James Trier
Biographic Data
| ID | 4581188 |
|---|---|
| NAME | James Trier |
| GIVEN NAMES | James |
| FAMILY NAME | Trier |
| SIGNATURE | TRIER J |
| AFFILIATIONS | University of North Carolina at Chapel Hill |
| VERIFIED | No |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 3 |
Consumption, Spectacles of
In the phrase “cathedrals of consumption,” “cathedrals” refers to settings designed to attract people and compel them to spend their time and money. For a setting to become a cathedral, consumers have to be enchanted, which is to say that the setting must create a spectacular aura that draws people to it and seduces them to consume. In this sense, “spectacular” and “enchanted” are synonymous, signifying a positivity, at least from the perspective…
Challenging Waiting For Superman through Detournement
In this article, the author describes a pedagogical project that involved preservice teachers in responding to the documentary Waiting for Superman and then reacting to a video detournement—i.e., a countertext—that challenged the main arguments of the documentary. The detournement caused several students to reconsider the accuracy and believability of the film's main claims and arguments
The Daily Show With Jon Stewart: Part 1
Comedy Central's popular program The Daily Show With Jon Stewart is the best critical media literacy program on television, and it can be used in valuable ways in the classroom as part of a media literacy pedagogy. This Media Literacy column provides an overview of the show and its accompanying website and considers ways it might be used in the classroom
The Daily Show With Jon Stewart: Part 2
The Daily Show With Jon Stewart is one of the best critical literacy programs on television, and in this Media Literacy column the author suggests ways that teachers can use video clips from the show in their classrooms
The Spectacle and Detournement
This Media Literacy column is a follow‐up to the column in the September 2007 issue that discussed Guy Debord and the artistic, political avant‐garde organization called the Situationist International. This column continues the discussion of the situationist concepts of the spectacle and detournement by explaining quick and easy ways to introduce these sophisticated concepts to middle school or high school students by showing selected YouTube.com…
Guy Debord's The Society of the Spectacle
This column discusses the 40th anniversary of Guy Debord's The Society of the Spectacle and the Situationist International group. The author juxtaposes a few brief historical snapshots with definitions of key terms and paraphrases some important ideas and events. The author also refers to selected texts and Internet sources by and about Debord and the situationists. Readers who subsequently engage with these texts and Internet sources should be a…
Cool” Engagements With YouTube: Part 2
In this second part of a series on the use of the video‐sharing website YouTube ( www.youtube.com ), the author suggests assignments that can engage students with YouTube and support their classroom readings. The author also explains Creating a YouTube account The options and information that accompany each YouTube video Searching strategies Creating My Favorites and Playlists pages
Cool” Engagements With YouTube: Part 1
This article discusses the participatory potential of YouTube, a social website that allows users to upload, view, and share video clips. The author provides examples of how YouTube was incorporated into a course as part of a “mosh‐pit” pedagogy that involved both students and teachers in engaging with a variety of YouTube videos
Boston Public as Public Pedagogy: Implications for Teacher Preparation and School Leadership
The media play a major role in the construction of popular cultural “texts,” such as films and television programs. These media forms are conceptualized as “public pedagogies”—i.e., as texts that have great potential to teach the public about a wide range of educational issues. This article focuses attention on the representation of teachers and principals in the popular television series Boston Public. Specifically, the authors provide two compl…
Representations of Critical Media Literacy in the Film Pump Up the Volume
One of the main aspects of critical media literacy is taking as objects of critique both the mass media (television, film, music) and the commodities they produce. The purpose of engaging students in this activity is to develop within them an awareness of the social, political, and economic messages emanating from popular fiction, music, movies, and so on. Along with critically examining media systems and popular culture texts, two other main asp…
Network: Still “Mad as Hell” After 30 Years
The film Network is a great addition to any critical media literacy pedagogy. In this article, the author examines the film and its possible uses in media literacy instruction, and introduces a number of activities teachers can use with students after viewing it
