03 SES 11 B, Curriculum Development in Teacher Education
This paper explores the nature and significance of pupils’ identifications of ‘heroes’ and ‘villains’. As part of our longitudinal study of education in Wales, we asked 1200 children and young people to identify three people they most admired and three whom they most disliked.
Their identifications are socially and educationally significant in a number of ways and throw light on issues connected with the extent to which children and young people have been ‘captured’ by the ‘cult of the celebrity’ and concerns about the lack of appropriate ‘role models’. The responses also reveal the disjuncture between children’s perceptions of who is worthy of admiration or contempt and the kinds of heroes and villains presented to them in the official curriculum
Lines, G. (2001) Villains, fools or heroes? Sport stars as role models for young people, Leisure Studies 20 (4) 285-303. Fraser B.P. & Brown , W.J. (2002) Media, Celebrities, and Social Influence: Identification with Elvis Presley Mass Communication and Society 5 (2) 183-206 Anderson, K.J. & Cavallaro, D. (2002) Parents or Pop Culture? Children's Heroes and Role Models Childhood Education, 78 (3) 161-168.
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