Faculty

>> Trier, James

“A typical American film, naïve and silly, can ─ for all its silliness and even by means of it ─ be instructive . . . I have often learnt a lesson from a silly American film.” – Ludwig Wittgenstein

“The signature of the situationist movement, the sign of its presence and contestation in contemporary cultural reality . . . is first of all the use of detournement.” – Guy Debord

 Photo of James Trier
Title

Associate Professor of English Education

Coordinator of Master of Arts in Teaching Program
Telephone/
Fax/
Email

T 919.843.4627
F 919.962.1533
jtrier@email.unc.edu

Office/CB

212A Peabody Hall
CB 3500

Bio

After a career as a secondary English teacher, James Trier joined the faculty of the School of Education in 2001 as an assistant professor of English education. He teaches English theory and methods courses in the Master of Arts in Teaching Program and a course titled “Cultural Studies in Education” in the Culture, Curriculum and Change Program.
Educational Background
  • Ph.D. 2001 - University of Wisconsin-Madison, Curriculum and Instruction
Research Interests
  • Cultural Studies in Education
  • Popular Culture Representations of Education
  • Critical Literacy
  • Critical Media Literacy
  • Research Overview
Teaching Areas
  • English Education
  • Master of Arts in Teaching program
  • Culture, Curriculum and Change
Honors & Awards

 
Funded Research

 
Selected Professional Affiliations
  • American Educational Research Association (AERA)
  • National Council of Teachers of English (NCTE)
Public Service

 
Selected Publications

Trier, J.  (2009). “Exploring a Discourses Perspective of Literacy through the Film Educating Rita.”  Interchange: A Quarterly Review of Education, 40(1), 47-67.

Trier, J.  (2008). “The Daily Show with Jon Stewart:  Part 2.”  Journal of Adolescent and Adult Literacy, 51(7), 600-605.

Trier, J.  (2008). “The Daily Show with Jon Stewart:  Part 1.”  Journal of Adolescent and Adult Literacy, 51(5), 424-427.

Trier, J.  (2007). “The 400 Blows as Cinematic Literacy Narrative.” Teacher Education Quarterly, 34(3), 35-51.

Trier, J.  (2007). “Teaching Theory through Popular Culture Texts.” Teaching Education, 18(2), 151-165.

Trier, J.  (2007). “The Spectacle and Detournement.”  Journal of Adolescent and Adult Literacy, 51(3), 274-278.

Trier, J.  (2007). “Guy Debord’s The Society of the Spectacle.” Journal of Adolescent and Adult Literacy, 51(1), 67-72.

Trier, J.  (2007). “‘Cool’ Engagements with YouTube:  Part 2.”  Journal of Adolescent and Adult Literacy, 50(7), 598-603.

Trier, J.  (2007). “‘Cool’ Engagements with YouTube:  Part 1.”  Journal of Adolescent and Adult Literacy, 50(5), 408-412.

Trier, J.  (2007). “From Radio [fast forward] to Podcasting and the iPod.”  In J. Flood, S. Brice-Heath, and D. Lapp (Eds.), The Handbook of Research on Teaching Literacy through the Communicative and Visual Arts, Volume II (pp. 513-519).  Mahwah, NJ:  Lawreence Erlbaum Associates, Inc.

Trier, J.  (2007). “Critically Examining Popular Culture Representations of Educators.”  In D. Carlsen & C. P. Gause (Eds.), Keeping the Promise:  Essays on Leadership, Democracy, and Education (pp. 373-391). New York:  Peter Lang.

Trier, J.  (2006). “Network:  Still ‘Mad as Hell’ Thirty Years Later.” Journal of Adolescent and Adult Literacy, 50(3), 232-236.

Trier, J.  (2006). “Exemplary Introductory Critical Media Literacy Documentaries.” Journal of Adolescent and Adult Literacy, 50(1), 68-71.

Trier, J.  (2006). “Teaching with Media and Popular Culture.”  Journal of Adolescent and Adult Literacy, 49(5), 434-438.

Trier, J. (2006). “Representations of Critical Media Literacy in the Film Pump Up the Volume.” Journal of Adolescent and Adult Literacy, 49(7), 622-625.

Trier, J. (2006). “Reconceptualizing Literacy through a Discourses Perspective by Analyzing Literacy Events Represented in Films about Schools.” Journal of Adolescent and Adult Literacy, 49(6), 510-523.

Trier, J. (2005). "Teaching with Media and Popular Culture." Journal of Adolescent and Adult Literacy, 49(5), 434-438.

Trier, J. (2005). "Pedagogy of the Obsessed." Journal of Adolescent and Adult Literacy, 49(3), 238-241.

Trier, J. (2005). "Sordid Fantasies: Reading Popular Culture 'Inner City' School Films as Racialized Texts with Pre-service Teachers." Race, Ethnicity, and Education, 8(2), 171-189.

Trier, J. (2004). "Detournement as Pedagogical Praxis." Journal of Thought, 39(4), 35-52.

Trier, J. (2003). "Designing School Film 'Videocollages' As Pedagogical Texts in Preservice Education." Taboo: The Journal of Culture and Education, 7(1), 31-46.

Trier, J. (2003). "Inquiring Into 'Techniques of Power' with Preservice Teachers through the 'School Film' The Paper Chase." Teaching and Teacher Education, 19(5), 543-557.

Trier, J. (2003). "School film 'Videocompilations' as Pedagogical Texts in Preservice Education." Journal of Curriculum Theorizing, 19(1), 125-147.

Trier, J. (2002). "Exploring the Concept of 'Habitus' with Preservice Teachers." Interchange, 33(3), 237-260.

Trier, J. (2001). "The Cinematic Representation of the Personal and Professional Lives of Teachers." Teacher Education Quarterly. 28(3), 127-142.

Trier, J. (2001). "Challenging the Cinematic Construction of Literacy with Preservice Teachers." Teaching Education, 12(3), 301-314.
Selected Presentations

 
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