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Remapping Pedagogical Borderlands: Critical Media Literacy as a Pedagogy of Freedom

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Abstract:

In this paper, I argue for the need for ¡°critical¡± media literacy mainly informed by Paulo Freire¡¯s notion of liberating pedagogy, Henry Giroux¡¯s insights into the politics of mass media and popular culture, and Douglas Kellner¡¯s articulation of multicultural and multiple literacies. In so doing, I first start with pointing out some serious deficiencies of current media education, then proceed to discuss how critical pedagogical theories can be applied to media literacy education, and finally suggest some feasible ways of concretizing critical media literacy. At last, I conclude by arguing that the current media literacy education needs to be transformed in order to serve as a liberating pedagogy, which opens up a possibility of alternative and oppositional media education and practices for both teachers and students.

Most Common Document Word Stems:

media (173), critic (89), literaci (82), educ (77), cultur (67), pedagogi (52), polit (40), student (39), pedagog (31), giroux (24), remap (23), communic (22), borderland (22), argu (20), practic (20), new (20), social (18), need (17), possibl (17), york (16), teacher (16),

Author's Keywords:

critical media literacy, pedagogical borderlands, Paulo Freire, a pedagogy of freedom
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Name: International Communication Association
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MLA Citation:

Nam, Siho. "Remapping Pedagogical Borderlands: Critical Media Literacy as a Pedagogy of Freedom" Paper presented at the annual meeting of the International Communication Association, Marriott Hotel, San Diego, CA, May 27, 2003 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p112195_index.html>

APA Citation:

Nam, S. , 2003-05-27 "Remapping Pedagogical Borderlands: Critical Media Literacy as a Pedagogy of Freedom" Paper presented at the annual meeting of the International Communication Association, Marriott Hotel, San Diego, CA Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p112195_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In this paper, I argue for the need for ¡°critical¡± media literacy mainly informed by Paulo Freire¡¯s notion of liberating pedagogy, Henry Giroux¡¯s insights into the politics of mass media and popular culture, and Douglas Kellner¡¯s articulation of multicultural and multiple literacies. In so doing, I first start with pointing out some serious deficiencies of current media education, then proceed to discuss how critical pedagogical theories can be applied to media literacy education, and finally suggest some feasible ways of concretizing critical media literacy. At last, I conclude by arguing that the current media literacy education needs to be transformed in order to serve as a liberating pedagogy, which opens up a possibility of alternative and oppositional media education and practices for both teachers and students.

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Document Type: .PDF
Page count: 22
Word count: 5164
Text sample:
Remapping Pedagogical Borderlands: Critical Media Literacy as a Pedagogy of Freedom Abstract In this paper I argue for the need for “critical” media literacy mainly informed by Paulo Freire’s notion of liberating pedagogy Henry Giroux’s insights into the politics of mass media and popular culture and Douglas Kellner’s articulation of multicultural and multiple literacies. In so doing I first start with pointing out some serious deficiencies of current media education then proceed to discuss how critical pedagogical theories can
Pedagogical Borderlands 21 Postmodernism Feminism and Cultural Politics edited by Henry Giroux and Peter McLaren. Albany NY: SUNY Press 1991. Lewis Justin and Sut Jhally. “Struggle over Media Literacy.” Journal of Communication 48 (1998): 109-120. Marx Karl. “Theses on Feuerbach.” In The Marx-Engels Reader. Edited by Robert C. Tucker. New York: Norton 1978. McChesney Robert. “The Political Economy of Communication and the Future of the Field.” Media Culture & Society 22 (2000): 109-116. McLaren Peter. Life in Schools: An


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