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The use of popular culture as a teaching tool is often overlooked in teaching introductory-level political science courses. In recent years, advocacy for the inclusion of popular culture in the classroom has increased due to studies that highlight the benefits of such application in combination with other teaching methods. This paper argues that the incorporation of popular music and cartoons as a combined auxiliary teaching tool is an efficient way to increase students' understanding of theoretical concepts at multiple levels and to encourage them to think unconventionally. Relating political science paradigms and theories to popular culture makes them accessible to a broad spectrum of students and ensures that students become more engaged in the classroom. Students may also be more likely to apply theoretical concepts to real-life events. In this paper, we share our observations of using popular songs and cartoons as supplementary teaching materials and methods to explain theories of international relations and comparative politics. [ABSTRACT FROM AUTHOR]

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Geographers have long been interested in popular culture, exploring everything from music and film, to fashion and sport. However, there remain some gaps in the field with some of the biggest and most widely consumed genres of popular culture suffering from neglect. Given the pace of technological change, geographers have been noticeably slow to come to grips with new digital popular media. This special issue presents work that interrogates popular culture ranging from the new to the old for its role as a vector for, or entry point into, encounters with places and people, and as a producer of spatiality and social relations. This editorial uses the concept of (em)placement to identify the complex overlaps, imbrications, and interlockings between social, cultural, and technological actors/actants. (Em)placement is also deployed to expand the space for popular culture as an object of study in geography in order to foster more diverse engagements, and the freedom to engage, with popular culture in the discipline. In doing so, we highlight contributions to cultural geography, bringing into focus the ways in which popular culture has been redefined in a time of heightened digital and deterritorialized engagement alongside restrictions on physical interaction enforced during the COVID-19 lockdowns. Finally, the editorial introduces the seven papers in this special issue, drawing attention to workaday and active engagements with popular culture, and how such engagement can facilitate encounters as [ABSTRACT FROM AUTHOR]

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This paper argues that works of popular culture, specifically horror films, offer valuable insights into dominant and critical perceptions of the sources of violence in ongoing armed conflicts—an issue of concern for scholars of International Relations (IR) scholars, which as yet has not received sufficient attention. Accordingly, we present a new approach that IR scholars can utilize in their analysis of works of popular culture, applying it to two recent horror films from Israel/Palestine: Cannon Fodder (2013, dir. Eitan Gafny) and Freak Out (2015, dir. Boaz Armoni). The analysis of these films, combined with a discussion of films dealing with violence from other contexts, reveals how works of popular culture in general, and horror films in particular, can help address the question of whether violence in armed conflicts is perceived as endogenous or exogenous to the groups involved. This can also shed light on specific issues, such as the connection between social representation and violence, the link between the use of military technology and violence, and the blurred boundaries between endogenous and exogenous sources of violence. [ABSTRACT FROM AUTHOR]

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Historical film literacy has been defined as a set of skills that will 'empower students to look at movies set in the past critically as historical documents'. In the present paper we aim to explore the possibilities of advancing these skills through the development of a model for history education that adds an element of formal analysis to the analysis of historical films in the classroom. Next, we attempt to provide an overview of these skills based on preliminary research findings from the field. Based on students' film reviews written as historical film analyses which made use of the model presented, we conclude that three types of skills related to history education are developed: skills related to historical thinking concepts, skills related to the interpretation of the cinematic language and conventions as ways to construct historical meanings and skills related to analysing the processes of constructing history and memory. [ABSTRACT FROM AUTHOR]

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Although we live in a global society, educators face many challenges in finding meaningful ways to connect students to people of other cultures. This paper offers a case study of a collaboration between teachers in the US and Turkey, where 7th grade students interacted with each other via online social media as a means to promote cultural understanding. In a close analysis of a single learning activity, we found that children had opportunities to share ideas informally through social media, using their digital voices to share meaning using online writing, posting of images and hyperlinks. This study found that students valued the opportunity to develop relationships with each other and generally engaged in sharing their common interests in Hollywood movies, actors, celebrities, videogames and television shows. However, not all teachers valued the use of popular culture as a means to find common ground. Indeed, teachers had widely differing perspectives of the value of this activity. Through informal communication about popular culture in a «Getting to Know You» activity, students themselves discovered that their common ground knowledge tended to be US-centric, as American students lacked access to Turkish popular culture. However, the learning activity enabled students themselves to recognize asymmetrical power dynamics that exist in global media culture. [ABSTRACT FROM AUTHOR]

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This article focuses on the initial ideas of Luiz Beltrão about folkcommunication (1967) and discusses the interpretation about the theoretical basis of this field is the functionalism. For this research was chosen a literature review and the reading of works sources (in the sense suggested by Ruiz, 2002), to verify the bonds between folkcommunication and functionalism (or if they even exist). After the examination of the thesis that led to folkcommunication and of the characteristics in the paper works of the main functionalist authors mentioned in the Beltrão's thesis, the results point that the hypothesis that the folkcommunication is related to functionalism does not hold. [ABSTRACT FROM AUTHOR]