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Remapping Pedagogical Borderlands: Critical Media Literacy as a Pedagogy of Freedom
Unformatted Document Text:  Remapping Pedagogical Borderlands 9 nothing but a site of struggle, identity formation, and power relations. Not only does Hall’s work understand pedagogy as a mode of cultural criticism, but also it provides a critical lens through which we can realize pedagogy as a mode of cultural politics. According to Giroux’s evaluation, Hall’s theorization of culture provides “the constitutive framework for making the pedagogical political.” 11 When media moguls continuously argue that there is no evidence of cause-and-effect relationships between media violence and social illness and when American public simply blames some pop figures such as Eminem and Marylyn Manson for their violent music content without challenging more detrimental effects brought by greedy media giants, Giroux’s conception of cultural politics, unlike other orthodox political economists, presents a possibility of attacking the capitalist dominance at both “institutional” and “symbolical” levels. Media educators, who do not have insights into the crucial importance of examining cultural politics in media literacy education and consequently reduce media literacy to a set of technical skills, are equally detrimental to students just as marketers who favor to target students as consumers are. As Freire criticized, in ‘the banking conception of education,’ knowledge is seldom presented in a way that encourages students to think against the grain. All that needed for teacher is simply to pour knowledge into the repository. Not only is it a threat to students’ freedom of building their own knowledge, but more seriously is a serious danger to materializing the vision of

Authors: Nam, Siho.
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Remapping Pedagogical Borderlands
9
nothing but a site of struggle, identity formation, and power
relations. Not only does Hall’s work understand pedagogy as a
mode of cultural criticism, but also it provides a critical lens
through which we can realize pedagogy as a mode of cultural
politics. According to Giroux’s evaluation, Hall’s theorization
of culture provides “the constitutive framework for making the
pedagogical political.”
11
When media moguls continuously argue that there is no
evidence of cause-and-effect relationships between media violence
and social illness and when American public simply blames some
pop figures such as Eminem and Marylyn Manson for their violent
music content without challenging more detrimental effects
brought by greedy media giants, Giroux’s conception of cultural
politics, unlike other orthodox political economists, presents a
possibility of attacking the capitalist dominance at both
“institutional” and “symbolical” levels.
Media educators, who do not have insights into the crucial
importance of examining cultural politics in media literacy
education and consequently reduce media literacy to a set of
technical skills, are equally detrimental to students just as
marketers who favor to target students as consumers are. As
Freire criticized, in ‘the banking conception of education,’
knowledge is seldom presented in a way that encourages students
to think against the grain. All that needed for teacher is
simply to pour knowledge into the repository. Not only is it a
threat to students’ freedom of building their own knowledge, but
more seriously is a serious danger to materializing the vision of


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