Constructing a Pedagogy of Comedy: Sarcasm and Print Codes as Social Literacies in "Winnie-the-Pooh"

Autor/inn/en	Kohn, Liberty; Yarbrough, Wynn
Titel	Constructing a Pedagogy of Comedy: Sarcasm and Print Codes as Social Literacies in "Winnie-the-Pooh"
Quelle	In: Journal of Language and Literacy Education, 6 (2010) 1, S.58-74 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	Comedy; Childrens Literature; Metacognition; Negative Attitudes; Critical Theory; Literary Devices; Speech Acts; Semantics; Phoneme Grapheme Correspondence; Spelling; Error Patterns; Interpersonal Communication; Educational Theories; Congruence (Psychology) + Suchen Sie Ihr Suchwort? Komödie; 'Children''s literature'; Kinderliteratur; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Negative Fixierung; Kritische Theorie; Literaturarbeit; Sprechakt; Semantik; Schreibweise; Fehlertyp; Interpersonale Kommunikation; Educational theory; Theory of education; Bildungstheorie; Congruence; Psychology; Kongruenz; Psychologie
Abstract	This article provides a theoretical framework for a pedagogy of comedy that aids evaluation or instruction of the linguistic and social literacies that are part of speech act implicature and context. By understanding comedy's embeddedness in (an incongruence with) social and linguistic relationships and expectations, comedic texts and episodes can be heuristics that target areas of knowledge that are underdeveloped in groups or individuals. This article examines two types of comedy: sarcasm and meta-communicational commentary; and visual print literacy mistakes as social phenomena. While pedagogy often examines character traits in fiction, this article utilizes forms or frames of comedy borrowed from linguistic, cognitive, and educational research. Examining comedy frames, rather than character types, allows for meta-cognitive analysis of recurring, but individually situated, social and linguistic strategies and practices. The article examines episodes from Winnie-the-Pooh to provide practical classroom practices where instructors discuss comedy's social and communicational incongruence with social conventions and expectations (literacies) that are required to ''get the joke." Through discussion of comedy's forms, gaps in linguistic and social knowledge can be identified in students, and reading strategies can be provided for understanding indirect communication and context. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01