Abstract
This thesis explores how audiovisual humorous narratives in the season 7 and 8 of CBBC’s historical comedy show for children, Horrible Histories (HH, 2009-2020), support anti-oppressive historical pedagogy.
The research was inspired by the growth of educational tv as children’s distance learning during the Covid-19 situation (since 2020) and the phenomenal increase of Thai children’s interest in alternative historiography during the same time as part of the Thai youth movement against oppressive authorities. The show was chosen for the study due to its long-standing popularity in the UK and globally for its subversive historical narratives. Its audiovisual text was coded following Attardo’s (2020) General Theory of Verbal Humour (GTVH) and their educational functions were understood from Fisch’s (2004) Capacity Model of children's comprehension of educational content on tv; and concepts in history teaching, anti-oppressive pedagogy, and humour theories. Educational functions in HH humorous narratives are revealed; firstly, to support acquisition and comprehension of historical content; and, secondly, to cultivate anti-oppressive mindsets and practices.
The findings bridge the gap between the aforementioned studies; fill the void in the research of anti-oppressive historical tv shows for children; and give ideas for the future design of subversive historical media for non-formal education in oppressive environments.
Acknowledgements
First and foremost I would like to thank my kind and patient supervisor, Sarah Mygind, for all the academic and mental support I received throughout the process of this thesis. My deep appreciation also goes to my family, friends, and Jacob, who have always been there for me. Without their incessant love, care, and encouragement, it would be impossible for me put this study through the finish line.
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