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"Taber, Nancy"
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Popular Culture as Pedagogy
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.
eBook
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
Researcher Subjectivities as a Conceptual Frame in Collaborative Research: How Exploring the Experiences of Adult Educators Led to Examining Researcher Lenses
This article discusses how narrative research that began as an exploration of adult educator practice transitioned to incorporate an examination of researcher lenses, ultimately resulting in an increased understanding of the critical role that researcher subjectivity plays in the collaborative qualitative research process.First, we discuss the aims and methodology of our original research study, which explored significant experiences in adult educators' practice. We examine how our focus shifted during the analytical stages of this research to explore our own presence in the research. We then discuss each of our own subjectivitiesand how our individual researcher lenses influenced our collaborative research. Next, we detail our research findings, exploring how acknowledging our own subjectivities altered our approach to the data, helping us to reconceptualize the 14 initial themes in our interviews with adult educators to three overridingones: meaningfulness and ambiguities, power and critique, and reflection and authenticity. We then discuss emerging issues about collaborative inquiry and how our subjectivities as researchers construct lenses that continually inform our research processes, including the analysis and interpretation of data. We concludethat researcher subjectivities, when overtly invited into the research process, can become powerful tools in collaborative qualitative research.
Journal Article
Women Pirates Learning Through Legitimate Peripheral Participation
In this field note article, I discuss my in-progress historical novel about privateering in the 17th century to demonstrate how adult education feminist theories of situated learning have influenced my fiction-based research. I introduce situated learning in gendered communities of practice, explain women’s experiences in (para)military organizations, and describe fiction-based research. I then compare theoretical concepts and quotations with excerpts from my fiction to explore feminist situated learning adult education theories, women in non-traditional roles, fiction-based research, and how women’s lives from the 17th century connect to those in the 21st. I conclude with a discussion of how adult educators can use fiction to engage with theory in their own teaching and research. In ways similar to Watson (2016), who argues that “fiction offers sociologists a medium for doing sociological work” (p. 434), in this article, I explore how fiction can offer adult educators a medium for doing pedagogical work.
Journal Article
A Day in the Life of Clandestine Women War Workers at Casa Loma
In this article, we discuss the learning processes of our historical feminist fiction-based research which makes visible the often forgotten and essentialized stories of Toronto-based women World War II workers. We describe this gendered war work through the lenses of intersectional feminism and feminist antimilitarism. We detail the power of fiction-based research as feminist methodology and pedagogy, situating it within the sphere of feminist adult education scholarship. We explain our fiction-based research study which resulted in thematic vignettes from a day-in-the-life short story about women war workers involved in a clandestine project at Casa Loma. We conclude with implications of fiction-based research for feminist adult education.
Journal Article
Mothers, Military, and Society
\"Motherhood\" and \"military\" are often viewed as dichotomous concepts, with the former symbolizing feminine ideals and expectations, and the latter suggesting masculine ideals and norms. Mothers, Military, and Society contributes to a growing body of research that disrupts this false dichotomy. This interdisciplinary and international volume explores the many ways in which mothers and the military converse, align, contest, and intersect in society. Through various chapters that include in-depth case studies, theoretical perspectives and personal narratives, this book offers insights into the complex relationship between motherhood and the military in ways that will engage both academic and non-academic readers alike.
eBook
Dripping pink and blue
In response to calls by feminist cultural theorists to develop means to unmask patriarchy, the system of power that lies at the heart of museums that maintain problematic hierarchical binaries of masculinity and femininity, we designed the Feminist Museum Hack. The Hack draws on theories of representation, feminist critical discourse analysis and visual methodologies/literacy to operate as a critical and creative practice that can be adapted to any museum context. The primary aim of the Hack – a methodology and pedagogy – is to provide a lens through which adults can see the unseen of patriarchy and how it hides so cleverly in plain sight in the museum’s practices of representation. In this article, we use examples of how we have used the Hack as researchers and educators in various museum settings to expose, decode and disrupt the hegemonic gendered messages in the images, displays, curatorial statements, labels and even in object placement and stagecrafting. We also show how the Hack functions as a practice of ‘direct agency’, a means to re-write and engage with museum narratives. We argue that the Hack is an important and innovative practice because it turns museums into spaces of ‘pedagogic possibility’ – sites where we can learn new strategies of feminist opposition to counter the male gaze and its ability to define women’s lives.
Journal Article
Gendered Militarism in Canada
Important societal critique of how gender and militarism intersect in Canadians' daily learning.
eBook
Negotiating tensions in researching, facilitating, and critiquing gender: exploring institutional and feminist influences
\"In diesem Artikel reflektieren die Autoren ihren Umgang mit dem Erleben von Spannungen im Verlauf von Forschungsprojekten. Als Wissenschaftlerinnen in unterschiedlichen Stadien der universitären Karriere beschreiben sie die je eigene Auseinandersetzung mit dem bzw. im Forschungsprozess und im Besonderen das Aushandeln von Rollen und Verantwortlichkeiten mit Blick auf die Institution, der sie zugehören einerseits und ihre feministische Orientierung andererseits. Sie diskutieren die verfügbare Literatur zur Frage der Verantwortlichkeit von Akademiker/ innen, Spannungen, die mit Forschungsarbeiten einhergehen sowie feministische Methodologien, mit denen sie sich Gender bezogenen Fragen in der eigenen Arbeit angenähert haben. Die eigene Forschungsarbeit kontextualisieren sie, indem sie reflexiv auf die je individuellen Positionen und hinzugezogenen Methodologien Bezug nehmen, und sie zeigen ihren Aushandlungsprozess zwischen akademischen Erfordernissen und der eigenen, feministischen Orientierung. Am Ende behandeln sie die Bedeutsamkeit, die aus ihrer Perspektive dem Schaffen von Räumen für feministische Zusammenarbeit innerhalb der Universität zukommt.\" (Autorenreferat).
\"This article explores the authors' experiences with negotiating tensions when conducting research. As three female researchers in various stages of their academic careers, they describe their own reflexive accounts of the research process as they negotiated their roles and responsibilities in relation to academic institutions and feminism. They discuss the literature related to responsibilities of academics, the tensions associated with conducting research, and the feminist methodologies addressing gendered issues in the current study. The authors contextualize the research project by outlining their positionalities and the methodology for their reflexive process. They then discuss their experiences of negotiating ourselves within an academic institution and within feminism. They conclude by discussing the importance of creating a feminist space through collaboration within academic institutions.\" (author's abstract).
Journal Article