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Remapping Pedagogical Borderlands: Critical Media Literacy as a Pedagogy of Freedom
Unformatted Document Text:  Remapping Pedagogical Borderlands 19 edited by Henry Giroux and Peter McLaren, (Albany, NY: SUNY Press 1991), 60. 14 Justin Lewis and Sut Jhally, “Struggle over Media Literacy,” Journal of Communication 48 (1998), 109-120. 15 Robert W. McChesney, “The Political Economy of Communication and the Future of the Field,” Media, Culture & Society 22 (2000), 109. 16 Hobbs, Seven Great Debates, 22. 17 Henry Giroux, Stealing Innocence, 1-3. 18 Hobbs, Seven Great Debates, 26. 19 David Buckingham, “Introduction: Fantasies of Empowerment? Radical Pedagogy and Popular Culture,” in Teaching Popular Culture, ed. David Buckingham (London: UCL Press, 1998), 5-7. 20 So often, many media literacy projects are ironically victimizing youth and their cultural experiences. For conservative protectionist groups, media education is viewed as merely keeping distances from sinful and dangerous media content, even without defining what kind of media contents are harmful. Not surprisingly, their only solution to harmful media contents is calling for boycotts and censorship. 21 For instance, see Henry Giroux, Disturbing Pleasures: Learning Popular Culture (New York: Routledge, 1994). 22 John Hartley. The Politics of Culture: The Creation of the Public in the Age of Popular Media (New York: Routledge, 1992), 2-3. 23 Hartley, 1. 24 Kellner, Reading Images, 64. 25 Hobbs, Seven Great Debates, 20. 26 As one of the most active producers/directors of educational films, Sut Jhally himself well exemplifies how media production can be an essential element of critical media education. 27 Lewis and Jhally, “Struggle Over,” 117-118. 28 Douglas Kellner, “Multiple Literacies and Critical Pedagogies: New Paradigms,” in Revolutionary Pedagogies: Cultural Politics, Instituting Education, and the Discourse of Theory, ed. Peter Pericles Trifonas (New York: RoutledgeFalmer, 2000), 196.

Authors: Nam, Siho.
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Remapping Pedagogical Borderlands
19
edited by Henry Giroux and Peter McLaren, (Albany, NY: SUNY Press
1991), 60.
14
Justin Lewis and Sut Jhally, “Struggle over Media
Literacy,” Journal of Communication 48 (1998), 109-120.
15
Robert W. McChesney, “The Political Economy of
Communication and the Future of the Field,” Media, Culture &
Society 22 (2000), 109.
16
Hobbs, Seven Great Debates, 22.
17
Henry Giroux, Stealing Innocence, 1-3.
18
Hobbs, Seven Great Debates, 26.
19
David Buckingham, “Introduction: Fantasies of
Empowerment? Radical Pedagogy and Popular Culture,” in Teaching
Popular Culture, ed. David Buckingham (London: UCL Press, 1998),
5-7.
20
So often, many media literacy projects are ironically
victimizing youth and their cultural experiences. For
conservative protectionist groups, media education is viewed as
merely keeping distances from sinful and dangerous media content,
even without defining what kind of media contents are harmful.
Not surprisingly, their only solution to harmful media contents
is calling for boycotts and censorship.
21
For instance, see Henry Giroux, Disturbing Pleasures:
Learning Popular Culture (New York: Routledge, 1994).
22
John Hartley. The Politics of Culture: The Creation of
the Public in the Age of Popular Media (New York: Routledge,
1992), 2-3.
23
Hartley, 1.
24
Kellner, Reading Images, 64.
25
Hobbs, Seven Great Debates, 20.
26
As one of the most active producers/directors of
educational films, Sut Jhally himself well exemplifies how media
production can be an essential element of critical media
education.
27
Lewis and Jhally, “Struggle Over,” 117-118.
28
Douglas Kellner, “Multiple Literacies and Critical
Pedagogies: New Paradigms,” in Revolutionary Pedagogies: Cultural
Politics, Instituting Education, and the Discourse of Theory, ed.
Peter Pericles Trifonas (New York: RoutledgeFalmer, 2000), 196.


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