Abstract
In this chapter we explore how détournement, a short film consisting of juxtapositions of existing media, can be used in teacher education to challenge dominant myths in popular educational discourse. As part of our pedagogy for preservice teachers, we created a détournement of the film Waiting for Superman (Guggenheim, 2010) in an effort to expose and challenge the film’s attribution of schooling outcomes to teachers and to offer structural attribution of outcomes as an alternate explanation for consideration.
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Boyd, A., Senta, A. (2017). Towards Structural Attribution. In: Nicosia, L.M., Goldstein, R.A. (eds) Through a Distorted Lens. Constructing Knowledge: Curriculum Studies in Action. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-017-2_10
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DOI: https://doi.org/10.1007/978-94-6351-017-2_10
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