Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/57836
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dc.contributor.authorGlick, Stephanie-
dc.contributor.authorDean, Allyson-
dc.date.accessioned2020-06-15T04:56:56Z-
dc.date.available2020-06-15T04:56:56Z-
dc.date.issued2020-06-
dc.identifier.citationGlick, S., & Dean, A. (2020). Learning to be “good enough” : Hollywood's role in standardizing knowledge and the myth of meritocracy. Postcolonial Directions in Education, 9(1), 43-87.en_GB
dc.identifier.urihttps://www.um.edu.mt/library/oar/handle/123456789/57836-
dc.description.abstractWritten for teacher educators and pre-service teachers, we analyze education-themed Hollywood blockbusters Stand and Deliver (Musca, 1988) and Dangerous Minds (Bruckheimer & Simpson, 1995) that were released alongside neo-liberal, classist, racist U.S. education policies of the 1980s and 1990s. We posit that these films boosted mainstream acceptance of the standardized testing industry and thus, the myth of meritocracy. In addition to featuring harmful narratives about racially, culturally, and economically marginalized students, the pictures promote high-stakes testing rather than interrogating the industry’s reliance on marginalized students to “fail” tests so that centered or privileged students have a standard for measuring “success.” We argue that the films continue to influence dominant national attitudes because the film narratives are often passed down intergenerationally from teacher to pre-service teacher. Countering these messages, we analyze a third feature length film, Whale Rider (Barnett, Hübner, & Sanders, 2002), for its dedication to positive (not utopian) depictions of Māori epistemologies. Created outside of Hollywood’s financial grip, this picture illustrates how film has the power to expand thinking on the value of Other ways of knowing. Simultaneously, we problematize the picture for its absence of address of colonial oppression.en_GB
dc.language.isoenen_GB
dc.publisherUniversity of Malta. Faculty of Educationen_GB
dc.rightsinfo:eu-repo/semantics/openAccessen_GB
dc.subjectMotion pictures -- Criticism and interpretationen_GB
dc.subjectEducation and state -- United States -- History -- 20th centuryen_GB
dc.subjectEducation in motion pictures -- United Statesen_GB
dc.subjectEducational equalization -- United Statesen_GB
dc.subjectMarginality, Social -- United Statesen_GB
dc.subjectIndigenous peoples -- Educationen_GB
dc.titleLearning to be “good enough” : Hollywood's role in standardizing knowledge and the myth of meritocracyen_GB
dc.typearticleen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
dc.description.reviewedpeer-revieweden_GB
dc.publication.titlePostcolonial Directions in Educationen_GB
Appears in Collections:PDE, Volume 9, No. 1
PDE, Volume 9, No. 1

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