Abstract
Rooted in sociocultural theory, this article utilizes a conceptual framework derived from Alexander, Schallert, and Reynolds’ four topographical dimensions of learning: who of learning, what of learning, where of learning, and when of learning. Situated learning (Lave and Wenger) is presented as a fifth dimension to address how learning occurs in communities of practice absent of formal schooling. Content analysis (Elo and Kyngass) is used to analyze a teaching and learning event from an episode of The Walking Dead based on the five topographical dimensions of learning listed above. Findings provide insights for pedagogical application for grades 7-12 by addressing the potential bene!ts of contextualized and scaffolded situated learning activities, gender equity, and authentic high-stress/high-risk tasks in secondary level curriculum design.
Recommended Citation
Neely, Anthony
(2015)
"Girls, Guns, and Zombies: Five Dimensions of Teaching and Learning in The Walking Dead,"
Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy: Vol. 2:
Iss.
1, Article 4.
Available at:
https://digitalcommons.unl.edu/dialogue/vol2/iss1/4
Included in
American Popular Culture Commons, Curriculum and Social Inquiry Commons, Feminist, Gender, and Sexuality Studies Commons, Gender and Sexuality Commons, Inequality and Stratification Commons, Scholarship of Teaching and Learning Commons, Secondary Education Commons, Sociology of Culture Commons, Television Commons