Volume 7, Issue 3 — (Un)conscious Representation: Race, Gender, Ideology
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Item Open Access D&D BEYOND BIKINI-MAIL: HAVING WOMEN AT THE TABLE(Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 2020) Carlson, DanielDungeons and Dragons represents a space that is often treated as an echo chamber for young (usually white) men to act out fantasies of power and control, which makes up for their inability to perform such actions in the real world. Using the work of Sherry Turkle and Michelle Dickey, I posit that this game is a nuanced location acting as a safe space for people to act out different aspects of their identity or life experiences in a low-risk environment enhanced by the connections made between the players and their characters. In this work, I have utililzed feminist frames of criticism and analysis developed by Gesa Kirsch, Jacqueline Royster, Sonja Foss, and Cindy Griffin to show how the developers of the fifth edition of Dungeons and Dragons have made a feminist intervention on their own product. This feminist intervention, comprised of changes to rules and art policies, invites players to consider their preconceptions of race, gender, and sexual orientation. These challenges now materializing from within a space traditionally associated with the toxic masculinity of western popular culture are designed to make players think about the nature of the imagined worlds of gameplay while also considering the ways that their own world’s norms and expectations have been constructed. Hence, through this game, players are offered the opportunity to learn and understand complicated concepts that impact their daily lives. Keywords: Dungeons and Dragons, D&D, Invitational Rhetoric, Rhetoric, Strategic Contemplation, Critical Imagination, Role-play, Toxic Masculinity, Popular Culture, Critical RoleItem Open Access D&D BEYOND BIKINI-MAIL: HAVING WOMEN AT THE TABLE(Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 2020) Carlson, DanielDungeons and Dragons represents a space that is often treated as an echo chamber for young (usually white) men to act out fantasies of power and control, which makes up for their inability to perform such actions in the real world. Using the work of Sherry Turkle and Michelle Dickey, I posit that this game is a nuanced location acting as a safe space for people to act out different aspects of their identity or life experiences in a low-risk environment enhanced by the connections made between the players and their characters. In this work, I have utililzed feminist frames of criticism and analysis developed by Gesa Kirsch, Jacqueline Royster, Sonja Foss, and Cindy Griffin to show how the developers of the fifth edition of Dungeons and Dragons have made a feminist intervention on their own product. This feminist intervention, comprised of changes to rules and art policies, invites players to consider their preconceptions of race, gender, and sexual orientation. These challenges now materializing from within a space traditionally associated with the toxic masculinity of western popular culture are designed to make players think about the nature of the imagined worlds of gameplay while also considering the ways that their own world’s norms and expectations have been constructed. Hence, through this game, players are offered the opportunity to learn and understand complicated concepts that impact their daily lives. Keywords: Dungeons and Dragons, D&D, Invitational Rhetoric, Rhetoric, Strategic Contemplation, Critical Imagination, Role-play, Toxic Masculinity, Popular Culture, Critical RoleItem Open Access A HEARTBEAT AWAY: POPULAR CULTURE’S ROLE IN TEACHING PRESIDENTIAL SUCCESSION(Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 2020) Wendland, JayThe role of popular culture in civic education is important. Many television viewers learn about the American political process through various dramatized depictions. The 25th Amendment has often received much attention from Hollywood, as it provides writers, directors, and producers a tool with which to further dramatize presidential succession. Through the television shows West Wing, Designated Survivor, Commander in Chief, Madam Secretary, and Political Animals, viewers are exposed to storylines revolving around the 25th Amendment. By viewing these dramatized versions of presidential succession, viewers are better able to understand the process and political science instructors are better able to elucidate the process in the classroom. Keywords: Presidential Succession, 25th Amendment, Popular Culture, West Wing, Designated Survivor, Commander in Chief, Political Animals, Madam SecretaryItem Open Access A HEARTBEAT AWAY: POPULAR CULTURE’S ROLE IN TEACHING PRESIDENTIAL SUCCESSION(Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 2020) Wendland, JayThe role of popular culture in civic education is important. Many television viewers learn about the American political process through various dramatized depictions. The 25th Amendment has often received much attention from Hollywood, as it provides writers, directors, and producers a tool with which to further dramatize presidential succession. Through the television shows West Wing, Designated Survivor, Commander in Chief, Madam Secretary, and Political Animals, viewers are exposed to storylines revolving around the 25th Amendment. By viewing these dramatized versions of presidential succession, viewers are better able to understand the process and political science instructors are better able to elucidate the process in the classroom. Keywords: Presidential Succession, 25th Amendment, Popular Culture, West Wing, Designated Survivor, Commander in Chief, Political Animals, Madam SecretaryItem Open Access POP CULTURE AND POLITICS: ENGAGING STUDENTS IN AMERICAN GOVERNMENT THROUGH ART, MUSIC, AND FILM(Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 2020) Wilson, Laura