Advertisement

Generation Z pp 101-113 | Cite as

Staying Up Late Watching The Walking Dead

  • Jennifer RowsellEmail author
Chapter
Part of the Cultural Studies and Transdisciplinarity in Education book series (CSTE)

Abstract

Zombies flank the Jerusalem walls? Zombies invade a southern plantation in the United States? A television show with characters on the run from zombies? Videogames devoted to zombie chases like Planets vs. Zombies or Minecraft? I am baffled by the zombie revolution and the writing of this chapter solidified my continued bewilderment about the allure of zombie worlds. In the chapter, I unravel fascinations with zombies from three different optics. One is more of a landscape optic that speculates on contemporary fascinations with zombies and apocalyptic texts that have earned increased popularity. The other optic is a portrait view of a tween’s keen interest in zombies, drawing out aspects of her life as sedimentations of apocalyptic themes. The third and final optic is a brief close-up and personal account of my own struggles with zombies and researching young people about their investments and ruling passions with gothic, apocalyptic, and zombie worlds.

Keywords

Television Show Alcoholic Anonymous Figured World Aesthetic Response Zombie World 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

Acknowledgements

I would like to thank Dr. Diane Collier for her thorough and careful read through and critique of this chapter.

References

  1. Abrams, S. S. (2014). Integrating virtual and traditional learning in 6–12 classrooms: A layered literacies approach to multimodal meaning making. London: Routledge.Google Scholar
  2. Appadurai, A. (2000). Grassroots globalization and the research imagination. Public Culture, 12(1), 1–19.CrossRefGoogle Scholar
  3. Burnett, C., Davies, J., Merchant, G., & Rowsell, J. (2014a). New literacies around the globe. London: Routledge.Google Scholar
  4. Burnett, C., Merchant, G., Pahl, K., & Rowsell, J. (2014b). The (Im)materiality of literacy: The significance of subjectivity to new literacies research. Discourse: Studies in the Cultural Politics of Education, 35(1), 90–103.Google Scholar
  5. Crawford, P. C. (2008). A new era of gothic horror: A look at the subversive power of the genre and its appeal to today’s teens. School Library Journal, 54(10), 32–33.Google Scholar
  6. Darabont, F. (2010). The Walking Dead (TV series). United States: Fox International Channels.Google Scholar
  7. Forster, M. (2013). World War Z (Film). United States: Plan B Entertainment.Google Scholar
  8. Giroux, H. A. (2010). Zombie politics and culture in the age of casino capitalism. New York: Peter Lang.Google Scholar
  9. Grenfell, M., Bloome, D., Hardy, C., Pahl, K., Rowsell, J., & Street, B. (2012). Language, ethnography, and education: Bridging new literacy studies and bourdieu. New York: Routledge.Google Scholar
  10. Holland, D., & Lave, J. (Eds.). (2001). History in person. Santa Fe: School of American Research Press.Google Scholar
  11. Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.Google Scholar
  12. Leander, K., & Boldt, G. (2013). Re-reading “a pedagogy of multiliteracies”: Bodies, texts, and emergence. Journal of Literacy Research, 45(1), 22–46.CrossRefGoogle Scholar
  13. Pahl, K., & Rowsell, J. (2010). Artifactual literacies: Every object tells a story. New York: Teacher’s College Press.Google Scholar
  14. Peebles, C. (2012). The zombie chronicles: Apocalypse infection unleashed. San Bernardino: Chrissy Peebles Publication.Google Scholar
  15. Rodabaugh, W. L. (1996). Teaching gothic literature in the junior high classroom. The English Journal, 85(3), 68–73.CrossRefGoogle Scholar
  16. Rosenblatt, L. (1995). Literature as exploration (5th ed.). New York: The Modern Language Association of America.Google Scholar
  17. Rowsell, J. (2013). Working with multimodality: Rethinking literacy in a digital age. London: Routledge.Google Scholar
  18. Rowsell, J., & Decoste, E. (2012). (Re)designing writing in english class: A multimodal approach to teaching writing. Pedagogies: An International Journal. A Special Issue on Writing Ecologies: Material, Critical, Digital, Cultural, and Academic Perspectives. Edited by Cheryl McLean. January 2012.Google Scholar
  19. Rowsell, J., & Pahl, K. (2007). Sedimented identities in texts: Instance of practice. Reading Research Quarterly, 42(3), 388–401.CrossRefGoogle Scholar
  20. Trites, R. S. (2000). Disturbing the universe: Power and repression in adolescent literature. Iowa City: University of Iowa Press.Google Scholar
  21. Walpole, H. (1764). The Castle of Otranto. London: Dover.Google Scholar
  22. Wellington, J. (2007). Learning to transgress: Embedded pedagogies of the gothic. Pedagogy, 8(1), 170–176.Google Scholar
  23. Wilde, O. (1993). The picture of Dorian Gray. London: Dover.Google Scholar

Copyright information

© Springer Science+Business Media Singapore 2016

Authors and Affiliations

  1. 1.Faculty of Education, Department of Teacher EducationBrock UniversitySaint CatharinesCanada

Personalised recommendations