Reconceptualizing Literacy Through a Discourses Perspective by Analyzing Literacy Events Represented in Films About Schools
A cohort of secondary English preservice teachers was engaged in a series of articles designed to bring about a shift in their initial autonomous views of literacy toward a more sociocultural “Discourses and literacies” perspective. Students wrote an essay in which they articulated their initial assumptions about what literacy was and what teachers of literacy do. They were then introduced to a sociocultural (multiliteracies) theory of literacy, …
Teaching With Media and Popular Culture
Preservice English teachers experienced the concept of teaching with media. They incorporated film, music, television, and visual texts that they viewed as having potential in teaching English classes. They also shared their lessons and media artifacts with one another, exchanging ideas and collaborating on subsequent projects that involved teaching with media
Exemplary Introductory Critical Media Literacy Documentaries
Teachers are often unsure about their critical position toward and knowledge about mass media. As a consequence, they are unsure about engaging their students in media analyses. To begin acquiring a new critical media literacy discourse and then introduce it to their students, teachers can read the many valuable accounts by other educators who have conceptualized, or engaged students in, critical media literacy projects. But teachers often do not…
Pedagogy of the Obsessed
The author examines his obsession with a variety of media culture texts—films, television programs, visual ads in magazines and on billboards, music CDs, comic books, video games, websites—an obsession that manifests itself most pervasively in collecting “video texts.” Among the over 1,000 video texts collected are more than 100 school films, many of which were used for various critical pedagogical projects designed around selected media texts. T…
Sordid Fantasies’: Reading popular ‘inner‐city’ school films as racialized texts with pre‐service teachers
This article discusses a multi‐phase project designed to inquire into and challenge pre‐service teachers' assumptions, beliefs and knowledge about inner‐city schools. Prior to beginning their student teaching in inner‐city schools, pre‐service teachers articulated in essays and seminar discussions their opinions and beliefs about inner‐city schools. They then examined in depth selected cinematic representations of inner‐city schools to deconstruc…
Announcing the Alan C. Purves Award Winner
We are pleased to announce that Bob Fecho of The University of Georgia is the winner of the 2002 Alan C. Purves Award for his article “‘Why Are You DoingThis?’: Acknowledging and Transcending Threat in a Critical Inquiry Classroom.”
Inquiring into ‘techniques of power’ with preservice teachers through the ‘school film’ The Paper Chase
Sordid Fantasies’: Reading popular ‘inner‐city’ school films as racialized texts with pre‐service teachers
This article discusses a multi‐phase project designed to inquire into and challenge pre‐service teachers' assumptions, beliefs and knowledge about inner‐city schools. Prior to beginning their student teaching in inner‐city schools, pre‐service teachers articulated in essays and seminar discussions their opinions and beliefs about inner‐city schools. They then examined in depth selected cinematic representations of inner‐city schools to deconstruc…
Boston Public as Public Pedagogy: Implications for Teacher Preparation and School Leadership
The media play a major role in the construction of popular cultural “texts,” such as films and television programs. These media forms are conceptualized as “public pedagogies”—i.e., as texts that have great potential to teach the public about a wide range of educational issues. This article focuses attention on the representation of teachers and principals in the popular television series Boston Public. Specifically, the authors provide two compl…
Inquiring into ‘techniques of power’ with preservice teachers through the ‘school film’ The Paper Chase
Challenging Waiting For Superman through Detournement
In this article, the author describes a pedagogical project that involved preservice teachers in responding to the documentary Waiting for Superman and then reacting to a video detournement—i.e., a countertext—that challenged the main arguments of the documentary. The detournement caused several students to reconsider the accuracy and believability of the film's main claims and arguments
Announcing the Alan C. Purves Award Winner
We are pleased to announce that Bob Fecho of The University of Georgia is the winner of the 2002 Alan C. Purves Award for his article “‘Why Are You DoingThis?’: Acknowledging and Transcending Threat in a Critical Inquiry Classroom.”
