Citation

Falter MM. Journal of adolescent and adult literacy 2014; 57(4): 289-297.

Copyright

(Copyright © 2014)

DOI

10.1002/jaal.243

PMID

unavailable

Abstract

Adolescents often bring popular culture into school, but often these literacies are not embraced or taught in the English classroom. The author makes the case for using "Glee" in the classroom by demonstrating its persuasive power to disrupt heteronormative notions of gender and sexuality with teens. The author uses a feminist rhetorical analysis, rooted in Judith Butler's notions of gender performativity, and parody as a subversive tool, to closely examine the characters, actions, and dialogue in one LGBT-themed "Glee" episode. The article concludes with implications for teachers, LGBT youth, and non-LGBT youth and offers recommendations for using "Glee" to discuss bullying, stereotyping, and marginalization through media literacy practices. As people become more accepting of marginalized groups, the article asserts that schools need to mirror those changes within classroom walls.

Language: en