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Journal Article 1: Ditto, P. H., & Koleva, S. P. (2011). Moral empathy gaps and the American culture war. Emotion Review, 3, 332.

Abstract: Our inability to feel what others feel makes it difficult to understand how they think. Because moral intuitions organize political attitudes, moral empathy gaps can exacerbate political conflict (and other kinds of conflict as well) by contributing to the perception that people who do not share our moral opinions are unintelligent and/or have malevolent intentions.

Journal Article 2: Dimitriadis, G. (2001). Pedagogy and performance in black popular culture. Cultural Studies ↔ Critical Methodologies, 1, 35.

Abstract: Rap artists, in the wake of rap's popular crossover success in the early 1980s, explicitly defined rap as a pedagogical idiom. Lyrics became more complex while epithets of poet and artist proliferated. All of this came as a parallel phenomenon to the emergence of a discourse about rap and its histories and traditions—a discourse that would have seemed anomalous early on. Drawing on theory and research in performance studies, this article critiques efforts to place rap into ready-made historical trajectories (e.g., Afrocentric or postmodern ones), and focuses on the discourse that rap artists themselves created or performed about rap music and its history at this critical juncture. In redefining notions of "the popular," rap established itself as a kind of alternative curriculum, raising key questions about who needs to be educating whom, and why.

Journal Article 3: Lugo-Lugo, C. R., & Bloodsworth-Lugo, M. K. (2008). “Look Out New World, Here We Come”?: Race, racialization, and sexuality in four children's animated films by Disney, Pixar, and DreamWorks. Cultural Studies ↔ Critical Methodologies, 9, 178.

Abstract: In this essay, the authors argue that, as suggested by Giroux, animated films offer children intricate teachings about race and sexuality, guiding children through the complexities of highly racialized and sexualized scenarios. Moreover, the authors explain how animated films for children teach children how to maneuver within the general terrain of “race” and “sexuality,” and they highlight quite specific differences. Thus, in their role as agents of socialization and “portable professors,” these films provide children with the necessary tools to reinforce expectations about normalized racial and sexual dynamics.