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Remapping Pedagogical Borderlands: Critical Media Literacy as a Pedagogy of Freedom
Unformatted Document Text:  Remapping Pedagogical Borderlands 12 problem for all who care about democracy and the key issues surrounding the relationship of communication to democracy…” 15 Given that the critical pedagogy of media literacy invites students to question about how media messages are constructed and how they shape our culture, one of the most essential values inherent in critical media literacy education is to educate students to be able to deconstruct and reconstruct the political and cultural meanings attached to the various types of media artifacts since the exploration of “power dynamics around message production and message consumption creates opportunities for meaningful political and social action.” 16 On the contrary, the dominant media education tends to pay an exclusive attention to promoting individual students’ competitiveness of literacy skills rather than to accomplish collective critical media literacies. Even more detrimental, the hidden logic of corporate-influenced media education reduces the goal of media education to producing cultural workers who can serve to sustain the status quo. In revealing the politics of “three myths” 17 that inhibit the promise of critical pedagogy, Giroux argues that the politics of corporate culture depoliticizes and dehistoricizes the youth culture by assuming that children are incapable of building their own identities and creating their own cultures. When today’s classroom is increasingly privatized by “Merchants of Cool,” we need to politicize media education in order to educate students to be aware of the values corporate power propagates in educational settings. Although educators are desperate for resources and materials that they can use for media literacy

Authors: Nam, Siho.
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Remapping Pedagogical Borderlands
12
problem for all who care about democracy and the key issues
surrounding the relationship of communication to democracy…”
15
Given that the critical pedagogy of media literacy invites
students to question about how media messages are constructed and
how they shape our culture, one of the most essential values
inherent in critical media literacy education is to educate
students to be able to deconstruct and reconstruct the political
and cultural meanings attached to the various types of media
artifacts since the exploration of “power dynamics around message
production and message consumption creates opportunities for
meaningful political and social action.”
16
On the contrary, the
dominant media education tends to pay an exclusive attention to
promoting individual students’ competitiveness of literacy skills
rather than to accomplish collective critical media literacies.
Even more detrimental, the hidden logic of corporate-influenced
media education reduces the goal of media education to producing
cultural workers who can serve to sustain the status quo.
In revealing the politics of “three myths”
17
that inhibit the
promise of critical pedagogy, Giroux argues that the politics of
corporate culture depoliticizes and dehistoricizes the youth
culture by assuming that children are incapable of building their
own identities and creating their own cultures. When today’s
classroom is increasingly privatized by “Merchants of Cool,” we
need to politicize media education in order to educate students
to be aware of the values corporate power propagates in
educational settings. Although educators are desperate for
resources and materials that they can use for media literacy


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