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Remapping Pedagogical Borderlands: Critical Media Literacy as a Pedagogy of Freedom
Unformatted Document Text:  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 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.

Authors: Nam, Siho.
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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 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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