Purpose: This study examined popular culture, which is closely related to our daily lives, from the perspective of public pedagogy, and explored the educational possibilities of movies, especially among the various genres that make up popular culture. Based on this, the educational implications of film texts were identified and this study proposes their role in the field of lifelong education, as well as suggests implications for 'film education' currently practiced in schools. Methods: For this purpose, the relationship between our lives and popular culture and its influence were examined and a description of the audience's reactions to the movie was revealed in media articles and critical texts with three films, as well as the social repercussions of the films. Results: As a result, popular culture, especially films, reveals the public's unconscious by representing reality and also constructs discourse through the audience's critique. The study also found that films as texts enable audiences to critically reflect on “represented reality” and that their educational meaning can be interpreted in a variety of ways depending on their own experiences and life contexts. Conclusion: The meaning of film education is reconstructed according to the learner's life context and experiences, and it is in this sense that education occurs.The meaning-making of education that occurs for an individual throughout their life is holistic, including schooling. The existing film education centered on narrative analysis in public education and lifelong education should be transformed into a method that emphasizes the characteristics of the film medium.
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Kang et al. (2024) studied this question.
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