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首页> 外文学位 >Spectacle as a site of critical pedagogy: A multiple case study of college audiences' responses to performative entertainment-education events.
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Spectacle as a site of critical pedagogy: A multiple case study of college audiences' responses to performative entertainment-education events.

机译：景象是批判性教学法的一个场所：针对大学观众对表演娱乐教育活动的反应的多案例研究。

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摘要

Literature describing the Debordian notion of the spectacle and the Kellnerian notion of the spectacular generally hold that neither spectacle nor the spectacular contain elements beneficial to either teachers or students. Carrying the taint of the Frankfurt Schools' "culture industry" mantle, the spectacle is assumed by the educational establishment to be devoid of intellectually or pedagogically valuable content. Indeed, the common description of the spectator---one who witnesses the spectacle---is of a consumption-oriented, intellectually and socio-economically undifferentiated global population in thrall to mass-mediated images and market-oriented discursive practices. This research attempts to bring a wider understanding of both the spectacle and the spectator to the literature of spectacle and education while seeking to identify elements of the spectacle that may trigger in spectators some degree of Freirean critical subjectivity. Further, it identifies four possible conditions of the spectacle---its discursive, affiliative, visual, or affective content---which may aid in the catalyzation of criticality in its witnesses.; As the power of global media forces continues to compress national populations into single markets for commercial and political purposes, it behooves members of the education sector worldwide to become cognizant of the ways in which the spectacle, and the concomitant power inherent in the use of spectacular modes of presentation, can be subverted for the benefit of intellectual advancement, teaching, and learning.
机译：文献中描述眼镜的Debordian概念和奇观的Kellnerian概念通常认为，奇观和奇观都不包含对教师或学生都有利的元素。由于受到法兰克福学校“文化产业”的熏陶，教育机构认为这种奇观没有智力或教学上的宝贵内容。的确，对观众的共同描述-见证了这一奇观-是针对大众消费的图像和以市场为导向的话语实践的，以消费为导向，在智力和社会经济上没有差异的全球人口。这项研究试图使眼镜和观众对眼镜和教育的文献有更广泛的了解，同时力求确定可能在观众中引发一定程度的弗雷雷亚批判主观性的眼镜元素。此外，它确定了眼镜的四种可能条件-其话语，从属，视觉或情感内容-可能有助于催化证人的批判性。随着全球媒体力量不断将国民人口压缩到单一市场中用于商业和政治目的，它理所当然地成为世界范围内教育部门的成员，从而认识到了壮观的景象以及伴随使用壮观场面所固有的伴随力量。可以颠覆演示模式，以提高智力，促进教学和学习。

著录项

  • 作者

    Sealey, Kelvin Shawn.;

  • 作者单位

    Teachers College, Columbia University.;

  • 授予单位 Teachers College, Columbia University.;
  • 学科 Education Art.; Education Higher.
  • 学位 Ed.D.
  • 年度 2006
  • 页码 244 p.
  • 总页数 244
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 高等教育;
  • 关键词

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