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Remapping Pedagogical Borderlands: Critical Media Literacy as a Pedagogy of Freedom
Unformatted Document Text:  Remapping Pedagogical Borderlands 5 stand out of that dominant ideology? From where should we start our efforts to concretize critical media education and practices? Where is a possibility of social transformation? In an effort to escape from such dilemma, Henry Giroux postulates that schools are “to be viewed as social sites marked by the interplay of domination, accommodation, and struggle,” rather than to be viewed “as sites that function smoothly to reproduce a docile labor force.” 6 Conceived in that way, instead of simply disregarding the media artifacts and popular culture, critical teachers need to strive to help students uncover the hidden politics of the media in their relations to the dominant social system. Since mass media exert great influences on society and are an essential ingredient of our daily culture, then it is hazardous to let such power be manipulated and controlled only by a handful of global media conglomerates, executives, and conservative media policy makers. As critical pedagogues, we must not dismiss the mass media and popular culture as garbage. Instead, we do need incorporate them into the practice of critical media education. In fact, as bell hooks argued, “Critical interrogation is not the same as dismissal.” 7 Therefore, while the negligent teacher might be reluctant to bring media artifacts into his or her classroom, the critical teacher should be so willing to use such materials to educate students to evaluate critically what they see on TV, silver screen, and computer monitor, and what they read on printed media. Critical Pedagogy and Critical Media Literacy

Authors: Nam, Siho.
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Remapping Pedagogical Borderlands
5
stand out of that dominant ideology? From where should we start
our efforts to concretize critical media education and practices?
Where is a possibility of social transformation? In an effort to
escape from such dilemma, Henry Giroux postulates that schools
are “to be viewed as social sites marked by the interplay of
domination, accommodation, and struggle,” rather than to be
viewed “as sites that function smoothly to reproduce a docile
labor force.”
6
Conceived in that way, instead of simply disregarding the
media artifacts and popular culture, critical teachers need to
strive to help students uncover the hidden politics of the media
in their relations to the dominant social system. Since mass
media exert great influences on society and are an essential
ingredient of our daily culture, then it is hazardous to let such
power be manipulated and controlled only by a handful of global
media conglomerates, executives, and conservative media policy
makers. As critical pedagogues, we must not dismiss the mass
media and popular culture as garbage. Instead, we do need
incorporate them into the practice of critical media education.
In fact, as bell hooks argued, “Critical interrogation is
not the same as dismissal.”
7
Therefore, while the negligent
teacher might be reluctant to bring media artifacts into his or
her classroom, the critical teacher should be so willing to use
such materials to educate students to evaluate critically what
they see on TV, silver screen, and computer monitor, and what
they read on printed media.
Critical Pedagogy and Critical Media Literacy


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