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Remapping Pedagogical Borderlands: Critical Media Literacy as a Pedagogy of Freedom
Unformatted Document Text:  Remapping Pedagogical Borderlands 10 radical democracy in the classroom. In short, my strong conviction is that media literacy can be an essential ingredient of a liberating pedagogy, if informed by critical pedagogical theories as presented by Paulo Freire, Henry Giroux, and Stuart Hall. Remapping the Territory of “Critical” Media Literacy Once Karl Marx argued, “The philosophers have only interpreted the world, in various ways; the point, however, is to change it.” 12 If we apply this thesis to media literacy education, we can contend that media critics have only interpreted the media messages. However, the more important thing is to find alternative ways of media education and practice. Seen from this perspective, the pedagogical goals of critical media literacy is not only to educate students to read images and texts critically, but more importantly position them as an active agent of emancipatory cultural practices. Hence, Douglas Kellner argues: The goal will be to teach a critical media literacy which will empower individuals to become more autonomous agents, able to emancipate themselves from contemporary forms of domination and able to become more active citizens, eager and competent to engage in processes of social transformation. 13 As such, critical media literacy should serve as a form of liberating pedagogy, which strives to analyze, interpret, and

Authors: Nam, Siho.
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background image
Remapping Pedagogical Borderlands
10
radical democracy in the classroom. In short, my strong
conviction is that media literacy can be an essential ingredient
of a liberating pedagogy, if informed by critical pedagogical
theories as presented by Paulo Freire, Henry Giroux, and Stuart
Hall.
Remapping the Territory of “Critical” Media Literacy
Once Karl Marx argued, “The philosophers have only
interpreted the world, in various ways; the point, however, is to
change it.”
12
If we apply this thesis to media literacy
education, we can contend that media critics have only
interpreted the media messages. However, the more important
thing is to find alternative ways of media education and
practice. Seen from this perspective, the pedagogical goals of
critical media literacy is not only to educate students to read
images and texts critically, but more importantly position them
as an active agent of emancipatory cultural practices. Hence,
Douglas Kellner argues:
The goal will be to teach a critical media literacy which
will empower individuals to become more autonomous agents,
able to emancipate themselves from contemporary forms of
domination and able to become more active citizens, eager
and competent to engage in processes of social
transformation.
13
As such, critical media literacy should serve as a form of
liberating pedagogy, which strives to analyze, interpret, and


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