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Generation ZZombies, Boys, and Videogames: Problems and Possibilities in an Assessment Culture

Generation Z: Zombies, Boys, and Videogames: Problems and Possibilities in an Assessment Culture [In many ways, the zombie seems to be a suitable trope for the challenges students, teachers, and parents may face as they confront and respond to imposed standards and curricula. More specifically, this chapter extends the zombie metaphor to examine the challenges two adolescent male learners and their mother faced as their New York public middle and high schools adopted national standards and imposed curricular modifications. Through the perspective of the stakeholders (the two students and their mother), assessment-driven changes ironically challenged good pedagogy and generated hysteria. In light of the qualitative data, this chapter suggests that videogames can provide a model for productive, collaborative, and creative change that promises to be relevant and meaningful to educators and students.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Generation ZZombies, Boys, and Videogames: Problems and Possibilities in an Assessment Culture

Part of the Cultural Studies and Transdisciplinarity in Education Book Series
Editors: Carrington, Victoria; Rowsell, Jennifer; Priyadharshini, Esther; Westrup, Rebecca
Abrams, Sandra Schamroth
Generation Z — Dec 18, 2015
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11 pages

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Publisher
Springer Singapore
Copyright
© Springer Science+Business Media Singapore 2016
ISBN
978-981-287-932-5
Pages
131 –142
DOI
10.1007/978-981-287-934-9_10
Publisher site
See Chapter on Publisher Site

Abstract

[In many ways, the zombie seems to be a suitable trope for the challenges students, teachers, and parents may face as they confront and respond to imposed standards and curricula. More specifically, this chapter extends the zombie metaphor to examine the challenges two adolescent male learners and their mother faced as their New York public middle and high schools adopted national standards and imposed curricular modifications. Through the perspective of the stakeholders (the two students and their mother), assessment-driven changes ironically challenged good pedagogy and generated hysteria. In light of the qualitative data, this chapter suggests that videogames can provide a model for productive, collaborative, and creative change that promises to be relevant and meaningful to educators and students.]

Published: Dec 18, 2015

Keywords: Foreign Language; Eighth Grade; National Curriculum; Seventh Grade; Ninth Grade

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