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Remapping Pedagogical Borderlands: Critical Media Literacy as a Pedagogy of Freedom
Unformatted Document Text:  Remapping Pedagogical Borderlands 13 education, it is of utmost importance to take a critical stance in recruiting industry sponsorship since seemingly beneficiary endowment for the media literacy project is aimed at “co-opting the media literacy movement [to serve their own goals] and softening it to make sure that public criticism of the media never gets too loud, abrasive, or strident.” 18 Meanwhile, some cultural studies scholars such as David Buckingham contradict critical pedagogy for its propagandistic approach. For example, he argues that “the central problem with critical pedagogy lies in its attempt to resolve complex pedagogical problems purely by means of theoretical rhetoric… The crucial problem, of course, is what happens when students resist or reject the ‘emancipation’ that… the teacher has envisaged for them?” 19 However, such contradiction is based on the false understanding of critical pedagogy. As Freire clarified on this, in the project of critical pedagogy, teacher’s authority and student’s freedom is never mutually exclusive. Understood as a dialogical process of critical knowledge construction, the practice of cultural politics, which goes against the grain, is never authoritarian. Second, we need to move beyond the simple protectionism. 20 In other words, by incorporating the notion of “critical” literacy into media education, we need to reposition our students as active agents of media culture rather than victims of it. Giroux, in his book Stealing Innocence sharply points out that there is a prevailing myth of children’s innocence. The political implication of this is that children are seen as an

Authors: Nam, Siho.
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Remapping Pedagogical Borderlands
13
education, it is of utmost importance to take a critical stance
in recruiting industry sponsorship since seemingly beneficiary
endowment for the media literacy project is aimed at “co-opting
the media literacy movement [to serve their own goals] and
softening it to make sure that public criticism of the media
never gets too loud, abrasive, or strident.”
18
Meanwhile, some cultural studies scholars such as David
Buckingham contradict critical pedagogy for its propagandistic
approach. For example, he argues that “the central problem with
critical pedagogy lies in its attempt to resolve complex
pedagogical problems purely by means of theoretical rhetoric… The
crucial problem, of course, is what happens when students resist
or reject the ‘emancipation’ that… the teacher has envisaged for
them?”
19
However, such contradiction is based on the false
understanding of critical pedagogy. As Freire clarified on this,
in the project of critical pedagogy, teacher’s authority and
student’s freedom is never mutually exclusive. Understood as a
dialogical process of critical knowledge construction, the
practice of cultural politics, which goes against the grain, is
never authoritarian.
Second, we need to move beyond the simple protectionism.
20
In other words, by incorporating the notion of “critical”
literacy into media education, we need to reposition our students
as active agents of media culture rather than victims of it.
Giroux, in his book Stealing Innocence sharply points out that
there is a prevailing myth of children’s innocence. The
political implication of this is that children are seen as an


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