[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-136024-en":3,"doc-seo-136024-105":30,"detail-sidebar-cat-0-en-105":95},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},136024,549758146520,"Patrick","https://ap-avatar.wpscdn.com/avatar/80002397d8c0411e94?_k=1775819394049821470",8,"Research & Report","Marginally Fannish - Fan Podcasts as Sites of Public Pedagogy and Intersectional Education - PhD Thesis","Marginally Fannish investigates how fan podcasts function as sites of public pedagogy, enabling fans to express and access intersectional perspectives. The research highlights an original fan podcast produced for the project, demonstrating how participants draw on fictional popular-text frameworks to co-create educational and political learning. Over 22 episodes recorded across 10 months in 2020, fans used shared media language to reflect real-world experiences. The thesis examines fan critiques and analyses as public pedagogy, exploring how collective interpretation can expand or trouble mainstream norms and representations, while also addressing tensions and limits in ostensibly inclusive fan spaces.","Marginally Fannish: Fan Podcasts as Sites of Public Pedagogy and  \nIntersectional Education  \nParinita Shetty  \nSubmitted in accordance with the requirements for the degree of  \nDoctor of Philosophy  \nThe University of Leeds  \nSchool of Education  \nApril 2022  \nThe candidate confirms that the work submitted is her own and that appropriate credit has been given where reference has been made to the work of others.  \nThis copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement.  \nAcknowledgements  \nI quite literally could not have made it this far without the support of an entire community.  \nAll my 18 co-participants who so generously shared their time and expertise in the midst of political and public health upheavals in 2020.  \nDr. Anne Luke and Dr. Lucy Taylor for their extraordinarily kind, critical and invaluable feedback on multiple chapter, thesis and conclusion drafts. Apart from helping me become a better thinker and writer, their comments never failed to cheer me up whenever I wanted to toss my thesis out of the window. We did it!  \nDr. Aisha Walker for providing me with just the right ideas, inspiration and resources I needed at exactly the perfect time.  \nAmbika Kapoor, Giorgia Faraoni, Amal Basheikh, Ruaa Hariri – the fellow PhD researchers in Leeds I’ve known since my first year. For offering me company, compassion, commiseration and celebration all in equal measure. For helping me make room for fun and for helping me feel less alone.  \nKatarina O’Dette for helping me unblock my exhausted brain and unlock the narrative of the conclusion that had so far eluded me. I was ready to give up on it before her crucial insights helped me articulate what I meant. To quote her, conclusions are the worst because “I have to write the paper again, but small???\"  \nAnimal Crossing and Neopets for helping me retain some semblance of sanity as I put together the first and final drafts ofthe thesis.  \nThe Leeds and Glasgow public libraries and public parks for providing me spaces to think, work, relax, play and escape in throughout these 3 and a half years.  \nAparna Kapur and Sanjana Kapur for everything, but especially for the Hamilton songs you rewrote, recorded and sent as words of encouragement at the beginning of the PhD and then again at the end.  \nJack McInally for everything, but especially for the perfectly-timed Animal Crossing, picture book and cake-related presents.  \nSwetha Shetty. Mummy, when I was a child, I told you that my biggest dream was to “study abroad”. Didn’t know where or what or when or how. But look, what we’ve done! Look, how far we’ve come! How would any of this have been possible without you?  \nAnd lastly, but very much not leastly, Luffy – also known as Loafy, Luffinder Singh Chauhan, Loof, Loof-Goof, Floof, dhondu-face, monster-face. For helping my broken brain cope with the last 2 years and for all the love and silliness over the last 6.  \nThank you!  \nAbstract  \nMarginally Fannish explores the ways in which fan podcasts act as sites of public pedagogy, specifically focusing on how these spaces offer opportunities for fans to express and access intersectional perspectives. The eponymous fan podcast created for the research project showcases how fans use the fictional framework of popular texts to co-create an alternative site of education and politicisation.  \nI recorded a total of 22 episodes over 10 months in 2020 to study how fans used popular media as a shared language to learn about each other’s real-world experiences and perspectives. My 18 co-participants and I came from a wide range of worldviews and backgrounds – both marginalised and privileged in different contexts. Our podcast episodes explored various aspects of intersectionality in some of our favourite media and their fandoms.  \nThis thesis examines how fan critiques and analyses act as a form of public pedagogy that provides access t","cbCaiiPDUkqJX4Vp","https://ap.wps.com/l/cbCaiiPDUkqJX4Vp","pdf",2030447,1,246,"English","en",105,"# Abstract\n## Research focus and concept\n## Podcast project and methods\n## Public pedagogy through critique and analysis\n## Intersections explored through popular media\n## Limits and tensions in inclusive fan spaces\n## Conclusion: intersectional education as ongoing process","[{\"question\":\"What does the thesis argue about fan podcasts and public pedagogy?\",\"answer\":\"Fan podcasts are presented as sites of public pedagogy, where fan communities learn through shared interpretive practices and access intersectional perspectives.\"},{\"question\":\"How was the research carried out in 2020?\",\"answer\":\"The author recorded 22 episodes over 10 months with 18 co-participants, examining how fans used popular media as a shared language to discuss real-world experiences and perspectives.\"},{\"question\":\"Which social intersections does the thesis examine through popular media and fandom?\",\"answer\":\"The thesis analyzes intersections including race and ethnicity, gender and gender diversity, social class, sexuality, religion, geographic origin, disability, and age.\"},{\"question\":\"Does the thesis portray intersectional fandom as universally utopian?\",\"answer\":\"No. While many chapters emphasize positive aspects, the final chapters show that even deliberately inclusive fan spaces can involve imperfect, unresolved, and contentious interactions.\"}]","Marginally Fannish - Fan Podcasts as Sites of Public Pedagogy and Intersectional Education - PhD Thesis | PDF",1787338914,620,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":90,"head_meta":92,"extra_data":94,"updated_unix":28},"marginally-fannish-fan-podcasts-as-sites-of-public-pedagogy-and-intersectional-education-phd-thesis","",{"@graph":36,"@context":89},[37,54,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/research-report/",3,{"item":52,"name":13,"@type":43,"position":53},"https://docshare.wps.com/document/marginally-fannish-fan-podcasts-as-sites-of-public-pedagogy-and-intersectional-education-phd-thesis/136024/",4,{"url":52,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":23,"description":14,"dateModified":62,"datePublished":62,"encodingFormat":61,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-08-21",true,{"@type":65,"interactionType":66,"userInteractionCount":4},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81,85],{"name":72,"@type":73,"acceptedAnswer":74},"What does the thesis argue about fan podcasts and public pedagogy?","Question",{"text":75,"@type":76},"Fan podcasts are presented as sites of public pedagogy, where fan communities learn through shared interpretive practices and access intersectional perspectives.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"How was the research carried out in 2020?",{"text":80,"@type":76},"The author recorded 22 episodes over 10 months with 18 co-participants, examining how fans used popular media as a shared language to discuss real-world experiences and perspectives.",{"name":82,"@type":73,"acceptedAnswer":83},"Which social intersections does the thesis examine through popular media and fandom?",{"text":84,"@type":76},"The thesis analyzes intersections including race and ethnicity, gender and gender diversity, social class, sexuality, religion, geographic origin, disability, and age.",{"name":86,"@type":73,"acceptedAnswer":87},"Does the thesis portray intersectional fandom as universally utopian?",{"text":88,"@type":76},"No. While many chapters emphasize positive aspects, the final chapters show that even deliberately inclusive fan spaces can involve imperfect, unresolved, and contentious interactions.","https://schema.org",{"og:url":52,"og:type":91,"og:title":13,"og:site_name":59,"og:description":14},"article",{"robots":93,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":96},[97,101,105,109,114,119,124,127,132,135,139],{"id":20,"doc_module":4,"doc_module_name":46,"category_name":98,"show_sort_weight":99,"slug":100},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":102,"show_sort_weight":103,"slug":104},"Literature",80,"literature",{"id":53,"doc_module":4,"doc_module_name":46,"category_name":106,"show_sort_weight":107,"slug":108},"Exam",70,"exam",{"id":110,"doc_module":4,"doc_module_name":46,"category_name":111,"show_sort_weight":112,"slug":113},5,"Comic",60,"comic",{"id":115,"doc_module":4,"doc_module_name":46,"category_name":116,"show_sort_weight":117,"slug":118},6,"Technology",50,"technology",{"id":120,"doc_module":4,"doc_module_name":46,"category_name":121,"show_sort_weight":122,"slug":123},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":125,"slug":126},30,"research-report",{"id":128,"doc_module":4,"doc_module_name":46,"category_name":129,"show_sort_weight":130,"slug":131},9,"Religion & Spirituality",20,"religion-spirituality",{"id":130,"doc_module":4,"doc_module_name":46,"category_name":133,"show_sort_weight":130,"slug":134},"World Cup","world-cup",{"id":136,"doc_module":4,"doc_module_name":46,"category_name":137,"show_sort_weight":136,"slug":138},10,"Lifestyle","lifestyle",{"id":140,"doc_module":4,"doc_module_name":46,"category_name":141,"show_sort_weight":110,"slug":142},19,"General","general"]