Surfacing in the United States in the mid 20th century with the booming of the economy and the improvement of people’s lives, pop culture became a widespread research phenomenon. Some researchers focused on the study of the relation of pop culture to communication technologies. Some critiqued pop culture as American culture and then proposed critical theories, such as the Frankfurt School theorists. Some explored the effect of pop culture on society from a psychological and sociological aspect. Or others inspired by the term “semiotics” in linguistics studied pop culture by adopting semiotic approaches. Based on the correlation between cultural studies and education, this article adopts a poststructuralist approach to evaluate the influences of pop culture on youth in schools. An examination of the influence of pop culture on school youth in China and the challenges of the impact of pop culture in pedagogy will be discussed. Lastly, Henry Giroux’s emphasis on cultural studies and pedagogy and Paulo Freire’s “dialogue education” will be drawn upon as possible recommendations for traditional pedagogy in China’s schools today.
|Keywords:||Pop Culture, Youth, Cultural Studies, Pedagogy|
Graduate Student, Department of Educational Policy Studies, Faculty of Education, University of Alberta, Edmonton, Alberta, Canada
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