MerrifieldStrategically and thoughtfully employing popular culture in teaching political science can enable students to better understand, analyze, and relate to the material. In a discipline that can be viewed by students as too boring, too distant, and too polarizing, the use of relevant music, TV/film clips, toys, memes, and other popular culture artifacts can engage otherwise unengaged students in a meaningful way. This paper argues that using popular culture in teaching political science can demonstrate relevance, serve as a generational translator, expose the bias of experience, and enable an expression of self. In demonstrating relevance, popular culture makes material fresh and applicable for students; by operating as a generational translator, the material transcends the time in which it originated; biased experiences are exposed through popular culture mediums through which students are comfortable projecting new and different ideas that challenge what they already know and believe; finally, students can learn to express themselves in relationship to the material by using these mediums with which they are already familiar but in a new and intentional way. Watching clips from the hit TV show “Parks and Recreation” (2009) can illuminate the complexities of the bureaucracy and the role of regulation in everyday life; likewise, listening to the award-winning Broadway musical “Hamilton” (2015) with clever lyrics regaling the debates of federalism demonstrate the passion and ideas behind such constitutional conflicts. This paper first provides an overview that establishes the value of applying popular culture specifically to political science pedagogy before reviewing the relevant literature. It then charts the four ways in which popular culture can be beneficial to teaching and learning political science, concluding with a larger analysis of the advantages and potential for such approaches. Keywords: political science, politics; government, TV/Film, music, memes, cartoons, popular cultureItem Open Access POP CULTURE AND POLITICS: ENGAGING STUDENTS IN AMERICAN GOVERNMENT THROUGH ART, MUSIC, AND FILM(Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 2020) Wilson, Laura MerrifieldStrategically and thoughtfully employing popular culture in teaching political science can enable students to better understand, analyze, and relate to the material. In a discipline that can be viewed by students as too boring, too distant, and too polarizing, the use of relevant music, TV/film clips, toys, memes, and other popular culture artifacts can engage otherwise unengaged students in a meaningful way. This paper argues that using popular culture in teaching political science can demonstrate relevance, serve as a generational translator, expose the bias of experience, and enable an expression of self. In demonstrating relevance, popular culture makes material fresh and applicable for students; by operating as a generational translator, the material transcends the time in which it originated; biased experiences are exposed through popular culture mediums through which students are comfortable projecting new and different ideas that challenge what they already know and believe; finally, students can learn to express themselves in relationship to the material by using these mediums with which they are already familiar but in a new and intentional way. Watching clips from the hit TV show “Parks and Recreation” (2009) can illuminate the complexities of the bureaucracy and the role of regulation in everyday life; likewise, listening to the award-winning Broadway musical “Hamilton” (2015) with clever lyrics regaling the debates of federalism demonstrate the passion and ideas behind such constitutional conflicts. This paper first provides an overview that establishes the value of applying popular culture specifically to political science pedagogy before reviewing the relevant literature. It then charts the four ways in which popular culture can be beneficial to teaching and learning political science, concluding with a larger analysis of the advantages and potential for such approaches. Keywords: political science, politics; government, TV/Film, music, memes, cartoons, popular cultureItem Open Access UNMASKING MALE VOICES IN WOMAN HOLLERING CREEK: CONTRIBUTIONS TO PEDAGOGY AND MASCULINITY STUDIES(Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 2020) Guerra, Ramón J.; Latchaw, JoanIn teaching Sandra Cisneros’ Woman Hollering Creek to undergraduates, we have developed a sociocultural and historical framework, beginning with the theoretical work of Gloria Anzaldúa’s Borderlands and the concept of transfrontera feminism. With incidents of seduction and sexual abuse of women, spousal abuse, and patriarchal family structures, the collection of stories strongly indicates the oppressive representation of machismo. Scholars and teachers have drawn important critiques of Cisneros’s work based on destructive sociocultural forces on women. However, in rereading the text with an intended focus on the representations of male characters, we have surmised that Cisneros structured the stories in the text to reveal that men are simultaneously affected by sociocultural pressures. The male characters in this story collection play an important role beyond the characterization as oppressors. Cisneros’s stories have helped us unmask important social forces that affect not only Chicana characters, but husbands, lovers, and even neglected fathers. Male characters in Woman Hollering Creek also have basic needs for food, shelter, love, and dignity, and they too suffer the consequences of politically charged borders. Furthermore, these masculinity effects may not often be acknowledged in teaching literature courses. The pain and struggle of male and female genders are aligned within this collection; there are several male characters who signify masculinity, and compassion, and