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Film choices for screening literacy: the 'Pygmalion template' in the curriculum as contact zone

Ive Verdoodt (UGent) , Kris Rutten (UGent) , Ronald Soetaert (UGent) and André Mottart (UGent)
(2010) JOURNAL OF CURRICULUM STUDIES. 42(4). p.519-538
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Abstract
68d43i49e2s (online) This study discusses the representation of (the) literacy (myth) in popular movies and a teaching and research project on cinematic literacy narratives. It attempts to reveal the existence of a powerful ‘Pygmalion template’ in contemporary movie culture. Focusing on a discourse or culture clash ‘Pygmalion movies’ simultaneously contribute to the discursive construction and deconstruction of the literacy myth. Because of their polysemic character, these films offer fertile grounds for inquiring into the problematic nature of literacy acquisition and discourse or culture clashes. Inviting pre-service teachers to reflect on these issues, the authors created a curriculum as contact zone in which films are used as a primary source of knowledge and insight together with students’ movie analyses and interpretations, personal narratives, and theoretical readings. This exploratory study of on-line discussion groups revealed the students’ contradictory and competing movie readings. Organizing the curriculum as a contact zone deepened the students’ and one’s own understanding of literacy as an ideological site of struggle in (movie) culture.
Keywords
narrative, teacher education, literacy (myth), contact zone, visual literacy, PEDAGOGY

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MLA
Verdoodt, Ive, et al. “Film Choices for Screening Literacy: The ‘Pygmalion Template’ in the Curriculum as Contact Zone.” JOURNAL OF CURRICULUM STUDIES, vol. 42, no. 4, 2010, pp. 519–38, doi:10.1080/00220270903206442.
APA
Verdoodt, I., Rutten, K., Soetaert, R., & Mottart, A. (2010). Film choices for screening literacy: the “Pygmalion template” in the curriculum as contact zone. JOURNAL OF CURRICULUM STUDIES, 42(4), 519–538. https://doi.org/10.1080/00220270903206442
Chicago author-date
Verdoodt, Ive, Kris Rutten, Ronald Soetaert, and André Mottart. 2010. “Film Choices for Screening Literacy: The ‘Pygmalion Template’ in the Curriculum as Contact Zone.” JOURNAL OF CURRICULUM STUDIES 42 (4): 519–38. https://doi.org/10.1080/00220270903206442.
Chicago author-date (all authors)
Verdoodt, Ive, Kris Rutten, Ronald Soetaert, and André Mottart. 2010. “Film Choices for Screening Literacy: The ‘Pygmalion Template’ in the Curriculum as Contact Zone.” JOURNAL OF CURRICULUM STUDIES 42 (4): 519–538. doi:10.1080/00220270903206442.
Vancouver
1.
Verdoodt I, Rutten K, Soetaert R, Mottart A. Film choices for screening literacy: the “Pygmalion template” in the curriculum as contact zone. JOURNAL OF CURRICULUM STUDIES. 2010;42(4):519–38.
IEEE
[1]
I. Verdoodt, K. Rutten, R. Soetaert, and A. Mottart, “Film choices for screening literacy: the ‘Pygmalion template’ in the curriculum as contact zone,” JOURNAL OF CURRICULUM STUDIES, vol. 42, no. 4, pp. 519–538, 2010.
@article{1004470,
  abstract     = {{68d43i49e2s (online) This study discusses the representation of (the) literacy (myth) in popular movies and a teaching and research project on cinematic literacy narratives. It attempts to reveal the existence of a powerful ‘Pygmalion template’ in contemporary movie culture. Focusing on a discourse or culture clash ‘Pygmalion movies’ simultaneously contribute to the discursive construction and deconstruction of the literacy myth. Because of their polysemic character, these films offer fertile grounds for inquiring into the problematic nature of literacy acquisition and discourse or culture clashes. Inviting pre-service teachers to reflect on these issues, the authors created a curriculum as contact zone in which films are used as a primary source of knowledge and insight together with students’ movie analyses and interpretations, personal narratives, and theoretical readings. This exploratory study of on-line discussion groups revealed the students’ contradictory and competing movie readings. Organizing the curriculum as a contact zone deepened the students’ and one’s own understanding of literacy as an ideological site of struggle in (movie) culture.}},
  author       = {{Verdoodt, Ive and Rutten, Kris and Soetaert, Ronald and Mottart, André}},
  issn         = {{0022-0272}},
  journal      = {{JOURNAL OF CURRICULUM STUDIES}},
  keywords     = {{narrative,teacher education,literacy (myth),contact zone,visual literacy,PEDAGOGY}},
  language     = {{eng}},
  number       = {{4}},
  pages        = {{519--538}},
  title        = {{Film choices for screening literacy: the 'Pygmalion template' in the curriculum as contact zone}},
  url          = {{http://dx.doi.org/10.1080/00220270903206442}},
  volume       = {{42}},
  year         = {{2010}},
}

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