these processes are—or should be—underpinned by a common philosophical and theoretical stance. Using Gramsci's The Prison Notebooks (1971), usually considered for its theory of social relations, the author outlines the work's epistemological tenets. She then discusses the methodological ramifications of Gramsci's perspective, relating his ideas to contemporary scholarship, especially by those working from feminist, critical race theory, and other critical perspectives. Because social theory and research methodology tend to be discussed as separate spheres and Gramsci's work generally is taken up for its social theory, much of the methodological work reviewed here is not identified as Gramscian. Nonetheless, Gramsci's ideas can have currency especially for qualitative researchers. An important message to take from The Prison Notebooks is to consider epistemology, theory, and methodology together rather than sequentially.
Journal Article
The Politics of Shopping
This revised version of Kaela Jubas’ award winning dissertation focuses on contemporary shopping practices, analyzing the ways concerned shoppers think about globalization, consumption, and their personal effect on the status quo. By using numerous examples from modern advertising, interviews with self-described “radical” shoppers, and selected quotes from scholars and experts, Jubas delves into questions of social justice, environmental awareness, and consumer identity -- all demonstrated by individual choices made at the checkout counter. Employing a variety of qualitative research techniques and complex and counterintiuitive cultural theory, Jubas’s study will interest those in adult education, cultural studies, consumer research, and qualitative inquiry.
eBook
Feeling my way through gendered and racialized spaces: Lessons from a local football advertisement
In this article, I present my analysis of an advertisement for a local professional football team. Central premises here include the conceptualization of adult learning as occurring holistically in the course of everyday encounters, and Sara Ahmed’s (2004, 2007a, 2007b, 2010, 2014) thoughts on the social function of affect, especially happiness or “good feeling.” I draw, too, on Gillian Rose’s (2007) writing on visual methods, particularly the semiotic and psychoanalytic approaches that fit especially well with Ahmed’s ideas. I explore how the advertisement’s representation of gender and race work affectively with and for its viewers to tap into both human impulses and hegemonic ideologies. This analysis contributes to scholarship in adult education, especially for those who take up the multidimensionality of learning and who underpin their work with an emphasis on social justice.
Journal Article
Hard/Soft, Formal/Informal, Work/Learning: Tenuous/Persistent Binaries in the Knowledge-Based Society
Purpose: This paper discusses insights from a study of women working, or seeking or preparing for work, in the information technology (IT) field. At issue is how and whether alternative career pathways and informally acquired skills and knowledge, as well as the operation of gender in learning and work, are acknowledged by employers, colleagues and participants themselves. Design/methodology/approach: Using the qualitative technique of life and work history, this study mapped varied learning pathways of women working in the IT field. We used a feminist approach to explore this field, which is characterised as both highly masculine and filled with opportunities for all workers, including women. Findings: Juxtaposing categories present in the data, such as female and male, formal and informal education, work and learning, hard and soft skills, and centre and periphery, we establish that binary constructs are both persistent and tenuous. Research limitations/implications: Our analysis challenges assumptions about educating the global workforce and the learning pathways within the IT field. Moreover, it suggests the usefulness of further qualitative research on this topic in other geographic locations or fields of work. Originality/value: In questioning epistemological and social binaries, our analysis contributes to the re-theorisation of conceptions of knowledge and learning. In moving from an either/or to a both/and understanding of them, we offer a different way of talking about how they can be understood. (Contains 1 note.)
Journal Article
Adding Human Rights to the Shopping List: British Women's Abolitionist Boycotts as Radical Learning and Practice
Working from a feminist/critical cultural studies perspective, which perceives culture and society as imbued with political tensions, I pose two central questions in this article. First, how can community-based, consumer activism be understood as a strategy adopted by marginalised groups to assert rights claims? I focus on British women's eighteenth-and nineteenth-century abolitionist boycotts as a case study of this understanding. These campaigns drew on women's socially defined roles as shoppers and consumers both to mobilise and publicise opposition to slavery, and to agitate further for women's political rights. Second, what are the implications of this case for adult education? The learning from this case study is multifaceted. It historicises the concepts of citizenship, human rights and consumerism so that, today, we can understand them as discourses that have developed to accommodate changing interests, pressures and tensions in civil society. This case also illuminates the complications of resistance, and the powerful political \"incidental learning\" (Foley 1999, 2001) which develops in the course of civic engagement, but is often overlooked precisely because it is unanticipated and embedded in action. (Contains 3 notes.)
Journal Article
Theorizing Gender in Contemporary Canadian Citizenship: Lessons Learned from the CBC's \Greatest Canadian\ Contest
In this article, I have used the 2004 Greatest Canadian contest as an example of media's educational function. Contrary to mainstream discourse of gender-neutral citizenship, this contest reiterates a notion of Canadian citizenship as masculinized, classed, and raced. Gramsci's concepts of \"hegemony,\" \"ideology\", and \"common sense\" and Arnot's concept of gender and class \"codes\" anchor this analysis. Drawing on Canadian feminist and critical race scholarship, and contrasting feminist liberal and feminist postmodern perspectives, I have explored the complications of gender and democratic citizenship, and exposed the limitations of liberal democracy for realizing equity and social justice. (Contains 3 notes.)
Journal Article
Hardsoft, formalinformal, worklearning
Purpose This paper discusses insights from a study of women working, or seeking or preparing for work, in the information technology IT field. At issue is how and whether alternative career pathways and informally acquired skills and knowledge, as well as the operation of gender in learning and work, are acknowledged by employers, colleagues and participants themselves. Designmethodologyapproach Using the qualitative technique of life and work history, this study mapped varied learning pathways of women working in the IT field. We used a feminist approach to explore this field, which is characterised as both highly masculine and filled with opportunities for all workers, including women. Findings Juxtaposing categories present in the data, such as female and male, formal and informal education, work and learning, hard and soft skills, and centre and periphery, we establish that binary constructs are both persistent and tenuous. Research limitationsimplications Our analysis challenges assumptions about educating the global workforce and the learning pathways within the IT field. Moreover, it suggests the usefulness of further qualitative research on this topic in other geographic locations or fields of work. Originalityvalue In questioning epistemological and social binaries, our analysis contributes to the retheorisation of conceptions of knowledge and learning. In moving from an eitheror to a bothand understanding of them, we offer a different way of talking about how they can be understood.
Journal Article