Abstract
This critical commentary outlines how the Real #HotGirl Sh*T: Megan Thee Stallion & Mediated Hip Hop, Black Feminist and Communication Pedagogy promotes active learning via popular culture and digital media, and it provides a practical model for employing intersectionality in classroom settings. Previous critical media pedagogy exploring minority media re-presentation primarily focused on the effects of master narratives produced by traditional media. This syllabus's incorporation of social and digital media helps students understand how collective minority groups use and interact with media as a political tool to challenge re-presentational regimes. More importantly, this syllabus employs real-world examples of popular culture that students engage in their everyday communication practices. This pedagogical approach challenges students to assess their online behaviors and understand the re-presentational impact of their work as future media and communication practitioners. Finally, this syllabus’s incorporation of vertical education practices demonstrates the evolutional intersections of past and current stereotypes associated with Black womanhood. Thus, this syllabus moves forward re-presentation instruction with an intersectional framework that helps instructors better understand how to appropriately implement intersectionality within the classroom.
Recommended Citation
Love, Jessica F.
(2024)
"Real #HotGirl Sh*T: Practical application of intersectional re-presentation instruction,"
Feminist Pedagogy: Vol. 4:
Iss.
3, Article 7.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol4/iss3/7
Included in
African American Studies Commons, Curriculum and Instruction Commons, Digital Humanities Commons, Hip Hop Studies Commons, Other Feminist, Gender, and Sexuality Studies Commons, Other Film and Media Studies Commons