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Remapping Pedagogical Borderlands: Critical Media Literacy as a Pedagogy of Freedom
Unformatted Document Text:  Remapping Pedagogical Borderlands 16 Justin Lewis and Sut Jhally 26 also consider the value of incorporating production into media education in the belief that media literacy should be about more than the analysis of media messages. At the same time, they caution against a possible abuse of production by saying that “teaching production as purely a set of technical skills leads to an analytical immersion rather than a critical stance.” To make the media production critical and political, they argue, “[P]roduction [should] be integrated into an overall theoretical approach that highlights the question of power.” 27 Furthermore, the advent of borderless communication enabled by the development of the Internet not only requires the reading of texts and images on the computer screen, but also entails the need for repositioning students as message producers. If the Internet is to become a democratizing force, it will require students to create as well as consume information on the web. For that reason, Kellner argues, “Transformation in pedagogy must be as radical as the technological transformation that are taking place. Critical pedagogy must thus rethink the concepts of literacy and the very nature of education in a high-tech and rapidly evolving society.” 28 Concluding Remarks As I argued in the previous sections, an ultimate goal of media education should be aimed at liberating students through critical media literacy. To reiterate, critical media literacy should be grounded in the critical insights into the unequal distribution of cultural capital, unjust representation of race

Authors: Nam, Siho.
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Remapping Pedagogical Borderlands
16
Justin Lewis and Sut Jhally
26
also consider the value of
incorporating production into media education in the belief that
media literacy should be about more than the analysis of media
messages. At the same time, they caution against a possible
abuse of production by saying that “teaching production as purely
a set of technical skills leads to an analytical immersion rather
than a critical stance.” To make the media production critical
and political, they argue, “[P]roduction [should] be integrated
into an overall theoretical approach that highlights the question
of power.”
27
Furthermore, the advent of borderless communication enabled
by the development of the Internet not only requires the reading
of texts and images on the computer screen, but also entails the
need for repositioning students as message producers. If the
Internet is to become a democratizing force, it will require
students to create as well as consume information on the web.
For that reason, Kellner argues, “Transformation in pedagogy must
be as radical as the technological transformation that are taking
place. Critical pedagogy must thus rethink the concepts of
literacy and the very nature of education in a high-tech and
rapidly evolving society.”
28
Concluding Remarks
As I argued in the previous sections, an ultimate goal of
media education should be aimed at liberating students through
critical media literacy. To reiterate, critical media literacy
should be grounded in the critical insights into the unequal
distribution of cultural capital, unjust representation of race


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