"Spinning Popular Culture is a book about the effervescent activity lying (perhaps dormant) beneath the surface of seemingly inert and mundane cultural items in everyday life. It is a book about the power of the Everyday to maintain loyalty to or, at the very least, an unthinking acceptance of particular ways of being in the world. It is also about the capacity of such seemingly mundane artefacts to provoke resistance to this, and to enliven the visioning of social alternatives. It is a book about individual critical analyses of album cover art.Following a brief history of the development of the aesthetics of the packaging of recorded music, eleven internationally recognised critical scholars each interrogate the cover of a particular vinyl record album they grew up with or with which they have some personal experience or resonance. The totality of the cultural artefact that is the vinyl record album is, essentially, dissected and considered from perspectives of paratextuality and pedagogy.In this book, the contributors make the connections of everyday life to memory and history by locating the album in their personal biographies. They then look to the artwork on the album cover to explore the pedagogical possibilities they see resident there. The individual chapters, each in very different ways, provide examples of the exposure of such broad public pedagogies in practice, through critiquing the artwork from both reproductive and resistance positions.Hopefully, readers will be encouraged to look more consciously at the Everyday – the mundane and the taken-for-granted – in their own lives with a view to becoming more critically aware of the messages circulating, unnoticed, through popular culture. Spinning Popular Culture might also encourage the reader to pull out that box of old vinyl records sitting in the back of a storage cupboard somewhere and revisit and rethink their histories. Or maybe, to just find a turntable somewhere and play them one more time!"

This book presents an empirical study utilizing Deleuzian Dominant conceptions in the field of education position teacher development and teaching as linear, cause and effect transactions completed by teachers as isolated, autonomous actors. Yet rhizomatics, an emergent non-linear philosophy created by Gilles Deleuze and Felix Guattari, offers a perspective that counters these assumptions that reduce the complexity of classroom activity and phenomena. In Becoming-Teacher: A Rhizomatic Look at First-Year Teaching, Strom and Martin employ rhizomatics to analyze the experiences of Mauro, Bruce, and June, three first-year science teachers in a highly diverse, urban school district. Reporting on the ways that they constructed their practices during the first several months of entry into the teaching profession, authors explore how these teachers negotiated their pre-professional learning from an inquiry and social-justice oriented teacher residency program with their own professional agendas, understandings, students, and context. Across all three cases, the work of teaching emerged as jointly produced by the activity of multiple elements and simultaneously shaped by macro- and micropolitical forces. This innovative approach to investigating the multiple interactions that emerge in the first year of teaching provides a complex perspective of the role of preservice teacher learning and the non-linear processes of becoming-teacher. Of interest to teachers, teacher educators, and education researchers, the cases discussed in this text provide theoretically-informed analyses that highlight means of supporting teachers in enacting socially-just practices, interrupting a dominant educational paradigm detrimental to students and teachers, and engaging with productive tools to theorize a resistance to the neoliberal education movement at the classroom level.

The integration of popular culture into education is a pervasive theme at all educational levels and in all subject areas. Popular Culture, Pedagogy and Teacher Education explores how ‘popular culture’ and ‘education’ come together and interact in research and practice from an interdisciplinary perspective. The international case studies in this edited volume address issues related to: how popular culture ‘teaches’ our students and what they learn from it outside the classroom how popular culture connects education to students’ lives how teachers ‘use’ popular culture in educational settings how far teachers should shape what students learn from engagement with popular culture in school how teacher educators can help teachers integrate popular culture into their teaching Providing vivid accounts of students, teachers and teacher educators, and drawing out the pedagogical implications of their work, this book will appeal to teachers and teacher educators who are searching for practical answers to the questions that the integration of popular culture into education poses for their work.

"Grounded in the field of adult education, this international compilation offers a range of critical perspectives on popular culture as a form of pedagogy. Its fundamental premise is that adults learn in multiple ways, including through their consumption of fiction. As scholars have asserted for decades, people are not passive consumers of media; rather, we (re)make our own meanings as we accept, resist, and challenge cultural representations. At a time when attention often turns to new media, the contributors to this collection continue to find “old” forms of popular culture important and worthy of study. Television and movies – the emphases in this book – reflect aspects of consumers’ lives, and can be powerful vehicles for helping adults see, experience, and inhabit the world in new and different ways. This volume moves beyond conceptually oriented scholarship, taking a decidedly research-oriented focus. It offers examples of textual and discursive analyses of television shows and films that portray varied contexts of adult learning, and suggests how participants can be brought into adult education research in this area. In so doing, it provides compelling evidence about the complexity, politics, and multidimensionality of adult teaching and learning. Using a range of television shows and movies as exemplars, chapters relate popular culture to globalization, identity, health and health care, and education. The book will be of great use to instructors, students, and researchers located in adult education, cultural studies, women’s and gender studies, cultural sociology, and other fields who are looking for innovative ways to explore social life as experienced and imagined."

A charmingly illustrated history of midcentury instructional records and their untold contribution to the American narrative of self-improvement, aspiration, and success. For the midcentury Americans who wished to better their golf game through hypnosis, teach their parakeet to talk, or achieve sexual harmony in their marriage, the answers lay no further than the record player. In Designed for Success, Janet Borgerson and Jonathan Schroeder shed light on these endearingly earnest albums that contributed to a powerful American vision of personal success. Rescued from charity shops, record store cast-off bins, or forgotten boxes in attics and basements, these educational records reveal the American consumers’ rich but sometimes surprising relationship to advertising, self-help, identity construction, and even aspects of transcendentalist thought. Relegated to obscurity and novelty, instructional records such as Secrets of Successful Varmint Calling, You Be a Disc Jockey, and How to Ski (A Living-Room Guide for Beginners) offer distinct insights into midcentury media production and consumption. Tracing the history of instructional records from the inception of the recording industry to the height of their popularity, Borgerson and Schroeder offer close readings of the abundant topics covered by “designed for success” records. Complemented by over a hundred full-color illustrations, Designed for Success is a wonderfully nostalgic tour that showcases the essential role these vinyl records played as an unappreciated precursor to contemporary do-it-yourself culture and modern conceptions of self-improvement.

The Beatles brought colour, joy, freedom and love to a grey, post-war world. But the most successful group in popular music history also harboured hidden, sometimes darker worlds and influences that are often downplayed by their biographers. In their career, the Fab Four were to cross paths with many spiritual movements, religious groups, esoteric philosophies and mystical teachings. Inevitably, their thinking was affected by the ideas they encountered. These ideas in turn helped shape their music and – given their vast popularity – the public consciousness. Behind the Wall of Illusion examines the spiritual inspirations that the Beatles brought to the changing cultural landscape of the 1960s. From the popularization of the new religion of rock ‘n’ roll, Beatlemania (the ‘new Cult of Dionysus’) and John Lennon’s explosive statement that the Beatles were ‘bigger than Jesus’, Sean MacLeod takes us on a tour of Indian ashrams, questionable gurus and hallucinatory drugs. He also studies the secreted ‘clues’ in the Beatles’ album covers and films; the growing rumours that Paul had been killed in a car crash and covertly replaced; and the tragic assassination of John Lennon and the unknown perpetrators behind the crime. This is an indispensable book for any lover of the Beatles.