Abstract
The recent cartoon show on Cartoon Network Steven Universe allows for the blending of both queer theory and media literacies to create a pedagogical space for students to investigate and analyze not only queerness, but also normative and non-normative identities. This show creates characters as well as relationships that both break with and subvert what would be considered traditional masculine and feminine identities. Additionally, Steven Universe also creates a space where sexuality and transgender bodies are represented. This paper demonstrates both the presence of queerness within the show and the pedagogical implications for using this piece of media within a college classroom.
Recommended Citation
Thomas, Misty
(2019)
"“I am a Conversation”: Media Literacy, Queer Pedagogy, and Steven Universe in College Curriculum,"
Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy: Vol. 6:
Iss.
3, Article 2.
Available at:
https://digitalcommons.unl.edu/dialogue/vol6/iss3/2
Included in
American Popular Culture Commons, Critical and Cultural Studies Commons, Curriculum and Social Inquiry Commons, Queer Studies Commons, Scholarship of Teaching and Learning Commons, Television Commons