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Remapping Pedagogical Borderlands: Critical Media Literacy as a Pedagogy of Freedom
Unformatted Document Text:  Remapping Pedagogical Borderlands 2 vision of critical pedagogy ultimately aimed at the promotion of substantive democracy, media literacy runs the risk of being reduced to a set of technical tips that can be easily learned through teachers’ implantation of some necessary skills in students’ mind in the traditional classroom. In this paper, I will argue for the need for “critical” media literacy mainly informed by Paulo Freire’s notion of liberating pedagogy, Henry Giroux’s insights into the politics of mass media and popular culture, and Douglas Kellner’s articulation of multicultural and multiple literacies. In so doing, I first start with pointing out some serious deficiencies of current media education, then proceed to discuss how critical pedagogical theories can be connected to media literacy education, and finally suggest some viable ways of practicing critical media literacy. At last, I conclude by arguing that current media literacy education needs to be transformed in order to serve as a liberating pedagogy, which opens up a possibility of alternative and oppositional media practices for students. A Deadlock of Media Education At first glance, it might seem that the current emphasis on media literacy in communications discipline is plausible and well-oriented. Yet I would argue that even though there are a growing number of scholarly articles on it, the discussion of media literacy severely lacks critical self-reflection. For instance, when one of the most prominent communications journals, Journal of Communication dedicated its entire issue to discussing the ferment of media literacy education, the editor of the

Authors: Nam, Siho.
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Remapping Pedagogical Borderlands
2
vision of critical pedagogy ultimately aimed at the promotion of
substantive democracy, media literacy runs the risk of being
reduced to a set of technical tips that can be easily learned
through teachers’ implantation of some necessary skills in
students’ mind in the traditional classroom.
In this paper, I will argue for the need for “critical”
media literacy mainly informed by Paulo Freire’s notion of
liberating pedagogy, Henry Giroux’s insights into the politics of
mass media and popular culture, and Douglas Kellner’s
articulation of multicultural and multiple literacies. In so
doing, I first start with pointing out some serious deficiencies
of current media education, then proceed to discuss how critical
pedagogical theories can be connected to media literacy
education, and finally suggest some viable ways of practicing
critical media literacy. At last, I conclude by arguing that
current media literacy education needs to be transformed in order
to serve as a liberating pedagogy, which opens up a possibility
of alternative and oppositional media practices for students.
A Deadlock of Media Education
At first glance, it might seem that the current emphasis on
media literacy in communications discipline is plausible and
well-oriented. Yet I would argue that even though there are a
growing number of scholarly articles on it, the discussion of
media literacy severely lacks critical self-reflection. For
instance, when one of the most prominent communications journals,
Journal of Communication dedicated its entire issue to discussing
the ferment of media literacy education, the editor of the


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