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Remapping Pedagogical Borderlands: Critical Media Literacy as a Pedagogy of Freedom
Unformatted Document Text:  Remapping Pedagogical Borderlands 17 and gender in the media, and most importantly the vision of cultural democracy. Inquiring into the conditions of the reproduction of “white-male capitalist supremacy” (borrowing bell hooks’ term), radical practices of media literacy invite students to the site of struggle in which students critically reflect on their cultural experiences, re-position themselves as active agents of alternative and oppositional media practices, and finally link their educational experiences to envisioning a substantive multicultural democracy. In closing, situated within the larger social and political contexts, the project of critical media literacy should be aimed at expanding the possibility of social transformation and human emancipation. In an age in which a handful of transnational media conglomerates dominate the circulation of cultural artifacts on a global scale, in which youth are objectified as unremitting consuming machines, and in which neoliberalism promulgates the politics of cynicism, we need to uncover the hidden politics of the dominant media education and we should not be negligent in educating students to become, to use a Gramscian term, ‘Organic Intellectuals’ in the terrain of media culture.

Authors: Nam, Siho.
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Remapping Pedagogical Borderlands
17
and gender in the media, and most importantly the vision of
cultural democracy.
Inquiring into the conditions of the reproduction of
“white-male capitalist supremacy” (borrowing bell hooks’ term),
radical practices of media literacy invite students to the site
of struggle in which students critically reflect on their
cultural experiences, re-position themselves as active agents of
alternative and oppositional media practices, and finally link
their educational experiences to envisioning a substantive
multicultural democracy.
In closing, situated within the larger social and political
contexts, the project of critical media literacy should be aimed
at expanding the possibility of social transformation and human
emancipation. In an age in which a handful of transnational
media conglomerates dominate the circulation of cultural
artifacts on a global scale, in which youth are objectified as
unremitting consuming machines, and in which neoliberalism
promulgates the politics of cynicism, we need to uncover the
hidden politics of the dominant media education and we should not
be negligent in educating students to become, to use a Gramscian
term, ‘Organic Intellectuals’ in the terrain of media culture.


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