Inquiring into ‘techniques of power’ with preservice teachers through the ‘school film’ The Paper Chase
Pedagogy of the Obsessed
The author examines his obsession with a variety of media culture texts—films, television programs, visual ads in magazines and on billboards, music CDs, comic books, video games, websites—an obsession that manifests itself most pervasively in collecting “video texts.” Among the over 1,000 video texts collected are more than 100 school films, many of which were used for various critical pedagogical projects designed around selected media texts. T…
Sordid Fantasies’: Reading popular ‘inner‐city’ school films as racialized texts with pre‐service teachers
This article discusses a multi‐phase project designed to inquire into and challenge pre‐service teachers' assumptions, beliefs and knowledge about inner‐city schools. Prior to beginning their student teaching in inner‐city schools, pre‐service teachers articulated in essays and seminar discussions their opinions and beliefs about inner‐city schools. They then examined in depth selected cinematic representations of inner‐city schools to deconstruc…
Representations of Critical Media Literacy in the Film Pump Up the Volume
One of the main aspects of critical media literacy is taking as objects of critique both the mass media (television, film, music) and the commodities they produce. The purpose of engaging students in this activity is to develop within them an awareness of the social, political, and economic messages emanating from popular fiction, music, movies, and so on. Along with critically examining media systems and popular culture texts, two other main asp…
Network: Still “Mad as Hell” After 30 Years
The film Network is a great addition to any critical media literacy pedagogy. In this article, the author examines the film and its possible uses in media literacy instruction, and introduces a number of activities teachers can use with students after viewing it
Reconceptualizing Literacy Through a Discourses Perspective by Analyzing Literacy Events Represented in Films About Schools
A cohort of secondary English preservice teachers was engaged in a series of articles designed to bring about a shift in their initial autonomous views of literacy toward a more sociocultural “Discourses and literacies” perspective. Students wrote an essay in which they articulated their initial assumptions about what literacy was and what teachers of literacy do. They were then introduced to a sociocultural (multiliteracies) theory of literacy, …
Teaching With Media and Popular Culture
Preservice English teachers experienced the concept of teaching with media. They incorporated film, music, television, and visual texts that they viewed as having potential in teaching English classes. They also shared their lessons and media artifacts with one another, exchanging ideas and collaborating on subsequent projects that involved teaching with media
Exemplary Introductory Critical Media Literacy Documentaries
Teachers are often unsure about their critical position toward and knowledge about mass media. As a consequence, they are unsure about engaging their students in media analyses. To begin acquiring a new critical media literacy discourse and then introduce it to their students, teachers can read the many valuable accounts by other educators who have conceptualized, or engaged students in, critical media literacy projects. But teachers often do not…
The Spectacle and Detournement
This Media Literacy column is a follow‐up to the column in the September 2007 issue that discussed Guy Debord and the artistic, political avant‐garde organization called the Situationist International. This column continues the discussion of the situationist concepts of the spectacle and detournement by explaining quick and easy ways to introduce these sophisticated concepts to middle school or high school students by showing selected YouTube.com…
Guy Debord's The Society of the Spectacle
This column discusses the 40th anniversary of Guy Debord's The Society of the Spectacle and the Situationist International group. The author juxtaposes a few brief historical snapshots with definitions of key terms and paraphrases some important ideas and events. The author also refers to selected texts and Internet sources by and about Debord and the situationists. Readers who subsequently engage with these texts and Internet sources should be a…
Cool” Engagements With YouTube: Part 2
In this second part of a series on the use of the video‐sharing website YouTube ( www.youtube.com ), the author suggests assignments that can engage students with YouTube and support their classroom readings. The author also explains Creating a YouTube account The options and information that accompany each YouTube video Searching strategies Creating My Favorites and Playlists pages
Cool” Engagements With YouTube: Part 1
This article discusses the participatory potential of YouTube, a social website that allows users to upload, view, and share video clips. The author provides examples of how YouTube was incorporated into a course as part of a “mosh‐pit” pedagogy that involved both students and teachers in engaging with a variety of YouTube videos
Boston Public as Public Pedagogy: Implications for Teacher Preparation and School Leadership
The media play a major role in the construction of popular cultural “texts,” such as films and television programs. These media forms are conceptualized as “public pedagogies”—i.e., as texts that have great potential to teach the public about a wide range of educational issues. This article focuses attention on the representation of teachers and principals in the popular television series Boston Public. Specifically, the authors provide two compl…
The Daily Show With Jon Stewart: Part 1
Comedy Central's popular program The Daily Show With Jon Stewart is the best critical media literacy program on television, and it can be used in valuable ways in the classroom as part of a media literacy pedagogy. This Media Literacy column provides an overview of the show and its accompanying website and considers ways it might be used in the classroom
The Daily Show With Jon Stewart: Part 2
The Daily Show With Jon Stewart is one of the best critical literacy programs on television, and in this Media Literacy column the author suggests ways that teachers can use video clips from the show in their classrooms
Challenging Waiting For Superman through Detournement
In this article, the author describes a pedagogical project that involved preservice teachers in responding to the documentary Waiting for Superman and then reacting to a video detournement—i.e., a countertext—that challenged the main arguments of the documentary. The detournement caused several students to reconsider the accuracy and believability of the film's main claims and arguments
Consumption, Spectacles of
In the phrase “cathedrals of consumption,” “cathedrals” refers to settings designed to attract people and compel them to spend their time and money. For a setting to become a cathedral, consumers have to be enchanted, which is to say that the setting must create a spectacular aura that draws people to it and seduces them to consume. In this sense, “spectacular” and “enchanted” are synonymous, signifying a positivity, at least from the perspective…
Sociology (15 works) · Psychology (13 works) · Pedagogy (12 works) · Computer Science (11 works) · Mathematics education (10 works) · Digital Storytelling and Education (8 works) · Literacy, Media, and Education (8 works) · Media literacy (8 works) · Art (7 works) · Literacy (7 works)