The article argues that fandom can be the classroom of the future, and that fan-scholars have a responsibility to teach critical fandom to future generations. The author believes that our educational system can benefit from more fandom enthusiasm, and that new generations of fans will become future teachers, thinkers, and responsible media citizens. However, the article suffers from several biases and lacks evidence to support its claims.
Firstly, the article assumes that neoliberalism is encroaching on fandom and education without providing any evidence to support this claim. The author argues that neoliberalism promotes individualism over community and polices particular ways of expressing fannish enthusiasm. However, there is no evidence presented to show how neoliberalism is affecting fandom or education in this way.
Secondly, the article presents a one-sided view of fandom as a positive force for critical engagement without acknowledging any potential risks or negative aspects. While it is true that many fans engage in thoughtful discussions and analysis of media texts, there are also instances where fan communities can be toxic or exclusionary towards certain groups.
Thirdly, the article lacks consideration for the diversity within fan communities and assumes that all fans share similar values and goals. The author suggests teaching students critical fandom without defining what this means or acknowledging that different fans may have different ideas about what constitutes critical engagement.
Overall, while the article raises some interesting points about the potential benefits of incorporating fandom into education, it suffers from biases and lacks evidence to support its claims. A more balanced approach would acknowledge both the positive and negative aspects of fandom and consider the diverse perspectives within fan communities.