Popular Cultural Pedagogy

ABSTRACT: Synthesizing literature from critical pedagogy, sociocultural psy-chology, and cultural studies with popular cultural texts and experiences from ac-tual classroom practice, this article conceptualizes the critical teaching of popular culture as a viable strategy to increase academic and critical literacies in urban secondary classrooms. Relying on scholarship that views youth popular culture as a powerful, but often times underutilized point of intervention for schools, these au-thors discuss the impact of using youth popular culture to reconnect with other-wise disenfranchised schooling populations. The authors rebut criticisms associ-ated with the teaching of popular culture by showing how teachers can simultaneously honor and draw upon the sociocultural practices of their students while also adhering to state and national standards. Further, the article demon-strates the social relevance, academic worthiness, and intellectual merit of hip-hop artists such as the controversial Eminem and popular film texts such as the Godfather trilogy. They conclude with a call for postmodern critical educational leaders—vigilant advocates for students who are willing to combine academic content knowledge with a commitment to an engaging multicultural curriculum