“Looking behind the curtain”: Preservice visual arts teachers’ experiences on culture jamming learning-teaching process

Abstract

Scholars have examined the pedagogical implications of culture jamming as a challenge to the normalisation of consumer culture, but there is limited empirical research exploring its practical applications in learning and teaching. This case study involved fifteen preservice visual arts teachers from a state university's undergraduate arts and crafts teacher education programme in Türkiye. The classroom activities focused on critical inquiry and artistic production related to advertisements and broader cultural issues. The findings suggest that culture jamming appeared to foster an experimental and contextual learning environment, promoting critical engagement, empowerment, and creative expression.