A case study on culture jamming learning-teaching process

In contemporary cultural conditions, the amount of information carried by cultural texts and the need to critically understand them opens up the art education discipline to critical and sociocultural issues. The term culture jamming has emerged into contemporary art education discourse in regards to its potential as critical and creative popular pedagogy. Within this perspective, this case study aims to investigate the culture jamming learning-teaching process which was carried out in the 4th-grade Graphic Design V Course at Anadolu University, Fine Arts Education Program. Culture jamming classroom activities in this research within a framework of three activities aimed to raise questions about consumption, representation, stereotypes, and violence within certain cultural forms. The data collected using extensive material from multiple sources; observations, interviews, and other documents gathered to give the reader a more complete picture of what has occurred and why. The thematic analysis was conducted on the data set. For the outcomes of the research, it can be said that sociocultural content, critical approach, dialogue led process, and creative production opportunities arise during the culture jamming learning-teaching process. Contributions of this study are both for those who interested in exploring culture jamming practices in their classrooms and for those who want to develop theoretical relations between art education and culture jamming approaches. Keywords: Art education, Culture jamming, Visual culture, Public pedagogy, Critical media literacy