beauty. Therefore, in revising our curricula, we intend to place some stories from Woman Hollering Creek and Rigoberto González’s Men without Bliss (2008) in conversation with each other. We do not intend to privilege one writer against another, but encourage students to consider the contributions and limitations of each in terms of theme, characterization, plot, and literary technique. It is our intention to teach students that Cisneros’s Woman Hollering Creek humanizes both men and women in their strength, frailty, and quest for love. Keywords: Sandra Cisneros, Chicana Literature, transfrontera feminism, Woman Hollering Creek, Gloria AnzaldúaItem Open Access UNMASKING MALE VOICES IN WOMAN HOLLERING CREEK: CONTRIBUTIONS TO PEDAGOGY AND MASCULINITY STUDIES(Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 2020) Guerra, Ramón J.; Latchaw, JoanIn teaching Sandra Cisneros’ Woman Hollering Creek to undergraduates, we have developed a sociocultural and historical framework, beginning with the theoretical work of Gloria Anzaldúa’s Borderlands and the concept of transfrontera feminism. With incidents of seduction and sexual abuse of women, spousal abuse, and patriarchal family structures, the collection of stories strongly indicates the oppressive representation of machismo. Scholars and teachers have drawn important critiques of Cisneros’s work based on destructive sociocultural forces on women. However, in rereading the text with an intended focus on the representations of male characters, we have surmised that Cisneros structured the stories in the text to reveal that men are simultaneously affected by sociocultural pressures. The male characters in this story collection play an important role beyond the characterization as oppressors. Cisneros’s stories have helped us unmask important social forces that affect not only Chicana characters, but husbands, lovers, and even neglected fathers. Male characters in Woman Hollering Creek also have basic needs for food, shelter, love, and dignity, and they too suffer the consequences of politically charged borders. Furthermore, these masculinity effects may not often be acknowledged in teaching literature courses. The pain and struggle of male and female genders are aligned within this collection; there are several male characters who signify masculinity, and compassion, and beauty. Therefore, in revising our curricula, we intend to place some stories from Woman Hollering Creek and Rigoberto González’s Men without Bliss (2008) in conversation with each other. We do not intend to privilege one writer against another, but encourage students to consider the contributions and limitations of each in terms of theme, characterization, plot, and literary technique. It is our intention to teach students that Cisneros’s Woman Hollering Creek humanizes both men and women in their strength, frailty, and quest for love. Keywords: Sandra Cisneros, Chicana Literature, transfrontera feminism, Woman Hollering Creek, Gloria AnzaldúaItem Open Access VISUALITY OF RACE IN POPULAR CULTURE: TEACHING RACIAL HISTORIES AND ICONOGRAPHY IN MEDIA(Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 2020) Acuff, Joni Boyd; Kraehe, Amelia M.The repetition of racist imagery from historical to contemporary popular culture is indicative of a lack of visual culture education among artists, designers, and other creative cultural producers working today. This paper addresses the dearth of resources for teaching visual codes and conventions of racial iconography that are recycled in popular media and contribute to the fabrication of racial differences, maintenance of racial hierarchies, and normalization of white supremacist ideology. Inspired by Critical Race Theory in art and visual culture education, the essay proposes teaching tactics and sites/sights that can support students in developing visual understandings of race in popular culture and the practices of racialized looking it invites. Because popular culture is contested terrain, students can learn to be race-conscious consumers of popular culture today. A deeper awareness of visual codes and conventions can foster critical interpretations and creative responses to popular racial constructions. We suggest key vocabulary for scaffolding dialogue and counter-visual strategies for deconstructing racial images and practices of looking. Keywords: race, representation, popular culture, art, visual culture, racial literacy, critical race theoryItem Open Access VISUALITY OF RACE IN POPULAR CULTURE: TEACHING RACIAL HISTORIES AND ICONOGRAPHY IN MEDIA(Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 2020) Acuff, Joni Boyd; Kraehe, Amelia M.The repetition of racist imagery from historical to contemporary popular culture is indicative of a lack of visual culture education among artists, designers, and other creative cultural producers working today. This paper addresses the dearth of resources for teaching visual codes and conventions of racial iconography that are recycled in popular media and contribute to the fabrication of racial differences, maintenance of racial hierarchies, and normalization of white supremacist ideology. Inspired by Critical Race Theory in art and visual culture education, the essay proposes teaching tactics and sites/sights that can support students in developing visual understandings of race in popular culture and the practices of racialized looking it invites. Because popular culture is contested terrain, students can learn to be race-conscious consumers of popular culture today. A deeper awareness of visual codes and conventions can foster critical interpretations and creative responses to popular racial constructions. We suggest key vocabulary for scaffolding dialogue and counter-visual strategies for deconstructing racial images and practices of looking. Keywords: race, representation, popular culture, art, visual culture, racial literacy, critical race theory