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• W306916422 abstract "It is time to recognize that the true tutors of our children are not schoolteachers or university professors but filmmakers, advertising executives, and pop purveyors. Disney does more than Duke, Spielberg outweighs Stanford, MTV trumps MIT. (Benjamin Barber, The Nation) It is estimated that the average American spends more than four hours of a day watching television. Four hours a day, 28 hours a week, 1456 hours a year. The number of hours spent in front of a television or video screen is the single biggest chunk of time in the waking life of an American child. (Hazen & Winokur, 1997, p.64) Television, movies, the new technologies of enhanced video/computer games and, of course, the ubiquitous internet have transformed culture especially popular culture, into the primary educational site in which youth learn about themselves, their relationships to others and the larger world (Giroux, 2000, p. 108). In the struggle over the symbolic order, which characterizes our times, popular developed by name brands and various forms of media including the Hollywood film industry, is crucial in creating the identities and representations our youth embrace. Compounded with the fact of corporate mergers, fewer companies are determining what the symbolic order will display. Media conglomerates like Time-Warner and Disney, begin to have an overwhelming influence on the symbolic order. What is represented to youth in the classroom in the form of testable, discreet forms of pre-packaged knowledge becomes increasingly insignificant to them. It is only something to be suffered through, memorized, recalled and promptly forgotten on the way to the real currency of the post-industrial, global, corporate order or as I have called it elsewhere, Gateism (Reynolds, 2003), popular culture. Popular is not only about media; it is about identity and commodity--read brand--and its connection with the schools. The invasion of corporate America into public education now surpasses questions of Coca-Cola machines in the lunchroom. It has become a question of corporate curriculum or brand name lessons. Corporations are providing brand name curriculum materials to schools and their teachers. So not only do we have a corporate popular culture, but even the schools' curriculum is being a driven in some aspects by branded materials. It is impossible to know which teachers use these branded materials in their classes and which toss them away, but a report published by the U.S. Consumers Union in 1995 'found that thousands of corporations were targeting school children or their teachers with marketing activities ranging from teaching videos, to guidebooks and posters to contests, product giveaways, and coupons' (Klein, 1999, p. 93). It is not that the corporate development of curriculum materials is new (see Reynolds & Webber, 2004, pp.19-33). The matter is that it has become accepted practice and even desired. These are issues (the symbolic order, the curriculum of skill-and-drill and corporate invasion of the curriculum) with which cultural curriculum studies has a place within cultural studies and within curriculum studies. In this essay I would like to address two major concerns. First, the notion of multiplicity and cultural curriculum studies will be elaborated. Second, some areas of study will be suggested for cultural curriculum studies, particularly postmodern films and critical documentaries. Cultural Curriculum Studies and Multiplicity I see philosophy as a logic of multiplicities (I feel, on this point, close to Michel Serres). (Deleuze, 1995, p. 147) In studies of popular as a primary pedagogical site, there also needs to be a reformulation of the conceptualization of the work of curriculum studies and the interconnections with cultural studies. Cultural studies scholars and curriculum studies scholars have only begun engaging in a multidisciplinary conversation and that is something that would prove productive for both since there are many issues that cross borders between curriculum and culture. …" @default.
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• W306916422 date "2006-06-22" @default.
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• W306916422 title "Cultural Curriculum Studies, Multiplicity, and Cinematic-Machines" @default.
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