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ERIC Number: EJ1139532
Record Type: Journal
Publication Date: 2016
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0034-0502
Popular Culture and Academic Literacies Situated in a Pedagogical Third Space
Buelow, Stephanie
Reading Horizons, v56 n1 Article 1 p1-24 2016
This critical participatory action research study sought to understand what happens when students' interest and experiences with popular culture are integrated into a standards-based sixth grade English language arts curriculum. Multiple data sources were analyzed using the theoretical concept of third space. Findings showed that (a) a democratic, collaborative learning zone was established for all members of the classroom community, (b) students were successful in a curriculum that was situated in academic literacies and their popular culture interests and literacies, and (c) this experience resulted in a transformation of teacher practice. Given the current educational climate, these findings suggest the importance of fostering spaces where academic literacies and popular culture are not positioned as binary opposites; rather they are viewed as two interrelated and relevant components of a child's education. Furthermore, the findings call for an emphasis on pedagogy to produce powerful learning experiences, drawing upon popular culture funds of knowledge as assets for learning.
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A