ERIC Number: EJ1122059
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Lessons on Social Justice: A Pedagogical Reflection on the Educational Message of "The Boxtrolls"
Education as Change, v20 n2 p67-85 2016
The author engages critical media education and norm-critical pedagogy to map out possible methods of critical engagement of students during interpretation of the pedagogical facets of "The Boxtrolls" (film--2014). The paper discusses rich analytical material that may be explored by employing "The Boxtrolls" story. The paper considers the application of social theories in an exploration of the film. Freirean critical consciousness may help to expose conflict, power distribution, social stigma and social divisions. Social structures of oppression, politics of exclusion, masses ruled by fear, prejudice, misunderstanding and violence are explored using the theoretical frameworks of M. Foucault, B. Bourdieu, Z. Bauman, and R. Braidotti. The moral values depicted in the film are set against excessive consumption, class divisions, selfishness and deficient parental skills; these are analysed as educational tools for all scholastic levels. Evil is punished and values of friendship, trust, cohesion and cooperation (key ingredients of social capital) are victorious. There is also the opportunity for redemption and social rehabilitation, revealing the complexity of humans and their intersectional positioning. Whilst the human condition and the story are universal, the means of conveying the message reflect technological and societal change.
Descriptors: Films, Animation, Social Justice, Critical Theory, Social Theories, Social Structure, Conflict, Power Structure, Moral Values, Critical Thinking
Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: firstname.lastname@example.org; Web site: https://upjournals.co.za/index.php/EAC/index
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
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